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題名 對比隱性教學及顯性教學探究字彙學習: 廣泛閱讀對國小學生字彙學習之影響
Implicit or Explicit? Exploring Effects of Extensive Reading on Taiwanese Primary Students’ Vocabulary Learning作者 周孟薇
Chou, Meng-Wei貢獻者 劉怡君
Liu, Yi-Chun
周孟薇
Chou, Meng-Wei關鍵詞 內隱學習
外顯學習
廣泛閱讀
字彙學習
詞彙知識
implicit learning
explicit learning
extensive reading
vocabulary learning
vocabulary knowledge日期 2019 上傳時間 7-八月-2019 17:02:56 (UTC+8) 摘要 字彙學習是學習語言中重要的關鍵，而學習者字彙量也影響了在閱讀文本中理解量的多寡。許多字彙教學方式中，以內隱學習方式 (implicit learning) 和外顯學習方式 (explicit learning) 為兩大主要的教學方向。本研究目的是探究透過廣泛閱讀中閱讀分級讀本的方式和外顯學習方式對EFL國小學童字彙學習的影響。主要的研究方向有: (1) 廣泛閱讀是否能改善EFL國小學童的字彙學習 (2) 廣泛閱讀在字彙學習中可以提供哪方面的詞彙知識 (3) 學生的語言程度內隱學習方式及外顯學習方式是否有關連性及影響。研究對象為臺中市某國小兩班五年級學生，實驗前先進行前測，其中控制組班級以外顯學習方式為主，實驗組班級則以外顯學習和內隱學習一起進行為期四個月的課程。最後，透過成對樣本t檢定及後測結果探討學習方式的成效。資料來源包含學生字彙成績測驗、問卷。研究結果有下列幾點: 第一，透過廣泛閱讀，能有效加強字彙學習。第二，語言程度較弱的學生接受廣泛閱讀後，在字彙認知性知識(receptive knowledge) 和操作性知識 (productive knowledge) 較其他組學生有明顯進步。第三，內隱學習方式對於語言程度較弱，但願意花時間閱讀的學生，語言學習上有明顯的進步。此研究結果也建議教學者能融入廣泛閱讀在課室教學中。透過繪本閱讀加強字彙的學習，也同時加深學生對單字的應用，提升學習的成效。此外，本研究結果亦提供英語教師教學上的參考及未來研究方向的建議。
Vocabulary learning plays an important role in language learning. Students’ vocabulary size influences their reading comprehension. In vocabulary learning, implicit learning and explicit learning are the two major approaches. The purpose of the present study aims to explore the effect of EFL students’ vocabulary learning through implicit instructions and explicit instructions. The study attempts to answer three research questions: (1) Does extensive reading improve EFL students’ vocabulary learning? (2) What can extensive reading afford students’ vocabulary learning? (3) How does learners’ language proficiency relate to their implicit and explicit vocabulary learning?In this study, the participants of the study were two classes of fifth-grade elementary school students in Taichung City. First, all the students took the pretest. Then, the controlled group received the explicit instructions in class while the experimental group received both the explicit and implicit instructions in four-month period. Last, the post-tests and Paired Sample t-test were administered to analyze the learning effectiveness. The multiple data were collected including vocabulary pretests and posttests, surveys. The results reveal that 1) extensive reading is effective to vocabulary learning. 2) extensive reading enhances low language proficiency students’ receptive knowledge and productive knowledge. 3) implicit learning has a positive influence on the low proficiency students.The findings of the study suggest that integrating extensive reading into classroom activities enhances not only receptive knowledge of vocabulary learning but also productive knowledge of vocabulary application. Furthermore, pedagogical implications and suggestions for future studies were provided as well.參考文獻 Abolghasem, M. (2015). The effect of explicit versus implicit teaching on Iranian EFL learners’ vocabulary knowledge. International Journal of English language, literature and translation studies,2 (3)Anderson, R. C., Shirey, L. L., Wilson, P. T., and Fielding, L. G. (1987). Interestingness of children`s reading material. In Snow, R. E., and Farr, M. J. (eds.), Aptitude, Learning, and Instruction: Vol. III. Cognitive and Affective Process Analyses, Erlbaum, Hillsdale, NJ, pp. 287–299.Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Group Reading and How Children Spend Their Time outside of School. Reading Research Quarterly, 23, 285-303. http://dx.doi.org/10.1598/RRQ.23.3.2Ahmad, N.Marzieh, M. & Afshin, S. (2015). Explicit and implicit learning in vocabulary acquisition. Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 03 – Issue 01Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13(4), 383–401.Cameron, Lynee. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.Chen, H. J. (1998). Second language vocabulary learning strategies – a preliminary investigation of Chinese EFL learners. The proceedings of the seventh international symposium on English teaching, 1, 219-230.Cho, K.-S. and Krashen, S. (1994). Acquisition of vocabulary from the Sweet ValleyKids series: adult ESL acquisition. Journal of Reading, 37, 662–667.Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136–141Dilek Karakoça, Gül DurmuĢoğlu Köseb.(2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378Ellis, N. C. (1994b). Introduction: implicit and explicit language learning – an overview. In Ellis, Nick (ed.). Implicit and explicit learning of languages. London etc.: Academic Press, 1-31.Ellis, N. C. (1994c). Vocabulary acquisition: the implicit ins and outs of explicit cognitive mechanisms. In Ellis, Nick (ed.). Implicit and explicit learning of languages. London etc.: Academic Press, 211-282.Grabe, William. (1991). Current developments in second language reading research. TESOL Quarterly. 25 (3): 375-406.Grabe, W. & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In J.Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 98-122). Cambridge: Cambridge University Press.Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow, UK: Longman.Gass, S. (1999).Incidental vocabulary learning: Discussion. Studies in Second Language Acquisition, 21,3 ,19-333Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning. 46 (4), 643 – 79.Harmer, J. (1991). The Practice of English Language Teaching. New York : Longman.Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELCJournal. 30. 114-132.Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurementstudy. Canadian Modern Language Review. 61(3), 355–382.Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193.Hulstijn, Jan H. (2001). Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, Peter (ed.). Cognition and second language instruction. Cambridge: C.U.P., 258-287.Hunt, A. and Beglar, D. (2005) A Framework for Developing EFL Reading Vocabulary. Reading in a Foreign Language, 17, 23-59.Khamesipour, M. (2015). The effects of explicit and implicit instruction of vocabulary through reading on EFL learners` vocabulary development. Theory and Practice inLanguage Studies, 5(8), 1620-1627. http://dx.doi.org/10.17507/tpls.0508.11Kojic-Sabo, I., & Lightbown, P. M.(1999).Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.Krashen, S. (1984). Writing: Research, Theory and Applications. Beverly Hills: LaredoKrashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440-464.http://dx.doi.org/10.1111/j.1540-4781.1989.tb05325.x.Lao, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacydevelopment in EFL: more evidence for the power of reading. System, 28, 261-270.Laufer, B., & Sim, D. D. (1985). Taking the easy way out: Non-use and misuse of contextual clues in EFL reading comprehension. English Teaching Forum, 23, 7–10, 22Laufer, B. (1989). ‘What percentage of lexis is essential for comprehension’, in Lauren, C. and Nordman, M. (eds), From Humans Thinking to Thinking Machines. Clevedon: Multilingual Matters, pp. 316–23.Liu, N. & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16, 33-42.Loucky, J. P. (2003). Enhancing students` English reading and vocabulary skills using CALL innovations. Seinan Women`s University, Tandai Kiyo, 49.Marzban, A., & Kamalian, K. (2013). Effects of implicit versus explicit vocabulary instruction on intermediate EFL learners` vocabulary knowledge. ELT Voice, 3(6), 84-95Mostafa, M. (2012). Implicit Vs. Explicit Vocabulary Learning: Which Approach Serves Long-term Recall Better? The Southeast Asian Journal of English Language Studies – Vol 18(2): 1 – 12Nagy, W. E., Herman, P. A., & Anderson, R. C. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.Nagy, W. & Herman, F`. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In Mckeown, M., & Curtis, M. (eds), The nature of vocabulary acquisition. Hillsdale, NJ: Lawrence Erlbaum. (pp 19-35).Nation, P. & Waring, R. (1997). Vocabulary size, texts coverage and word lists. In N. Schmitt & M. McCarthy, eds. Vocabulary : Description, acquisition and pedagogy, Cambridge: Cambridge University Press, pp. 6–19.Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge:Cambridge University Press.Paribakht, T. S., & Wesche, M. B. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174-200). New-York: Cambridge University Press.Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28.Rashidi, N., & Ganbari Adivi, A. (2010). Incidental Vocabulary Learning Through Comprehension Focused Reading of Short Stories. Journal of English Language Teaching and Learning Year 53 No. 217.Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory, 2, 88-94. http://dx.doi.org/10.1037/0278-7393.2.1.88Richards, J.C., & Rodgers, T.S.(2001). Approach and methods in language teaching: A description and analysis. Cambridge, London: Cambridge University.Richard, J.C. & Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.Schmitt, N. (2008). Review article: Instructed second language vocabulary learning.Language teaching research, 12(3), 329.Wallace, C. (2008). Vocabulary: The Key to Teaching English Language Learners to Read. Education Digest: Essential Readings Condensed for Quick Review, 36-39.Yugandhar, Dr. K. (2016). Content-theme-based instruction to increase the quality of EFL class. International Journal on Studies in English Language and Literature (IJSELL), 8(4), 86-90.Zimmerman, C. (1997). Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge: Cambridge University Press. 描述 碩士
國立政治大學
英語教學碩士在職專班
104951013資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951013 資料類型 thesis dc.contributor.advisor 劉怡君 zh_TW dc.contributor.advisor Liu, Yi-Chun en_US dc.contributor.author (作者) 周孟薇 zh_TW dc.contributor.author (作者) Chou, Meng-Wei en_US dc.creator (作者) 周孟薇 zh_TW dc.creator (作者) Chou, Meng-Wei en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-八月-2019 17:02:56 (UTC+8) - dc.date.available 7-八月-2019 17:02:56 (UTC+8) - dc.date.issued (上傳時間) 7-八月-2019 17:02:56 (UTC+8) - dc.identifier (其他 識別碼) G0104951013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125020 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 104951013 zh_TW dc.description.abstract (摘要) 字彙學習是學習語言中重要的關鍵，而學習者字彙量也影響了在閱讀文本中理解量的多寡。許多字彙教學方式中，以內隱學習方式 (implicit learning) 和外顯學習方式 (explicit learning) 為兩大主要的教學方向。本研究目的是探究透過廣泛閱讀中閱讀分級讀本的方式和外顯學習方式對EFL國小學童字彙學習的影響。主要的研究方向有: (1) 廣泛閱讀是否能改善EFL國小學童的字彙學習 (2) 廣泛閱讀在字彙學習中可以提供哪方面的詞彙知識 (3) 學生的語言程度內隱學習方式及外顯學習方式是否有關連性及影響。研究對象為臺中市某國小兩班五年級學生，實驗前先進行前測，其中控制組班級以外顯學習方式為主，實驗組班級則以外顯學習和內隱學習一起進行為期四個月的課程。最後，透過成對樣本t檢定及後測結果探討學習方式的成效。資料來源包含學生字彙成績測驗、問卷。研究結果有下列幾點: 第一，透過廣泛閱讀，能有效加強字彙學習。第二，語言程度較弱的學生接受廣泛閱讀後，在字彙認知性知識(receptive knowledge) 和操作性知識 (productive knowledge) 較其他組學生有明顯進步。第三，內隱學習方式對於語言程度較弱，但願意花時間閱讀的學生，語言學習上有明顯的進步。此研究結果也建議教學者能融入廣泛閱讀在課室教學中。透過繪本閱讀加強字彙的學習，也同時加深學生對單字的應用，提升學習的成效。此外，本研究結果亦提供英語教師教學上的參考及未來研究方向的建議。 zh_TW dc.description.abstract (摘要) Vocabulary learning plays an important role in language learning. Students’ vocabulary size influences their reading comprehension. In vocabulary learning, implicit learning and explicit learning are the two major approaches. The purpose of the present study aims to explore the effect of EFL students’ vocabulary learning through implicit instructions and explicit instructions. The study attempts to answer three research questions: (1) Does extensive reading improve EFL students’ vocabulary learning? (2) What can extensive reading afford students’ vocabulary learning? (3) How does learners’ language proficiency relate to their implicit and explicit vocabulary learning?In this study, the participants of the study were two classes of fifth-grade elementary school students in Taichung City. First, all the students took the pretest. Then, the controlled group received the explicit instructions in class while the experimental group received both the explicit and implicit instructions in four-month period. Last, the post-tests and Paired Sample t-test were administered to analyze the learning effectiveness. The multiple data were collected including vocabulary pretests and posttests, surveys. The results reveal that 1) extensive reading is effective to vocabulary learning. 2) extensive reading enhances low language proficiency students’ receptive knowledge and productive knowledge. 3) implicit learning has a positive influence on the low proficiency students.The findings of the study suggest that integrating extensive reading into classroom activities enhances not only receptive knowledge of vocabulary learning but also productive knowledge of vocabulary application. Furthermore, pedagogical implications and suggestions for future studies were provided as well. en_US dc.description.tableofcontents Acknowledgements iiChinese Abstract viEnglish Abstract viiChapter 1 Introduction 1Chapter 2 Literature Review 3Vocabulary Knowledge 3Vocabulary Learning of Implicit Learning and Explicit Learning 5Vocabulary learning through extensive reading 11Research Questions 17Chapter 3 Methodology 18Participants 18Materials and Instruction 19Instrument 21Pre-test 21Post-test 22Survey 22Procedures 23Data Analysis 24Chapter 4 Results and Data Analysis 26Research Question 1 26Research Question 2 27Research Question 3 31Chapter 5 Discussion and Conclusion 33Extensive Reading is effective in EFL students’ vocabulary learning 33Extensive reading is more effective in low proficiency young learners 34Pedagogical Implications 35Limitations 37Suggestions for Future Study 37Conclusion 38References 39Appendix A-Pre test 45Appendix B-Post test 1 47Appendix C-Post test 2 49Appendix D 51Appendix E 53Appendix F 54 zh_TW dc.format.extent 1927756 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951013 en_US dc.subject (關鍵詞) 內隱學習 zh_TW dc.subject (關鍵詞) 外顯學習 zh_TW dc.subject (關鍵詞) 廣泛閱讀 zh_TW dc.subject (關鍵詞) 字彙學習 zh_TW dc.subject (關鍵詞) 詞彙知識 zh_TW dc.subject (關鍵詞) implicit learning en_US dc.subject (關鍵詞) explicit learning en_US dc.subject (關鍵詞) extensive reading en_US dc.subject (關鍵詞) vocabulary learning en_US dc.subject (關鍵詞) vocabulary knowledge en_US dc.title (題名) 對比隱性教學及顯性教學探究字彙學習: 廣泛閱讀對國小學生字彙學習之影響 zh_TW dc.title (題名) Implicit or Explicit? Exploring Effects of Extensive Reading on Taiwanese Primary Students’ Vocabulary Learning en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Abolghasem, M. (2015). The effect of explicit versus implicit teaching on Iranian EFL learners’ vocabulary knowledge. International Journal of English language, literature and translation studies,2 (3)Anderson, R. C., Shirey, L. L., Wilson, P. T., and Fielding, L. G. (1987). Interestingness of children`s reading material. In Snow, R. E., and Farr, M. J. (eds.), Aptitude, Learning, and Instruction: Vol. III. Cognitive and Affective Process Analyses, Erlbaum, Hillsdale, NJ, pp. 287–299.Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Group Reading and How Children Spend Their Time outside of School. Reading Research Quarterly, 23, 285-303. http://dx.doi.org/10.1598/RRQ.23.3.2Ahmad, N.Marzieh, M. & Afshin, S. (2015). Explicit and implicit learning in vocabulary acquisition. Asian Journal of Education and e-Learning (ISSN: 2321 – 2454) Volume 03 – Issue 01Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13(4), 383–401.Cameron, Lynee. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.Chen, H. J. (1998). Second language vocabulary learning strategies – a preliminary investigation of Chinese EFL learners. The proceedings of the seventh international symposium on English teaching, 1, 219-230.Cho, K.-S. and Krashen, S. (1994). Acquisition of vocabulary from the Sweet ValleyKids series: adult ESL acquisition. Journal of Reading, 37, 662–667.Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136–141Dilek Karakoça, Gül DurmuĢoğlu Köseb.(2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378Ellis, N. C. (1994b). Introduction: implicit and explicit language learning – an overview. In Ellis, Nick (ed.). Implicit and explicit learning of languages. London etc.: Academic Press, 1-31.Ellis, N. C. (1994c). Vocabulary acquisition: the implicit ins and outs of explicit cognitive mechanisms. In Ellis, Nick (ed.). Implicit and explicit learning of languages. London etc.: Academic Press, 211-282.Grabe, William. (1991). Current developments in second language reading research. TESOL Quarterly. 25 (3): 375-406.Grabe, W. & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In J.Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 98-122). Cambridge: Cambridge University Press.Grabe, W. & Stoller, F. (2002). Teaching and researching reading. Harlow, UK: Longman.Gass, S. (1999).Incidental vocabulary learning: Discussion. Studies in Second Language Acquisition, 21,3 ,19-333Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning. 46 (4), 643 – 79.Harmer, J. (1991). The Practice of English Language Teaching. New York : Longman.Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELCJournal. 30. 114-132.Horst, M. (2005). Learning L2 vocabulary through extensive reading: A measurementstudy. Canadian Modern Language Review. 61(3), 355–382.Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193.Hulstijn, Jan H. (2001). Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, Peter (ed.). Cognition and second language instruction. Cambridge: C.U.P., 258-287.Hunt, A. and Beglar, D. (2005) A Framework for Developing EFL Reading Vocabulary. Reading in a Foreign Language, 17, 23-59.Khamesipour, M. (2015). The effects of explicit and implicit instruction of vocabulary through reading on EFL learners` vocabulary development. Theory and Practice inLanguage Studies, 5(8), 1620-1627. http://dx.doi.org/10.17507/tpls.0508.11Kojic-Sabo, I., & Lightbown, P. M.(1999).Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.Krashen, S. (1984). Writing: Research, Theory and Applications. Beverly Hills: LaredoKrashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440-464.http://dx.doi.org/10.1111/j.1540-4781.1989.tb05325.x.Lao, C. Y. & Krashen, S. (2000). The impact of popular literature study on literacydevelopment in EFL: more evidence for the power of reading. System, 28, 261-270.Laufer, B., & Sim, D. D. (1985). Taking the easy way out: Non-use and misuse of contextual clues in EFL reading comprehension. English Teaching Forum, 23, 7–10, 22Laufer, B. (1989). ‘What percentage of lexis is essential for comprehension’, in Lauren, C. and Nordman, M. (eds), From Humans Thinking to Thinking Machines. Clevedon: Multilingual Matters, pp. 316–23.Liu, N. & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16, 33-42.Loucky, J. P. (2003). Enhancing students` English reading and vocabulary skills using CALL innovations. Seinan Women`s University, Tandai Kiyo, 49.Marzban, A., & Kamalian, K. (2013). Effects of implicit versus explicit vocabulary instruction on intermediate EFL learners` vocabulary knowledge. ELT Voice, 3(6), 84-95Mostafa, M. (2012). Implicit Vs. Explicit Vocabulary Learning: Which Approach Serves Long-term Recall Better? The Southeast Asian Journal of English Language Studies – Vol 18(2): 1 – 12Nagy, W. E., Herman, P. A., & Anderson, R. C. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.Nagy, W. & Herman, F`. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In Mckeown, M., & Curtis, M. (eds), The nature of vocabulary acquisition. Hillsdale, NJ: Lawrence Erlbaum. (pp 19-35).Nation, P. & Waring, R. (1997). Vocabulary size, texts coverage and word lists. In N. Schmitt & M. McCarthy, eds. Vocabulary : Description, acquisition and pedagogy, Cambridge: Cambridge University Press, pp. 6–19.Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge:Cambridge University Press.Paribakht, T. S., & Wesche, M. B. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174-200). New-York: Cambridge University Press.Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1–28.Rashidi, N., & Ganbari Adivi, A. (2010). Incidental Vocabulary Learning Through Comprehension Focused Reading of Short Stories. Journal of English Language Teaching and Learning Year 53 No. 217.Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory, 2, 88-94. http://dx.doi.org/10.1037/0278-7393.2.1.88Richards, J.C., & Rodgers, T.S.(2001). Approach and methods in language teaching: A description and analysis. Cambridge, London: Cambridge University.Richard, J.C. & Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.Schmitt, N. (2008). Review article: Instructed second language vocabulary learning.Language teaching research, 12(3), 329.Wallace, C. (2008). Vocabulary: The Key to Teaching English Language Learners to Read. Education Digest: Essential Readings Condensed for Quick Review, 36-39.Yugandhar, Dr. K. (2016). Content-theme-based instruction to increase the quality of EFL class. International Journal on Studies in English Language and Literature (IJSELL), 8(4), 86-90.Zimmerman, C. (1997). Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge: Cambridge University Press. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU201900605 en_US
