1. NCCU Academic Hub
  2. 學術產出
  3. 外國語文學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 單字練習題對第二外語字彙學習成效類型之影響
The Effect Type of Vocabulary Exercise on L2 Vocabulary Learning
作者 劉惠雯
Liu, Hui-Wen
貢獻者 余明忠
Yu, Ming-Chung
劉惠雯
Liu, Hui-Wen
關鍵詞 單字習得
單字練習題
Vocabulary acquisition
Vocabulary exercise
日期 2020
上傳時間 1-二月-2021 14:28:22 (UTC+8)
摘要 本研究旨在探討三種不同的單字練習題型，對第二外語字彙學習成效類型之影響。依據涉入程度假說，涉入程度較高的單字練習題型，可以為學習者帶來更好的單字習得成效。因此本研究採用最常使用兩種的單字練習題－填空與造句，來組合成三種單字練習題型：一次填空題、三次填空題與造句題，來探討影響單字練習題成效的原因。另外，學習者的英文程度、年齡以及性別是否與單字練習題的效益有相互的影響，也在本研究中有所探討。
本實驗的研究對象為南台灣一所私立中學的七十二位學生，分別屬於一班三十六位國中部學生及一班三十六位的高中部學生。在實驗開始之前，研究者採用修正版的單字知識等級表(VKS)測驗，以確認受試者不認識實驗中的15個目標單字。實驗中，所有的受試者因皆完成三種單字練習題組，並得以練習15個目標單字，而每一種單字練習題組皆隨機出現，以避免序位效應。之後，受試者隨即接受後測，以了解學生記憶目標單字的情形。
研究結果顯示：(1)在記憶單字成效方面，三種單字練習題型皆有顯著的效果。其中，三次填空題型帶來最多單字知識與記憶保留的進步，其次為造句題型，第三為一次填空題型；而最高得分和次高得分的練習題型，兩者差異不顯著，但都和最低得分的一次填空題型有顯著的差異。(2)三種單字練習題型對於英語高、低成就者而言，皆能帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，英語高成就者皆表現比英語低成就者較好。另外，對於英語低成就者，三次填空題型比一次填空題型可以帶來更多顯著的單字知識與記憶保留的進步。(3)三種單字練習題型皆能為高中與國中的學生，帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，高中學生皆表現比國中學生較好。此外，三次填空題型比一次填空題型可以為高中學生群組帶來更佳顯著有益的單字記憶保留。(4)這三種單字練習題型皆能為男女生，帶來單字知識與記憶保留的正面影響。而一次填空題型和三次填空題型的單字記憶保留，女生表現比男生好；造句題型部分的單字記憶保留，則不相上下。此外，對於女生群組而言，三次填空題型比一次填空題型為更有助益之題型。
希望此實驗的結果，可以提供英語教師一些使用單字練習題的建議，來增強學生的單字習得與記憶，以提升字彙量。最後，根據實驗的結果，提供未來研究之參考方向和建議。
This study aimed to investigate the effect type of vocabulary exercise on L2 vocabulary learning. Based on the Involvement Load Hypothesis, the vocabulary exercises with higher involvement load claim better performance of vocabulary acquisition (Hulstijin & Laufer, 2001). In view of this, the efficacy of the exercises on word retention was explored with two types of commonly-used vocabulary exercises, exercises of blank-filling and writing original sentences. They were employed for three exercise conditions: one set of fill-in-the-blank, three sets of fill-in-the-blank and one set of writing original sentences. Besides, three variables of learner factors were also investigated in this study: English proficiency, age and gender.
Seventy-two students participated in this study. They were from two classes, one from junior high schools and the other from senior high schools, in a private secondary school in the southern Taiwan. Prior to the experiment, learners’ vocabulary knowledge of 15 target words was examined by the modified Vocabulary Knowledge Scale (VKS). During the experiment, all of the participants practiced these target words in the three exercise conditions, which appeared in a random sequence to avoid the recency effect (Phillips, 1981). After the experiment, the vocabulary knowledge of these words was examined in an immediate posttest.
The results are summarized as follows. First, the three exercise conditions significantly enhanced the participants’ word retention. Besides, Condition 2 (three sets of fill-in-the-blank) produced the most word gains, Condition 3 (one set of writing original sentences) made the more gains, and Condition 1 (one set of fill-in-the-blank) made the least gains. Also, Conditions 2 and 3 did not show a significant difference between each other while they each showed significant superiority over Condition 1. Second, the three exercise conditions exerted a significant effect on word knowledge and retention of both high and low English achievers. Specifically, high English achievers performed better than low ones in the three conditions, and Condition 2 facilitated the low English achievers’ word retention more than Condition 1. Third, no matter senior and junior high school students, the three conditions all demonstrated positive effects on their word retention, but the senior high school students outperformed the junior high school students. Fourth, not only the males but also the females reaped benefits from the three conditions. However, the females outperformed their counterparts in all conditions, and they also yielded a markedly higher score in Condition 2 than in Condition 1.
It is hoped that the findings of the present study could offer English teachers some insights on how to apply vocabulary exercises to help improve learners’ word acquisition, and retention.
參考文獻 Amiryousefie, M. & Kassainan, Z. (2010). The effect of reading only vs. reading plus enhancement activities on vocabulary learning and production of Iranian pre-university students. English Language Teaching, 3(2), 94-98.
Atay, D and Kurt, G. (2006). Elementary school EFL learners’ vocabulary learning: The effects of post-reading activities. Canadian Modern Language Review, 63(2), 255-273.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, cognitive, and affective response in foreign language listening. The Modern Language Journal, 76, 160-178.
Baddley, A. D. (1978). The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research. Psychological Review, 85, 139-152.
Baddeley, A. D. (1990). Human memory. London: Lawrence Erlbaum Associates.
Bao, G. (2015). Task types effects on English as a foreign language learners’ acquisition of receptive and productive vocabulary knowledge. System, 53, 84-95.
Beck, I., McKeown, M. & Kucan, L. (2002). Brining words to life. New York: Guildford.
Bensoussan M. & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7, 15-23.
Blachowicz, C. & Fisher, P. (2010). Teaching vocabulary in all classrooms (4th ed.). Columbus, OH: Pearson-Merrill Prentice Hall.
Carnine, D., Kameenui, E. & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188-204.
Catalan, R. (2003). Sex differences in L2 vocabulary strategies. Journal of Applied Linguistics, 13, 54-77.
Chang, C. K. (1990). How I learned English. Taipei: Bookman Books.
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55-84.
Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The proceedings of the 7th international symposium on English teaching (pp. 219-230). Taipei: Crane Publishing Co.
Chen, H. J. (1999). How many words do they know? The proceedings of the 16th conference on English teaching and learning in ROC (pp. 83-97). Taipei: Crane Publishing Co.
Cheng, M. C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan, R. O. C.
Chung, J. J. (2007). A research on facilitating junior high school students’ L2 literacy through guided reading and writing instruction. Unpublished master’s thesis, National Cheng Kung University, Tainan, Taiwan, R. O. C.
Chih, C. L., Hsin, J. C., & Hsien, S. H. (2011). EFL students’ perceptions of learning vocabulary in a computer-supported collaborative environment. The Turkish Online Journal of Education Technology, 10(2), 91–99.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225-237). New York, NY: Cambridge University Press.
Cohen, A. D. (1990). Language learning: Insights for learners, teachers and researchers. New Yok: Prentice Hall
Cole, M. (1982). Word perception, first language script and learners of English as a second language. M. A. Project. Birkbeck College, University of London.
Craik, F. & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Crarik, F. I. &Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.
Day, R. R., Omura, C., & Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7, 541-551.
Donley, K. & Reppen, R. (2001). Using corpus tools to highlight academic vocabulary in SCLT. TESOL Journal, 10, 7-12.
Dunmore, D. (1989). Using contextual clues to infer word meaning: An evaluation of current exercise types. Reading in a Foreign Language, 6(1), 337-347.
Ellis, R. (1994). Factors in the incidental acquisition of second language vocabulary from oral input: A review essay. Applied Language Learning, 5 (1), 1-32.　
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Eysenck, M. W. (1982). Incidental learning and oriental tasks. In Puff, C. R., handbook of research methods in human memory and condition (pp. 197-228). New York: Academic Press.
Eysenck, M. W. & Eysenck, M. C. (1979). Memory scanning, introversion-extraversion, and level of processing. Journal of Research in Personality, 13(3), 305-315.
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.
Francis, N. & Kucera, H. (1982). Frequency analysis of English usage. Boston: Houghton Mifflin.
Fraser, C. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.
Gass, S. (1999). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 233-252.
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd Ed.). New York: Taylor & Francis.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W. (2009). Reading a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
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. (2011). Teaching and researching reading. (2nd ed.) Harlow, England: Pearson Education.
Green, D. & Meara, P. (1995). Guest editorial. Computer Assisted Language Learning, 8(2-3), 97-101.
Guo, Y & Roehrig, A. D. (2011). Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension. Reading in a Foreign Language, 23, 42-64.
Gurian, M. (2001). Girls and boys learn differently: A guide for teachers and parents. San Francisco, CA: Jossey-Bass.
King, K. & Gurian, M. (2006). Teaching to the mind of boys. Educational leadership, 64(1), 56-61.
Hashemzadeh, M. (2012). The effect of exercise types on EFL learners’ vocabulary retention. Theory and Practice in Language Studies, 2(8), 1716-1727.
Haynes, M. & Baker, T. (1993). American and Chinese readers learning from lexical familiarization in English texts. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second Language Reading and Vocabulary Acquisition (pp. 130-152). Norwood, NJ: Ablex.
Healy, A. F., King, C. L., Clawson, D. M., Sinclair, G. P., Rickard, T. C., Crutcher, R. J. & et al. (1995). Optimizing the long-term retention of skills. In A. F. Healy & L. E. Bourne, Jr. (Eds.), learning and memory of knowledge and skills. Durability and Specialty, (pp. 1-29). Thousand Oaks, CA: Sage.
Henry, L. R. & Andrew, C. B. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Hsu, W. S. (2005). The effects of vocabulary enhancement instruction and reading only instruction on EFL senior high school students’ vocabulary acquisition in the context of a reading program. Unpublished master’s thesis, National Cheng Kung University, Tainan, Taiwan, R. O. C.
Huang, H. T. & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning and Technology, 11 (3), 64-82.
Huang, T. L. (1997). The necessity of improving research on vocabulary teaching. The proceedings of the 6th international symposium on English teaching (pp. 322-331). Taipei: Crane Publishing Co.
Huang, T. L. (2001). 字彙與閱讀之探討與實踐研究。The proceedings of the 4th conference on English teaching and learning in ROC (pp.446-445). Taipei: Crane Publishing Co.
Huang, W. T. (1999). Integrated vocabulary teaching in a senior high school: an empirical study. The proceedings of the 8th international symposium on English teaching (pp. 385-393). Taipei: Crane Publishing Co.
Huckin, T. & Coady, J. (1999). Incidental Vocabulary Acquisition in a Second Language: A Review. SSLA, 21, 181-193.
Hughes, A. (2011). Teaching reading in English as a foreign language to young learners: A global reflection. In S. J. Samuels and A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 315-358) (4th Ed.). Newark, NY: International Reading Association.
Hulstijn, J. H. (1992). Retention of inferred and given word meaning: Experiments in incidental vocabulary learning. In P. Arnaud and H. B’joint (Eds.), Vocabulary and applied linguistics. London: Macmillan.
Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning. In J, Coady & T. Hucki (Eds.), Second language vocabulary acquisition (pp. 203-224). Cambridge: Cambridge University Press.
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 258-286). Cambridge, UK: Cambridge University Press.
Hulstijn, J. H. (2005). Incidental and intentional learning. In C. J. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 349-381). Malden, MA: Blackwell.
Hulstijn, J. H. (2006). Incidental and intentional learning. In M. H. Long and C. Doughty, (Eds.), The Handbook of Second Language Acquisition (pp. 349-382). Malden, MA: Blackwell.
Hulstijn, J., Hollander, M. and Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.
Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
Jahangiri, K. and Abilipour, I. (2014). Effects of collaboration and exercise type on incidental vocabulary learning: Evidence against involvement load hypothesis. Procedia - social and behavior science, 98, 704-712.
Javanbakht, A. (2011). The impact of tasks on male Iranian elementary EFL learners’ incidental vocabulary learning. Language Education in Asia, 2(1), 28-42.
Jing, L. & Jianbin, H. (2009). An empirical study of the involvement load hypothesis in incidental vocabulary acquisition in EFL listening. Polyglossia, 16, 1-11.
Joe, A. (1998). What effect do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19, 357-377.
Kargozari, H. R. & Ghaemi, H. G. (2011). A reappraisal perspective on written tasks types and vocabulary acquisition and retention of EFL learners. World Applied Sciences Journal, 12(10), 1653-1661.
Keating, G. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58 (2), 285-325.
Ko, H. (2005). Gloss, comprehension, and strategy use. Reading in a Foreign Language, 17, 2, 125-43.
Lan, R. & Oxford, R. I. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, 41, 339-379.
Lao, C., & Krashen, S. (2000). The Impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28. 261-270.
Laufer, B. (1990). Why are some words more difficult than others? Some intralexical factors that affect the learning of words. International Review of Applied Linguistics in Language Teaching, 28(4), 293-307.
Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect, 16(3), 44-54.
Laufer, B. (2003). Vocabulary acquisition in second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567-587.
Laufer, B. (2005). Focus on form in second language vocabulary learning. Eurosla yearbook, 5(1), 233-250.
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76.
Laufer, B & Huslstijn, J. (2001). Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement. Applied Linguistics, 22(1). 1-26.
Lee, S. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31, 537-561.
Lee, U. F. (1987). 國中英語一詞多義的現象: 問題與方法. The proceedings of the 4th conference on English teaching and learning in ROC (pp. 169-181). Taipei: Crane Publishing Co.
Lee, Y-T., & Hirsh, D. (2012). Quality and quantity of exposure in L2 vocabulary learning. In: D. Hirsh (Ed.), Current perspectives in second language vocabulary research (pp. 79-116). Bern: Peter Lang.
Llach, M. P. A. (2009). The effect of reading only, reading and comprehension, and sentence writing in lexical learning in a foreign language: Some preliminary results. RESLA, 22, 9-33.
Logan, G. D., Taylor, S. E. & Etherton, J. L. (1996). Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 620-638.
Lu, M. (2013). Effects of four vocabulary exercises on facilitating learning vocabulary meaning, form and use. TESOL Quarterly, 47, 167-175.
Ludwig, J. (1984). Vocabulary acquisition as a function of word characteristics. The Canadian Modern Language Review, 40 (5): 552-562.
Marmol, G. A. & Sanchez-Lafunte, A. A. (2013). The involvement load hypothesis: Its effect on vocabulary learning in primary education. RESLA, 26, 11-24.
Martinez & Fernandez, A. (2008). Revisiting the Involvement Load Hypothesis: Awareness, type of task and type of item. In Bowel, M., Foote, R. Perpinan, S. & Bhatt, R. (Eds.), Selected proceeding of the 2007 second language research forum (pp. 210-228). MA. Cascadilla Proceeding Project.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
Min, H.T. & Hsu, W. S. (2008). The impact of supplementary reading on vocabulary acquisition and retention with EFL learners in Taiwan. Journal of Taiwan Normal University of Humanities and Social Science, 53(1), 83-115.
Ministry of Education (Taiwan). General Curriculum Guidelines of 12-Year Basic Education. https://cirn.moe.edu.tw/Upload/file/946/70456.pdf.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
Nagy, W. E., Herman P.A. & Anderson, R.C. (1985). Learning words form context. Reading Research Quarterly, 20, 233-253.
Nam, J. (2010). Linking research and practice: effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal, 28(1), 127-135.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research on second language teaching and learning (pp. 581-196). Mahwah, NJ: Lawrence Erlbaum.
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge: Cambridge University Press.
Paribakht, T. S. & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. Canadian Modern Language Review, 52, 2, 155-78.
Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200).
Paribakht, T. S. & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in Second Language Acquisition, 21, 195-224.
Paribakht, T. S. & Wesche, M. (2000). Reading-based exercises in second language vocabulary learning: an introspective study. The Modern Language Journal, 84(2), 196-213.
Peters, E. Hulstijn, J. H., Sercu, L. & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared. Language Teaching, 59(1), 113-15.
Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
Pitts, M., White, M., & Krashen, S. (1989). Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 5, 271-275.
Pressley, M., Levin, J. & McDaniel, M. (1987). Remembering versus inferring what a word means: Mnemonic and contextual approaches. In M. McKeown, & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 219-223). Hillsdale, NJ: Lawrence Erlbaum.
Pulido, D. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53(2), 233-284.
Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Pearson Education.
Rott, S. (2004). A comparison of out-put interventions and unenhanced reading conditions on vocabulary acquisition and text comprehension. The Canadian Modern Language Review, 61(2), 169-202.
Sarbazi, M. R. (2014). Involvement load hypothesis: Recalling unfamiliar words meaning by adults across genders. Procedia – Social and Behavior Sciences, 98, 1686-1692.
Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly 18(2), 199-219.
Schmitt, N. (1997). Vocabulary learning strategies. In Schmitt, N & McCarthy, M.(Eds.), Vocabulary, Description, Acquisition and Pedagogy, Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951.
Schmitt, N. and Schmitt, D. (2012). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, doi:10.1017/S0261444812000018.
Snow, C. E. & Kim, Y. S. (2007). Large problem spaces: The challenge of vocabulary for English language learners. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds), Vocabulary acquisition: implications of reading comprehension (pp. 123-136). New York: The Guilford Press.
Stoller, F. & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 to vocabulary research. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 29-45). Norwood, NJ: Ablex.
Stahl, S. A., & Nagy, W. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum
Sun, J. T. (2007). A comparative study of the effects of original sentence writing and multiple choice on junior high school students’ vocabulary retention. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan, R. O. C.
Sung, C. L. (2006). An investigation into English vocabulary learning strategies used by college students in Taiwan. Master’s thesis, Leader University, Tainan, Taiwan, R. O. C.
Swaffar, J.K., Arens, K. M. & Byrnes, H. (1991). Reading for meaning: An integrated approach to language learning. Englewood Cliffs, NJ: Prentice Hall.
Tang, C. & Treffers- Daller, J. (2016). Assessing incidental vocabulary learning by Chinese EFL learners: A test of the involvement load hypothesis. In Yu, Giouixing and Jin, Yan (Eds.), assessing Chinese learners of English: language constructs, consequences and conundrums (pp. 121-149). Palgrave, London.
Tekmen, E. and Daloglu, A. (2006). An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency. Foreign Language Annals, 39(2), 220-243.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
Tokowicz, N. (2015). Lexical processing and second language acquisition. New York, NY: Routledge
Tu, H. (2004). Effects of task-induced involvement on incidental vocabulary learning in a second language. Master’s thesis, National Tsing Hua University, Hsin-chu, Taiwan, R. O. C.
Watanabe, Y. (1997). Input, intake and retention: Effects of increased processing on incidental learning of foreign vocabulary. Studies in Second Language Acquisition, 19, 287-307.
Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142.
Webb, S. & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 4, 55-76.
Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53, 13-40.
Yang, Y. F. (2002). 英語文學習者生字解讀過程研究. The proceedings of the 14th conference on English teaching and learning in ROC (pp. 183-197). Taipei: Crane Publishing Co.
Yang, Y. F. (2002). Developing vocabulary size and analysis test for identifying TVES college students’ reading levels. The proceedings of the 19th conference on English teaching and learning in the ROC (pp. 489-499). Taipei: Crane Publishing Co.
Yaqubi, B., Rayati, R. A. & Gorgi, N. A. (2010). The Involvement Load Hypothesis and vocabulary learning: The effect of task types and involvement index on L2 vocabulary acquisition. The Journal of Teaching Language Skills, 2(1), 145-163.
Yeh C. Y. & Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL, 1(2), 1-44.
Zhara, R., Cobb, T., & Spada, N, (2001) “Acquiring vocabulary through reading: effects of frequency and contextual richness”. Canadian Modern Language Review, 57, 740-752.
Zimmerman, C. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31, 121-140.
Zou, D. (2017). Vocabulary acquisition through cloze exercise, sentence writing and composition writing: extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21, 54-75.
Zoubir-Shaw, S. & Oxford, R. (1995). Gender differences in language learning strategy use in university-level introductory French classes: a pilot study employing a strategy questionnaire. In C. A. Klee (Ed.), Faces in a crowd: the individual learner in multisection courses (pp. 181-213). Boston, MA: Heinle & Heinle.
描述 碩士
國立政治大學
英語教學碩士在職專班
95951007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095951007
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (作者) 劉惠雯zh_TW
dc.contributor.author (作者) Liu, Hui-Wenen_US
dc.creator (作者) 劉惠雯zh_TW
dc.creator (作者) Liu, Hui-Wenen_US
dc.date (日期) 2020en_US
dc.date.accessioned 1-二月-2021 14:28:22 (UTC+8)-
dc.date.available 1-二月-2021 14:28:22 (UTC+8)-
dc.date.issued (上傳時間) 1-二月-2021 14:28:22 (UTC+8)-
dc.identifier (其他 識別碼) G0095951007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/133969-
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) 95951007zh_TW
dc.description.abstract (摘要) 本研究旨在探討三種不同的單字練習題型，對第二外語字彙學習成效類型之影響。依據涉入程度假說，涉入程度較高的單字練習題型，可以為學習者帶來更好的單字習得成效。因此本研究採用最常使用兩種的單字練習題－填空與造句，來組合成三種單字練習題型：一次填空題、三次填空題與造句題，來探討影響單字練習題成效的原因。另外，學習者的英文程度、年齡以及性別是否與單字練習題的效益有相互的影響，也在本研究中有所探討。
本實驗的研究對象為南台灣一所私立中學的七十二位學生，分別屬於一班三十六位國中部學生及一班三十六位的高中部學生。在實驗開始之前，研究者採用修正版的單字知識等級表(VKS)測驗，以確認受試者不認識實驗中的15個目標單字。實驗中，所有的受試者因皆完成三種單字練習題組，並得以練習15個目標單字，而每一種單字練習題組皆隨機出現，以避免序位效應。之後，受試者隨即接受後測，以了解學生記憶目標單字的情形。
研究結果顯示：(1)在記憶單字成效方面，三種單字練習題型皆有顯著的效果。其中，三次填空題型帶來最多單字知識與記憶保留的進步，其次為造句題型，第三為一次填空題型；而最高得分和次高得分的練習題型，兩者差異不顯著，但都和最低得分的一次填空題型有顯著的差異。(2)三種單字練習題型對於英語高、低成就者而言，皆能帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，英語高成就者皆表現比英語低成就者較好。另外，對於英語低成就者，三次填空題型比一次填空題型可以帶來更多顯著的單字知識與記憶保留的進步。(3)三種單字練習題型皆能為高中與國中的學生，帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，高中學生皆表現比國中學生較好。此外，三次填空題型比一次填空題型可以為高中學生群組帶來更佳顯著有益的單字記憶保留。(4)這三種單字練習題型皆能為男女生，帶來單字知識與記憶保留的正面影響。而一次填空題型和三次填空題型的單字記憶保留，女生表現比男生好；造句題型部分的單字記憶保留，則不相上下。此外，對於女生群組而言，三次填空題型比一次填空題型為更有助益之題型。
希望此實驗的結果，可以提供英語教師一些使用單字練習題的建議，來增強學生的單字習得與記憶，以提升字彙量。最後，根據實驗的結果，提供未來研究之參考方向和建議。		zh_TW
dc.description.abstract (摘要) This study aimed to investigate the effect type of vocabulary exercise on L2 vocabulary learning. Based on the Involvement Load Hypothesis, the vocabulary exercises with higher involvement load claim better performance of vocabulary acquisition (Hulstijin & Laufer, 2001). In view of this, the efficacy of the exercises on word retention was explored with two types of commonly-used vocabulary exercises, exercises of blank-filling and writing original sentences. They were employed for three exercise conditions: one set of fill-in-the-blank, three sets of fill-in-the-blank and one set of writing original sentences. Besides, three variables of learner factors were also investigated in this study: English proficiency, age and gender.
Seventy-two students participated in this study. They were from two classes, one from junior high schools and the other from senior high schools, in a private secondary school in the southern Taiwan. Prior to the experiment, learners’ vocabulary knowledge of 15 target words was examined by the modified Vocabulary Knowledge Scale (VKS). During the experiment, all of the participants practiced these target words in the three exercise conditions, which appeared in a random sequence to avoid the recency effect (Phillips, 1981). After the experiment, the vocabulary knowledge of these words was examined in an immediate posttest.
The results are summarized as follows. First, the three exercise conditions significantly enhanced the participants’ word retention. Besides, Condition 2 (three sets of fill-in-the-blank) produced the most word gains, Condition 3 (one set of writing original sentences) made the more gains, and Condition 1 (one set of fill-in-the-blank) made the least gains. Also, Conditions 2 and 3 did not show a significant difference between each other while they each showed significant superiority over Condition 1. Second, the three exercise conditions exerted a significant effect on word knowledge and retention of both high and low English achievers. Specifically, high English achievers performed better than low ones in the three conditions, and Condition 2 facilitated the low English achievers’ word retention more than Condition 1. Third, no matter senior and junior high school students, the three conditions all demonstrated positive effects on their word retention, but the senior high school students outperformed the junior high school students. Fourth, not only the males but also the females reaped benefits from the three conditions. However, the females outperformed their counterparts in all conditions, and they also yielded a markedly higher score in Condition 2 than in Condition 1.
It is hoped that the findings of the present study could offer English teachers some insights on how to apply vocabulary exercises to help improve learners’ word acquisition, and retention.		en_US
dc.description.tableofcontents CHAPTER 1 INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 6
Significance of the Study 7
CHAPTER 2 LITERATURE REVIEW 9
Vocabulary Acquisition 9
Incidental Vocabulary Learning 10
Incidental Vocabulary Learning 11
Incidental Vocabulary Learning through Reading 12
Incidental Vocabulary Learning through Reading Plus Word-focused Activities 13
EFL Vocabulary Exercises and Vocabulary Knowledge14
Vocabulary Exercises 14
Factors Affecting the Efficacy of Vocabulary Exercises 14
Involvement Load Hypothesis 15
The Overview of Previous Studies on ILH 19
Research Questions 24
CHAPTER 3 METHODOLOGY 25
Participants 25
Instruments 27
Target words 27
Pretest and Posttest 29
The Design and the Scoring of VKS 30
Mini-dictionary 33
Three Vocabulary Exercise Conditions 33
Practice Booklets 35
Procedure 37
Stage 1: Pilot study 37
Stage 2: Pretest 37
Stage 3: treatment session 38
Stage 4: Posttest 39
Data Analysis 39
CHAPTER 4 RESULTS 41
Results of Means in Different Exercise Conditions 41
Results of Means of VKS for Low and High English Achievers 45
Results between and within Low and High English Achiever Groups 48
Results of Means of VKS for Different Age Groups 52
Results between and within Junior Group and Senior Group 54
Results of Means of VKS across Genders 58
Results between and within Male Group and Female Group 60
CHAPTER 5 DISCUSSION 65
Effects of Three Exercise Conditions on Vocabulary Retention 65
Effects of Exercise Conditions on Vocabulary Retention by Low and High English Achievers 70
Effects of Exercise Conditions on Vocabulary Retention at Different Ages 72
Effects of Exercise Conditions on Vocabulary Retention across Genders 75
CHAPTER 6 CONCLUSION 79
Summary of the Major Findings 79
Pedagogical Implication 83
Limitations of the Study 86
Suggestions for Future Research 88
REFERENCES 90
APPENDIX A 109
APPENDIX B 110
APPENDIX C 113
APPENDIX D 114
APPENDIX E 115
APPENDIX F 116
APPENDIX G 119
APPENDIX H 122
APPENDIX I 125
APPENDIX J 126
APPENDIX K 127
APPENDIX L 128		zh_TW
dc.format.extent 3798846 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095951007en_US
dc.subject (關鍵詞) 單字習得zh_TW
dc.subject (關鍵詞) 單字練習題zh_TW
dc.subject (關鍵詞) Vocabulary acquisitionen_US
dc.subject (關鍵詞) Vocabulary exerciseen_US
dc.title (題名) 單字練習題對第二外語字彙學習成效類型之影響zh_TW
dc.title (題名) The Effect Type of Vocabulary Exercise on L2 Vocabulary Learningen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Amiryousefie, M. & Kassainan, Z. (2010). The effect of reading only vs. reading plus enhancement activities on vocabulary learning and production of Iranian pre-university students. English Language Teaching, 3(2), 94-98.
Atay, D and Kurt, G. (2006). Elementary school EFL learners’ vocabulary learning: The effects of post-reading activities. Canadian Modern Language Review, 63(2), 255-273.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, cognitive, and affective response in foreign language listening. The Modern Language Journal, 76, 160-178.
Baddley, A. D. (1978). The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research. Psychological Review, 85, 139-152.
Baddeley, A. D. (1990). Human memory. London: Lawrence Erlbaum Associates.
Bao, G. (2015). Task types effects on English as a foreign language learners’ acquisition of receptive and productive vocabulary knowledge. System, 53, 84-95.
Beck, I., McKeown, M. & Kucan, L. (2002). Brining words to life. New York: Guildford.
Bensoussan M. & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7, 15-23.
Blachowicz, C. & Fisher, P. (2010). Teaching vocabulary in all classrooms (4th ed.). Columbus, OH: Pearson-Merrill Prentice Hall.
Carnine, D., Kameenui, E. & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188-204.
Catalan, R. (2003). Sex differences in L2 vocabulary strategies. Journal of Applied Linguistics, 13, 54-77.
Chang, C. K. (1990). How I learned English. Taipei: Bookman Books.
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55-84.
Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The proceedings of the 7th international symposium on English teaching (pp. 219-230). Taipei: Crane Publishing Co.
Chen, H. J. (1999). How many words do they know? The proceedings of the 16th conference on English teaching and learning in ROC (pp. 83-97). Taipei: Crane Publishing Co.
Cheng, M. C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan, R. O. C.
Chung, J. J. (2007). A research on facilitating junior high school students’ L2 literacy through guided reading and writing instruction. Unpublished master’s thesis, National Cheng Kung University, Tainan, Taiwan, R. O. C.
Chih, C. L., Hsin, J. C., & Hsien, S. H. (2011). EFL students’ perceptions of learning vocabulary in a computer-supported collaborative environment. The Turkish Online Journal of Education Technology, 10(2), 91–99.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225-237). New York, NY: Cambridge University Press.
Cohen, A. D. (1990). Language learning: Insights for learners, teachers and researchers. New Yok: Prentice Hall
Cole, M. (1982). Word perception, first language script and learners of English as a second language. M. A. Project. Birkbeck College, University of London.
Craik, F. & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Crarik, F. I. &Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.
Day, R. R., Omura, C., & Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7, 541-551.
Donley, K. & Reppen, R. (2001). Using corpus tools to highlight academic vocabulary in SCLT. TESOL Journal, 10, 7-12.
Dunmore, D. (1989). Using contextual clues to infer word meaning: An evaluation of current exercise types. Reading in a Foreign Language, 6(1), 337-347.
Ellis, R. (1994). Factors in the incidental acquisition of second language vocabulary from oral input: A review essay. Applied Language Learning, 5 (1), 1-32.　
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Eysenck, M. W. (1982). Incidental learning and oriental tasks. In Puff, C. R., handbook of research methods in human memory and condition (pp. 197-228). New York: Academic Press.
Eysenck, M. W. & Eysenck, M. C. (1979). Memory scanning, introversion-extraversion, and level of processing. Journal of Research in Personality, 13(3), 305-315.
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.
Francis, N. & Kucera, H. (1982). Frequency analysis of English usage. Boston: Houghton Mifflin.
Fraser, C. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.
Gass, S. (1999). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 233-252.
Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd Ed.). New York: Taylor & Francis.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W. (2009). Reading a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
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. (2011). Teaching and researching reading. (2nd ed.) Harlow, England: Pearson Education.
Green, D. & Meara, P. (1995). Guest editorial. Computer Assisted Language Learning, 8(2-3), 97-101.
Guo, Y & Roehrig, A. D. (2011). Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension. Reading in a Foreign Language, 23, 42-64.
Gurian, M. (2001). Girls and boys learn differently: A guide for teachers and parents. San Francisco, CA: Jossey-Bass.
King, K. & Gurian, M. (2006). Teaching to the mind of boys. Educational leadership, 64(1), 56-61.
Hashemzadeh, M. (2012). The effect of exercise types on EFL learners’ vocabulary retention. Theory and Practice in Language Studies, 2(8), 1716-1727.
Haynes, M. & Baker, T. (1993). American and Chinese readers learning from lexical familiarization in English texts. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second Language Reading and Vocabulary Acquisition (pp. 130-152). Norwood, NJ: Ablex.
Healy, A. F., King, C. L., Clawson, D. M., Sinclair, G. P., Rickard, T. C., Crutcher, R. J. & et al. (1995). Optimizing the long-term retention of skills. In A. F. Healy & L. E. Bourne, Jr. (Eds.), learning and memory of knowledge and skills. Durability and Specialty, (pp. 1-29). Thousand Oaks, CA: Sage.
Henry, L. R. & Andrew, C. B. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Hsu, W. S. (2005). The effects of vocabulary enhancement instruction and reading only instruction on EFL senior high school students’ vocabulary acquisition in the context of a reading program. Unpublished master’s thesis, National Cheng Kung University, Tainan, Taiwan, R. O. C.
Huang, H. T. & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning and Technology, 11 (3), 64-82.
Huang, T. L. (1997). The necessity of improving research on vocabulary teaching. The proceedings of the 6th international symposium on English teaching (pp. 322-331). Taipei: Crane Publishing Co.
Huang, T. L. (2001). 字彙與閱讀之探討與實踐研究。The proceedings of the 4th conference on English teaching and learning in ROC (pp.446-445). Taipei: Crane Publishing Co.
Huang, W. T. (1999). Integrated vocabulary teaching in a senior high school: an empirical study. The proceedings of the 8th international symposium on English teaching (pp. 385-393). Taipei: Crane Publishing Co.
Huckin, T. & Coady, J. (1999). Incidental Vocabulary Acquisition in a Second Language: A Review. SSLA, 21, 181-193.
Hughes, A. (2011). Teaching reading in English as a foreign language to young learners: A global reflection. In S. J. Samuels and A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 315-358) (4th Ed.). Newark, NY: International Reading Association.
Hulstijn, J. H. (1992). Retention of inferred and given word meaning: Experiments in incidental vocabulary learning. In P. Arnaud and H. B’joint (Eds.), Vocabulary and applied linguistics. London: Macmillan.
Hulstijn, J. H. (1997). Mnemonic methods in foreign language vocabulary learning. In J, Coady & T. Hucki (Eds.), Second language vocabulary acquisition (pp. 203-224). Cambridge: Cambridge University Press.
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 258-286). Cambridge, UK: Cambridge University Press.
Hulstijn, J. H. (2005). Incidental and intentional learning. In C. J. Doughty and M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 349-381). Malden, MA: Blackwell.
Hulstijn, J. H. (2006). Incidental and intentional learning. In M. H. Long and C. Doughty, (Eds.), The Handbook of Second Language Acquisition (pp. 349-382). Malden, MA: Blackwell.
Hulstijn, J., Hollander, M. and Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.
Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
Jahangiri, K. and Abilipour, I. (2014). Effects of collaboration and exercise type on incidental vocabulary learning: Evidence against involvement load hypothesis. Procedia - social and behavior science, 98, 704-712.
Javanbakht, A. (2011). The impact of tasks on male Iranian elementary EFL learners’ incidental vocabulary learning. Language Education in Asia, 2(1), 28-42.
Jing, L. & Jianbin, H. (2009). An empirical study of the involvement load hypothesis in incidental vocabulary acquisition in EFL listening. Polyglossia, 16, 1-11.
Joe, A. (1998). What effect do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19, 357-377.
Kargozari, H. R. & Ghaemi, H. G. (2011). A reappraisal perspective on written tasks types and vocabulary acquisition and retention of EFL learners. World Applied Sciences Journal, 12(10), 1653-1661.
Keating, G. (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58 (2), 285-325.
Ko, H. (2005). Gloss, comprehension, and strategy use. Reading in a Foreign Language, 17, 2, 125-43.
Lan, R. & Oxford, R. I. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, 41, 339-379.
Lao, C., & Krashen, S. (2000). The Impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28. 261-270.
Laufer, B. (1990). Why are some words more difficult than others? Some intralexical factors that affect the learning of words. International Review of Applied Linguistics in Language Teaching, 28(4), 293-307.
Laufer, B. (2001). Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect, 16(3), 44-54.
Laufer, B. (2003). Vocabulary acquisition in second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567-587.
Laufer, B. (2005). Focus on form in second language vocabulary learning. Eurosla yearbook, 5(1), 233-250.
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76.
Laufer, B & Huslstijn, J. (2001). Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement. Applied Linguistics, 22(1). 1-26.
Lee, S. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31, 537-561.
Lee, U. F. (1987). 國中英語一詞多義的現象: 問題與方法. The proceedings of the 4th conference on English teaching and learning in ROC (pp. 169-181). Taipei: Crane Publishing Co.
Lee, Y-T., & Hirsh, D. (2012). Quality and quantity of exposure in L2 vocabulary learning. In: D. Hirsh (Ed.), Current perspectives in second language vocabulary research (pp. 79-116). Bern: Peter Lang.
Llach, M. P. A. (2009). The effect of reading only, reading and comprehension, and sentence writing in lexical learning in a foreign language: Some preliminary results. RESLA, 22, 9-33.
Logan, G. D., Taylor, S. E. & Etherton, J. L. (1996). Attention in the acquisition and expression of automaticity. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 620-638.
Lu, M. (2013). Effects of four vocabulary exercises on facilitating learning vocabulary meaning, form and use. TESOL Quarterly, 47, 167-175.
Ludwig, J. (1984). Vocabulary acquisition as a function of word characteristics. The Canadian Modern Language Review, 40 (5): 552-562.
Marmol, G. A. & Sanchez-Lafunte, A. A. (2013). The involvement load hypothesis: Its effect on vocabulary learning in primary education. RESLA, 26, 11-24.
Martinez & Fernandez, A. (2008). Revisiting the Involvement Load Hypothesis: Awareness, type of task and type of item. In Bowel, M., Foote, R. Perpinan, S. & Bhatt, R. (Eds.), Selected proceeding of the 2007 second language research forum (pp. 210-228). MA. Cascadilla Proceeding Project.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
Min, H.T. & Hsu, W. S. (2008). The impact of supplementary reading on vocabulary acquisition and retention with EFL learners in Taiwan. Journal of Taiwan Normal University of Humanities and Social Science, 53(1), 83-115.
Ministry of Education (Taiwan). General Curriculum Guidelines of 12-Year Basic Education. https://cirn.moe.edu.tw/Upload/file/946/70456.pdf.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
Nagy, W. E., Herman P.A. & Anderson, R.C. (1985). Learning words form context. Reading Research Quarterly, 20, 233-253.
Nam, J. (2010). Linking research and practice: effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal, 28(1), 127-135.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of research on second language teaching and learning (pp. 581-196). Mahwah, NJ: Lawrence Erlbaum.
Nation, I. S. P. (2013). Learning Vocabulary in Another Language (2nd ed.). Cambridge: Cambridge University Press.
Paribakht, T. S. & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. Canadian Modern Language Review, 52, 2, 155-78.
Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200).
Paribakht, T. S. & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in Second Language Acquisition, 21, 195-224.
Paribakht, T. S. & Wesche, M. (2000). Reading-based exercises in second language vocabulary learning: an introspective study. The Modern Language Journal, 84(2), 196-213.
Peters, E. Hulstijn, J. H., Sercu, L. & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: the effect of three enhancement techniques compared. Language Teaching, 59(1), 113-15.
Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18(1), 1-28.
Pitts, M., White, M., & Krashen, S. (1989). Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 5, 271-275.
Pressley, M., Levin, J. & McDaniel, M. (1987). Remembering versus inferring what a word means: Mnemonic and contextual approaches. In M. McKeown, & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 219-223). Hillsdale, NJ: Lawrence Erlbaum.
Pulido, D. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53(2), 233-284.
Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Pearson Education.
Rott, S. (2004). A comparison of out-put interventions and unenhanced reading conditions on vocabulary acquisition and text comprehension. The Canadian Modern Language Review, 61(2), 169-202.
Sarbazi, M. R. (2014). Involvement load hypothesis: Recalling unfamiliar words meaning by adults across genders. Procedia – Social and Behavior Sciences, 98, 1686-1692.
Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly 18(2), 199-219.
Schmitt, N. (1997). Vocabulary learning strategies. In Schmitt, N & McCarthy, M.(Eds.), Vocabulary, Description, Acquisition and Pedagogy, Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913-951.
Schmitt, N. and Schmitt, D. (2012). A reassessment of frequency and vocabulary size in L2 vocabulary teaching. Language Teaching, doi:10.1017/S0261444812000018.
Snow, C. E. & Kim, Y. S. (2007). Large problem spaces: The challenge of vocabulary for English language learners. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds), Vocabulary acquisition: implications of reading comprehension (pp. 123-136). New York: The Guilford Press.
Stoller, F. & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 to vocabulary research. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 29-45). Norwood, NJ: Ablex.
Stahl, S. A., & Nagy, W. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum
Sun, J. T. (2007). A comparative study of the effects of original sentence writing and multiple choice on junior high school students’ vocabulary retention. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan, R. O. C.
Sung, C. L. (2006). An investigation into English vocabulary learning strategies used by college students in Taiwan. Master’s thesis, Leader University, Tainan, Taiwan, R. O. C.
Swaffar, J.K., Arens, K. M. & Byrnes, H. (1991). Reading for meaning: An integrated approach to language learning. Englewood Cliffs, NJ: Prentice Hall.
Tang, C. & Treffers- Daller, J. (2016). Assessing incidental vocabulary learning by Chinese EFL learners: A test of the involvement load hypothesis. In Yu, Giouixing and Jin, Yan (Eds.), assessing Chinese learners of English: language constructs, consequences and conundrums (pp. 121-149). Palgrave, London.
Tekmen, E. and Daloglu, A. (2006). An investigation of incidental vocabulary acquisition in relation to learner proficiency level and word frequency. Foreign Language Annals, 39(2), 220-243.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
Tokowicz, N. (2015). Lexical processing and second language acquisition. New York, NY: Routledge
Tu, H. (2004). Effects of task-induced involvement on incidental vocabulary learning in a second language. Master’s thesis, National Tsing Hua University, Hsin-chu, Taiwan, R. O. C.
Watanabe, Y. (1997). Input, intake and retention: Effects of increased processing on incidental learning of foreign vocabulary. Studies in Second Language Acquisition, 19, 287-307.
Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142.
Webb, S. & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 4, 55-76.
Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53, 13-40.
Yang, Y. F. (2002). 英語文學習者生字解讀過程研究. The proceedings of the 14th conference on English teaching and learning in ROC (pp. 183-197). Taipei: Crane Publishing Co.
Yang, Y. F. (2002). Developing vocabulary size and analysis test for identifying TVES college students’ reading levels. The proceedings of the 19th conference on English teaching and learning in the ROC (pp. 489-499). Taipei: Crane Publishing Co.
Yaqubi, B., Rayati, R. A. & Gorgi, N. A. (2010). The Involvement Load Hypothesis and vocabulary learning: The effect of task types and involvement index on L2 vocabulary acquisition. The Journal of Teaching Language Skills, 2(1), 145-163.
Yeh C. Y. & Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL, 1(2), 1-44.
Zhara, R., Cobb, T., & Spada, N, (2001) “Acquiring vocabulary through reading: effects of frequency and contextual richness”. Canadian Modern Language Review, 57, 740-752.
Zimmerman, C. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31, 121-140.
Zou, D. (2017). Vocabulary acquisition through cloze exercise, sentence writing and composition writing: extending the evaluation component of the involvement load hypothesis. Language Teaching Research, 21, 54-75.
Zoubir-Shaw, S. & Oxford, R. (1995). Gender differences in language learning strategy use in university-level introductory French classes: a pilot study employing a strategy questionnaire. In C. A. Klee (Ed.), Faces in a crowd: the individual learner in multisection courses (pp. 181-213). Boston, MA: Heinle & Heinle.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202100113en_US