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題名 字彙圖教學對台灣國中生單字學習之成效
The effects of instruction using graphic organizers on vocabulary learning of junior high school students in Taiwan
作者 黃瀞瑤
Huang, Ching Yao
貢獻者 許炳煌
Sheu, Ping Huang
黃瀞瑤
Huang, Ching Yao
關鍵詞 單字學習
字彙圖
單字學習態度
字彙教學
vocabulary learning
graphic organizers
vocabulary learning attitudes
vocabulary instruction
日期 2011
上傳時間 30-Oct-2012 11:11:46 (UTC+8)
摘要 本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。
The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning.
     The subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored.
     The results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning.
參考文獻 Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and the acquisition of word knowledge. Advances in Reading Language Research, 2, 231-256.
     Austermuehle, D., Kautz, T., & Sprenzel, J. (2007). Improving the knowledge and application of vocabulary within content areas. Unpublished master’s thesis, Saint Xavier University, Chicago, Illinois.
     Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
     Barron, R. F., & Stone, V. F. (1974). Effect of student-constructed graphic post organizers upon learning vocabulary relationships. In P. L. Nacke (Ed.), Interaction: Research and practice for college-adult reading (pp. 172-175). Clemson, SC: Twenty-third Yearbook of the National Reading Conference.
     Baxemdell, B. W. (2003). Consistent, coherent, creative: The 3 C’s of graphic organizers. Teaching Exceptional Children, 35(3), 46-53.
     Bazeli, M. J., & Olle, R. E. (1995). Using visuals to develop reading vocabulary. Selected readings from the Annual Conference of the International Visual Literacy Association. (ERIC Document Reproduction Service No. ED391519)
     Blachowicz, C., & Fisher, P. J. (2010). Teaching vocabulary in all classrooms (4th ed.). Boston, MA: Person Education.
     Blachowicz, C., Fisher, P., Ogle, D., & Watts-Taffe, S. (2006).Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.
     Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. New York: Scholastic.
     Burstall, C. (1975). Factors affecting foreign language learning: A consideration of some relevant research findings. Language Teaching and Linguistic Abstracts, 8, 5-125.
     Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.
     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.
     Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
     Culbert, E., Flood, M., Windler, R., & Work, D. (1998). A qualitative investigation of the use of graphic organizers. Paper presented at the SUNY-Geneseo Annual Reading and Literacy Research Symposium. (ERIC Document Reproduction Service No. ED418381)
     Dale, E., Razik, T., & Petty, W. (1973). Bibliography of vocabulary studies. Columbus, Ohio: Ohio State University.
     DeCarrico, J. S. (2001). Vocabulary learning and teaching. In M. Cele-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 285-299). Boston, MA: Heinle & Heinle.
     Dunston, P. (1992). A critique of graphic organizer research. Reading Research & Instruction, 31, 57-65.
     Dye, G. A. (2000). Graphic organizers to the rescue. Teaching Exceptional Children, 32(3), 72-76.
     Fisher, P., Blachowicz, C., & Fink, L. S. (2007). Teaching how to think about words. Voices From the Middle, 15(1), 6-12.
     Griffin, C. C., Malone, L. D., & Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. Journal of Educational Research, 89, 98-107.
     Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved July 7, 2009 from the World Wide Web: http://www.cast.org/publications/ncac/ncac_go.html
     Hairrell, A., Rupley, W., & Simmons, D. (2011). The state of vocabulary research. Literacy Research & Instruction, 50(4), 253-271.
     Harmon, J. M., Hedrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21, 261-280.
     Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40, 109-31.
     Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press.
     Huizenga, J. (2005). Totally true: Building vocabulary through reading. Book 1. Oxford, UK: Oxford University Press.
     Huizenga, J. (2005). Totally true: Building vocabulary through reading. Book 2. Oxford, UK: Oxford University Press.
     Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
     Hung, Y. C. (2006). The effects of three different vocabulary glossaries on reading comprehension and noun recognition of EFL vocational high school students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
     Irvin, J. L. (1990). Vocabulary knowledge: Guidelines for instruction. What research says to the teacher. Washington, D.C.: National Education Association. (ERIC Document Reproduction Service No. ED319001)
     Jiang, X. Y., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 33-45.
     Kaelin, A. (1991). The effects of instruction using a mnemonic graphic organizer on vocabulary acquisition among adult English-as-a-second-language students. Unpublished master’s thesis, California State University, Sacramento.
     Kang, S. (2004). Using visual organizers to enhance EFL instruction. ELT Journal, 58, 58-67.
     Lan, C. Y. (2005). The effects of task-induced involvement load on vocabulary learning of senior high EFL students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
     Lin, M. H. (1999). The effects of memory strategies training on junior high school students’ vocabulary learning. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
     Luo, W. C. (2011). An investigation into the effects of graphic organizers on reading comprehension of senior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
     Luppescu, S., & Day, R. R. (1993). Reading, dictionaries and vocabulary learning. Language Learning, 43, 263-287.
     Merkley, D., & Jefferies, D. (2000/2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.
     Monroe, E. E. (1997). Effects of mathematical vocabulary instruction on fourth grade students. Reading Improvement, 34, 120-132.
     Monroe, E. E. (1998). Using graphic organizers to teach vocabulary: Does available research inform mathematics instruction? Education, 118(4), 538-540.
     Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11-17.
     Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
     Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.
     Phillips, D. C. K, Foote, C. J., & Harper, L. J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
     Rice, G. E. (1994). Need for explanations in graphic organizer research. Reading Psychology, 15(1), 39-67.
     Robinson, D. H. (1998). Graphic organizers as aids to text learning. Reading Research & Instruction, 37, 85-105.
     Rosenbaum, C. (2001). A word map for middle school: A tool for effective vocabulary instruction. Journal of Adolescent & Adult Literacy, 45(1), 44-49.
     Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In C. I. Hovland & M. J. Rosenberg (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp.1-14). New Haven, CT: Yale University Press.
     Rupley, W., Logan, J., & Nichols, W. (1999). Vocabulary instruction in a balanced reading program. Reading Teacher, 52(4), 336-46.
     Rupley, W., & Nichols, W. (2005). Vocabulary instruction for the struggling reader. Reading & Writing Quarterly, 21(3), 239-260.
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     Smith, C. B. (2003). Successful techniques of vocabulary. ERIC topical bibliography and commentary. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication. (ERIC Document Reproduction Service No. ED480892)
     Smith, J. J. (2002). The use of graphic organizers in vocabulary instruction. Unpublished master’s thesis, Kean University, Union, New Jersey.
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     Stamper, J. B. (2006). Vocabulary-building graphic organizers & mini-lessons. New York: Scholastic.
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     Webb. S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 33-52.
     Wen, L. P. (2005). The Effects of English semantically related word instruction on vocabulary retention of junior high school students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
     Works, C. G. (1999). How to build a better vocabulary. Decatur, GA: Dekalb County School System. (ERIC Document Reproduction Service No. ED436006)
描述 碩士
國立政治大學
英語教學碩士在職專班
96951012
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951012
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.advisor Sheu, Ping Huangen_US
dc.contributor.author (Authors) 黃瀞瑤zh_TW
dc.contributor.author (Authors) Huang, Ching Yaoen_US
dc.creator (作者) 黃瀞瑤zh_TW
dc.creator (作者) Huang, Ching Yaoen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 11:11:46 (UTC+8)-
dc.date.available 30-Oct-2012 11:11:46 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 11:11:46 (UTC+8)-
dc.identifier (Other Identifiers) G0096951012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54502-
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) 96951012zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。zh_TW
dc.description.abstract (摘要) The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning.
     The subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored.
     The results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning.		en_US
dc.description.tableofcontents Acknowledgments………………………………………………………………iii
     Table of Contents……………………………………………………………iv
     List of Tables…………………………………………………………………vi
     List of Figures………………………………………………………………vii
     Chinese Abstract……………………………………………………………viii
     English Abstract………………………………………………………………ix
     Chapter One: Introduction……………………………………………………1
     Background and Motivation……………………………………………………1
     Purposes and Questions of the Study……………………………………6
     Significance of the Study……………………………………………………6
     Definition of Terms………………………………………………………………7
     Chapter Two: Literature Review……………………………………………9
     Principles of Effective Vocabulary Instruction…………………9
     The Use of Graphic Organizers in Vocabulary Instruction…12
     Concept of Graphic Organizers………………………………………12
     Theory of Graphic Organizers…………………………………………13
     Benefits of Graphic Organizers……………………………………14
     Types of Graphic Organizers Used in Vocabulary Instruction......15
     Related Studies on Graphic Organizers in Vocabulary Learning………………20
     Critiques on the Previous Research……………………………………23
     Chapter Three: Method………………………………………………………27
     Research Design………………………………………………………………27
     Subjects……………………………………………………………………28
     Instruments…………………………………………………………………28
     Vocabulary Tests………………………………………………………29
     Vocabulary Learning Attitude Questionnaire………………………31
     Procedure………………………………………………………………………34
     Preparation Stage…………………………………………………………34
     Pilot Study………………………………………………………………37
     Main Study………………………………………………………………39
     Data Analysis…………………………………………………………………44
     Chapter Four: Results…………………………………………………………47
     The Effects of Vocabulary Instruction Using Graphic Organizers on Students’ Vocabulary Learning……………………47
     The Effects of Vocabulary Instruction Using Graphic Organizers on Learning Different Aspects of Vocabulary Knowledge………………………………48
     The Effects of Vocabulary Instruction Using Graphic Organizers on Students’ Vocabulary Learning Attitudes……………………………………………51
     Comparison of Students’ Vocabulary Learning Attitudes between the Groups………………………………………………………………51
     Comparison of Students’ Vocabulary Learning Attitudes before and after the Vocabulary Instruction……………………52
     Students’ Perceptions of the Vocabulary Instruction Using Graphic Organizers………………………………………………………57
     Chapter Five: Discussion and Conclusion…………………………67
     Summary and Discussion of Major Findings…………………………67
     Research Question 1: Does graphic organizer instruction improve Taiwanese junior high school students’ vocabulary learning more than traditional vocabulary instruction?....67
     Research Question 2: In which aspect of vocabulary knowledge will the students receiving vocabulary instruction using graphic organizers perform better than those in the traditional instruction?....................70
     Research Question 3: Will the students develop more positive attitudes toward vocabulary learning after receiving vocabulary instruction using graphic organizers?.......................72
     Research Question 4: What are the students’ perceptions of the vocabulary instruction using graphic organizers?......73
     Pedagogical Implications………………………………………………………74
     Limitations of the Study……………………………………………………76
     Suggestions for Future Research…………………………………………77
     References……………………………………………………………………………78
     Appendixes………………………………………………………………………84
     Appendix A: Vocabulary Pretest and Posttest……………………84
     Appendix B: Vocabulary Learning Attitude Questionnaire……88
     Appendix C-1: Vocabulary Learning Attitude Questionnaire for the GO Group……90
     Appendix C-2: Vocabulary Learning Attitude Questionnaire for the GO Group (English Version)……………………………………93
     Appendix D: Detailed Information of the Reading Texts……96
     Appendix E: Unknown Word Checklist……………………………………97
     Appendix F: Worksheet for the Pilot Study………………………98
     Appendix G: Teaching Procedures for the Pilot Study…………99
     Appendix H: Worksheets for the GO Group…………………………103
     Appendix I: Worksheets for the Control Group………………………………119
     Appendix J: Teaching Procedures for the GO Group…………135		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951012en_US
dc.subject (關鍵詞) 單字學習zh_TW
dc.subject (關鍵詞) 字彙圖zh_TW
dc.subject (關鍵詞) 單字學習態度zh_TW
dc.subject (關鍵詞) 字彙教學zh_TW
dc.subject (關鍵詞) vocabulary learningen_US
dc.subject (關鍵詞) graphic organizersen_US
dc.subject (關鍵詞) vocabulary learning attitudesen_US
dc.subject (關鍵詞) vocabulary instructionen_US
dc.title (題名) 字彙圖教學對台灣國中生單字學習之成效zh_TW
dc.title (題名) The effects of instruction using graphic organizers on vocabulary learning of junior high school students in Taiwanen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and the acquisition of word knowledge. Advances in Reading Language Research, 2, 231-256.
     Austermuehle, D., Kautz, T., & Sprenzel, J. (2007). Improving the knowledge and application of vocabulary within content areas. Unpublished master’s thesis, Saint Xavier University, Chicago, Illinois.
     Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
     Barron, R. F., & Stone, V. F. (1974). Effect of student-constructed graphic post organizers upon learning vocabulary relationships. In P. L. Nacke (Ed.), Interaction: Research and practice for college-adult reading (pp. 172-175). Clemson, SC: Twenty-third Yearbook of the National Reading Conference.
     Baxemdell, B. W. (2003). Consistent, coherent, creative: The 3 C’s of graphic organizers. Teaching Exceptional Children, 35(3), 46-53.
     Bazeli, M. J., & Olle, R. E. (1995). Using visuals to develop reading vocabulary. Selected readings from the Annual Conference of the International Visual Literacy Association. (ERIC Document Reproduction Service No. ED391519)
     Blachowicz, C., & Fisher, P. J. (2010). Teaching vocabulary in all classrooms (4th ed.). Boston, MA: Person Education.
     Blachowicz, C., Fisher, P., Ogle, D., & Watts-Taffe, S. (2006).Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.
     Bromley, K., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. New York: Scholastic.
     Burstall, C. (1975). Factors affecting foreign language learning: A consideration of some relevant research findings. Language Teaching and Linguistic Abstracts, 8, 5-125.
     Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.
     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.
     Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
     Culbert, E., Flood, M., Windler, R., & Work, D. (1998). A qualitative investigation of the use of graphic organizers. Paper presented at the SUNY-Geneseo Annual Reading and Literacy Research Symposium. (ERIC Document Reproduction Service No. ED418381)
     Dale, E., Razik, T., & Petty, W. (1973). Bibliography of vocabulary studies. Columbus, Ohio: Ohio State University.
     DeCarrico, J. S. (2001). Vocabulary learning and teaching. In M. Cele-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 285-299). Boston, MA: Heinle & Heinle.
     Dunston, P. (1992). A critique of graphic organizer research. Reading Research & Instruction, 31, 57-65.
     Dye, G. A. (2000). Graphic organizers to the rescue. Teaching Exceptional Children, 32(3), 72-76.
     Fisher, P., Blachowicz, C., & Fink, L. S. (2007). Teaching how to think about words. Voices From the Middle, 15(1), 6-12.
     Griffin, C. C., Malone, L. D., & Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. Journal of Educational Research, 89, 98-107.
     Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved July 7, 2009 from the World Wide Web: http://www.cast.org/publications/ncac/ncac_go.html
     Hairrell, A., Rupley, W., & Simmons, D. (2011). The state of vocabulary research. Literacy Research & Instruction, 50(4), 253-271.
     Harmon, J. M., Hedrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21, 261-280.
     Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40, 109-31.
     Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press.
     Huizenga, J. (2005). Totally true: Building vocabulary through reading. Book 1. Oxford, UK: Oxford University Press.
     Huizenga, J. (2005). Totally true: Building vocabulary through reading. Book 2. Oxford, UK: Oxford University Press.
     Hulstijn, J. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
     Hung, Y. C. (2006). The effects of three different vocabulary glossaries on reading comprehension and noun recognition of EFL vocational high school students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
     Irvin, J. L. (1990). Vocabulary knowledge: Guidelines for instruction. What research says to the teacher. Washington, D.C.: National Education Association. (ERIC Document Reproduction Service No. ED319001)
     Jiang, X. Y., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 33-45.
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