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研究生：	洪鐘儒 Hung, Chung-Ju
論文名稱：	廣泛閱讀英文分級讀本對英文字彙知識「無意間」習得與存留之探討：以一位學習英語為外語的少年為例 L2 Incidental Word Knowledge Acquisition and Retention of a Young EFL Learner through Extensive Reading with Graded Readers
指導教授：	閔慧慈 Min, Hui-Tzu
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2008
畢業學年度：	96
語文別：	英文
論文頁數：	171
中文關鍵詞：	字彙知識量表、字彙知識、分級讀本、廣泛閱讀、「無意間」習得
外文關鍵詞：	EFL, extensive reading, word knowledge, graded readers, incidental learning
相關次數：	點閱：157 下載：7
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早先研究顯示，以英文為外語（EFL）且具有中高級程度的成人中，藉由閱讀分級的讀本,能夠「無意間」獲取詞彙知識。但廣泛閱讀(extensive reading)對年輕以英文為外語的初學者「無意間」習得字彙的作用依然是未知。本研究的一個目的是要檢驗廣泛地閱讀分級的英文讀本(graded reader)對一個12 歲的臺灣EFL學習者「無意間」習得字彙知識的影響。此外, 廣泛閱讀分級英文讀本對EFL學習者在過去式語法知識習得的研究尚付之闕如。本研究的另一個目的就是要彌補此缺憾。具體而言, 我們欲調查經過廣泛地閱讀英文分級讀本四個星期後，此年輕學習者在（1）名詞字彙的認知性知識(receptive word knowledge) 與(2)英文規則動詞與不規則過去式的操作性能力(productive word knowledge)的習得有何影響。根據第一目的, 研究者追蹤35個名詞字彙，這些字彙在受試者所閱讀劍橋英文讀本(the Cambridge English Reader)的初級讀本中出現頻率不同;根據第二個目的，於同樣文本中，研究者追蹤45個出現頻率不同的動詞, 包含22 規則動詞和23個不規則動詞。研究者利用改編後的「字彙知識量表」(Vocabulary Knowledge Scale) 測量受試者在接受廣泛閱讀前後對所追蹤名詞字彙的認知性知識。此外，在接受廣泛閱讀前後，研究者利用造句活動來測量受試者在所追蹤的動詞過去式形式方面的操作性知識。本研究發現字彙出現頻率越高，則認知性的字彙知識越容易習得和存留。不過，此認知性的知識經過四個星期後，則已有顯著的退化。在35個所追蹤的名詞中，受試者對其中24個（69%）完全沒有字彙知識的成長，認得其中7個字彙的字型（20％），知道其中4個（11％）的意義。並且，本研究發現所追蹤的名詞出現的頻率必須跨過14次的門檻，此EFL學習者方能「無意間」習得這些名詞的認知性知識。至於廣泛閱讀對此EFL學習者在英文規則動詞與不規則過去式的操作性能力的習得的影響方面，廣泛閱讀增強了受試者在造句中正確地使用過去式的能力。然而，在保有這種剛剛習得的操作性的能力方面，規律性動詞和不規律性動詞呈現不同的趨勢。前者展現上升的趨勢，而後者卻呈現下降走勢。總之，本研究發現此年輕以英文為外語的初學者藉由廣泛閱讀「無意間」習得新的字彙知識並保留剛習得的知識。

Previous researches have shown that with graded readers, adult EFL learners of intermediate and advanced language abilities might acquire vocabulary knowledge incidentally. Through meaningful interaction with the text, there is gradual but steady incremental growth of vocabulary knowledge. But the effects of extensive reading on the incidental acquisition of vocabulary among young beginning EFL learners remain unknown. Furthermore, study on the effects of extensive reading with graded readers on the acquisition of grammatical knowledge of past tense is nonexistent. One purpose of the present study is to bridge the gaps by examining the effects of extensive reading with graded readers on the incidental word knowledge learning of a 12-year-old Taiwanese learner of English as a foreign language. Specifically, we sought to investigate the effects of extensive reading on the learner’s acquisition and retention of (1) the receptive vocabulary knowledge of nouns, and (2) of the productive morphological knowledge about the past tense forms of regular and irregular verbs over a period of 4 weeks of extensive reading activity. For the first purpose, 35 unfamiliar nouns with varied frequencies of occurrence in 13 graded readers at the elementary level of the Cambridge English Readers were tracked. For the second, 45 verbs, 22 regular and 23 irregular, with varied frequencies of occurrence, were targeted in the same reading text. A modified vocabulary knowledge scale (MVKS) measured the learner’s receptive word knowledge of the target nouns before and after the reading treatment. A sentence-writing task of the MVKS measured the participant’s productive morphological knowledge of the target verb past tense forms before and after the extensive reading treatment. The study found that the higher frequency range the noun fell into, the better chance the receptive word knowledge of nouns was acquired and retained. The newly acquired receptive word knowledge suffered significant attrition after a lapse of four weeks, though. A thresh hold of 14 times of occurrence of a target noun existed for this EFL leaner to crossover so that incidental acquisition might take place. Of the 35 valid target nouns, the participant showed no growth of word knowledge about 24 nouns (69%), demonstrated recognition of the word types about seven nouns (20%), and full understanding of word meanings about four nouns (11%). With regard to the effect of extensive reading on the participant’s acquisition of the productive morphological knowledge of past tense in a sentential context, extensive reading increased the participant’s ability of using correct verbal past tense types, both regulars and irregulars. Nevertheless, the retention of the productive morphological knowledge about the past tense forms of regular verbs and irregular verbs diverged after 4 weeks. The former showed an escalating tendency, while the latter showed a dwindling direction. In sum, the young EFL learner managed to incidentally acquire new word knowledge and retained some of the newly acquired knowledge.

ABSTRACT (Chinese)...................i
ABSTRACT (English)...................iii
ACKNOWLEDGEMENTS.................... v
TABLE OF CONTENTS....................vi
LIST OF TABLES...................xi
LIST OF FIGURES...................xiii 
   
CHAPTER ONE		 INTRODUCTION..................1
     Reasons for extensive reading .......................1
     Advantages of extensive reading......................2
     Statement of purpose ................................4
     Rationale of a case study............................6
     Assumptions of the study.............................6
     Research questions...................................8
     Significance of the present study....................9
     Definitions of terms................................11
CHAPTER TWO		LITERATURE REVIEW.............12
     Theoretical background..............................12
         Incremental nature of vocabulary acquisition....12
        “Knowing”a word................................14
     Previous studies on incidental acquisition of 
          word knowledge via reading.....................17
          L1 incidental acquisition .....................17
          L2 incidental  acquisition.....................20
          Acquiring word knowledge via extensive reading
with graded readers ..........24
          Effect of exposure amount on word knowledge acquisition  ...................30
          Acquisition of past tense morphology in L2  English...................36
          Retention of newly acquired knowledge..........37
     Critique of the measurements of the previous studies....39
     Summary.............................................46

CHAPTER THREE		METHODOLOGY...................48
     Profile of the participant..........................48
     Selection of graded readers.........................49
          Level..........................................50
          Motivation ....................................52
          Coverage rate .................................53
     Target words........................................57
          Selection criteria.............................57
          Selection procedure for target nouns...........58
          Grouping of the target nouns...................59
          Selection procedure for target verbs...........61
          Grouping of the target verbs.................  62
     Instruments.........................................64
          Self-report checklist tests....................65
          The modified vocabulary knowledge scale test...69
     Procedure...........................................74
     Data collection.....................................76
          Preliminary test and pretest...................77
          Immediate and delayed posttests................78
          Qualitative data...............................79
     Scoring ............................................80
          Scoring procedure for receptive word knowledge ..................................... 81
          Scoring procedure for productive word knowledge............................83
          Rater reliability............................. 87
     Method of data analysis.............................89

CHAPTER FOUR		RESULTS AND DISCUSSION........91
     Qualified data .....................................91
     Acquisition of the receptive word knowledge of nouns..............92
     Retention of the newly acquired receptive word knowledge of nouns...................96
Productive morphological knowledge of past tense........102
          The starting point............................102
          Frequency of the past tense forms and their
acquisition...............106
          Acquisition of the regular past tense forms and 
their retention...........111
          Acquisition of the irregular past tense forms   
and their retention.......115
     Sentence writing with the past tense forms ........120
          Overall performance on the sentence-writing 
task ....................120
          Sentence writing with the regular past tense   
forms...................123
          Sentence writing with the irregular past tense forms...................125
     Understanding and pleasure.........................129
     Summary........................................... 131
      Discussion........................................134
          Frequency of the target nouns in relation to 
their acquisition........136
          Retention of the newly acquired receptive 
knowledge of nouns.......137
          Development of the morphological knowledge of
past tense...............137
          Frequency of the past tense forms in relation 
to their performance ....138
          Retention of the productive knowledge of past 
tense: Regular vs. irregular........139

CHAPTER FIVE	        CONCLUSION................... 142
     Major findings.....................................142
     Significance ......................................144
     Limitations........................................145
     Directions for future research.....................146
     Pedagogical implications...........................148

REFERENCES..............................................151

APPENDIXES..............................................165           
     APPENDIX A  The graded readers used in the project...................166
     APPENDIX B  The reading log........................167
     APPENDIX C  A sample of self-report checklist test for the 722 word families.....168
     APPENDIX D  A sample of modified self-report test on
morphological knowledge of past tense......169
     APPENDIX E  An example of the modified vocabulary 
knowledge scale test in Chinese....... 170
     APPENDIX F  Letter of permission ..................171
                                    

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