臺灣博碩士論文加值系統

本研究主要目的在於調查並比較現行九年一貫國中英語教科書第一冊的單字量，進而作為學校評選教科書之參考依據。這九本教科書分別是第一版(2003)的合聲﹑何嘉仁(Top English Serious) ﹑何嘉仁(Top Friends Serious)﹑育成﹑南一﹑朗文﹑康軒﹑翰林English @ Hand及翰林Hot English的第一冊。
研究的主要內容包括：1.單字量2.各版單字選用差異情形3.單字重複率4.單字在字頻表的分佈5.與國小課程單字的銜接6.與千字表的重疊情形。每一研究項目均以百分比顯示研究結果，此外再以卡方考驗及事後比較檢視是否有顯著差異。主要的研究發現摘要如下：
1.九本國中英語教科書在單字量﹑單字選用﹑單字重複率﹑高字頻單字 比率﹑與國小課程單字的銜接及與千字表的重疊等方面的差異均達顯著水準。
2.何嘉仁(Top English Serious)的新單字量比率最高(90.42%)，明顯高於朗文(85.82%)﹑康軒(85.35%)﹑南一(85.19%)﹑翰林Hot English(84.48%)及翰林English @ Hand(84.36%)。
3.九本國中英語教科書合計共介紹1,664個不同的字，其中高達48.08%的字只出現在其中一個版本，然而相對地卻只有3.54%的單字在九本國中英語教科書中都有出現。其中康軒在單字只出現在一個版本的部分擁有最高的比率(25.48%)﹑何嘉仁(Top English Serious) (22.89%)及育成(21.14%)次之，它們在比率上均明顯高於其他版本。
4.在九本國中英語教科書中，每一新單字平均被重複5至7次。其中合聲版重複的次數最高(6.95)，朗文(6.27)﹑南一(6.24)及康軒(6.17)次之。
5.九本國中英語教科書均大量選用高字頻的單字。其中翰林Hot English高字頻單字量比率最高(74.30%)﹑南一(73.55%)次之，而朗文相對地只有62.94%的高字頻單字量。
6.九本國中英語教科書均大量沿用國小必備單字，然而在單字量增加的部分，卻是國小單字量的4到7倍(402.50%~696.25%)。其中又以何嘉仁(Top English Serious)增加的倍數最高。
7.九本國中英語教科書均大量採用千字表中所列單字(72% to 88%)。其中南一版採用的單字量比率最高(87.57%)，育成(84.35%)及翰林Hot English(84.22%)次之。
根據本研究發現，提出下列幾項建議：
1.教科書編輯者在編寫﹑選用單字時，對於單字量﹑單字重複率﹑高頻率單字量﹑已經學過的單字量及與千字表對應的單字量這些方面均應加以重視，列入評選的準則。
2.教科書出版商針對所選用單字的準則及內容，例如單字量及單字重複率等訊息，應於書本前面說明的部分，明確地詳列，以供教師選用教科書之參考。
3.學校英語教科書評選委員會應設立更明確的教科書評選準則，進一步將單字重複率﹑高頻率單字量﹑已經學過的單字量及與千字表對應的單字量這些方面列入教科書評選考量的範圍，取代以往僅就單字量評選教科書的情形。
4.教師應重視教科書編排不當而引起的單字學習困難。透過教學活動的安排，減少學生在單字學習上的困難。

The main focus of this study is to investigate and to compare the quantities of the new words in the first volumes of the nine different versions of junior high school English textbooks and the results of this study are planned to serve as references for the selection and evaluation of textbooks. The nine English textbooks are the first volumes of He-sheng, Hess (Top English Serious), Hess (Top Friends Serious), Yu-cheng, Nan-yi, Longman, Kang-xüan, English @ Hand by Han-lin, and Hot English by Han-lin published for the year 2003.
The main issues investigated in the study include 1. the quantities of the new words, 2. the selection of the words, 3. the repetition of the words, 4. the frequency distributions of the words, 5. the consistency with the elementary school curriculum, and 6. the correspondence with the Word List of the 1,000 Basic English Words. The statistic results are presented in terms of percentages and the Chi-square test and the posteriori comparison procedures are further applied to examine the significant differences of the percentages. The main findings of this study are presented as follows:
1.There are significant differences in the quantities of the new words, the selection of the words, the repetition of the new words, the first high-frequency level of the words, the consistency with the elementary school curriculum, and the correspondence to the Word List of the 1,000 Basic English Words among the nine different versions of the junior high school English textbooks.
2.English (Top English Serious) by Hess (90.42%) has the highest percentage in the quantities of the new words, significantly higher than Longman (85.82%), Kang-xüan (85.35%), Nan-yi (85.19%), Hot English by Han-lin (84.48%), and English @ Hand by Han-lin (84.36%).
3.A total number of 1,664 different words are introduced in the nine different versions of the junior high school English textbooks. Among them, 48.08% of the words occur in only one of the textbooks, but only 3.54% of the words relatively occur in all the nine textbooks. In addition, Kang-xüan (25.48%) has the highest percentage in the numbers of the words which only occur in one of the textbooks, English (Top English Serious) by Hess (22.89%) and Yu-cheng (21.14%) the next. All of the three percentages are much higher than those in all the other English textbooks.
4.In the nine English textbooks, each of the new words on an average is repeated from five to seven times (4.77 to 6.95). Of all, new words in He-sheng are repeated the most frequently (6.95), Longman (6.27) the second, Nan-yi (6.24) the third, and Kang-xüan (6.17) the fourth.
5.All of the nine English textbooks adopt a large quantity of the top two frequent words in the textbooks. Among them, Hot English by Han-lin (74.30%) has the highest percentages in the selection of high frequency words, Nan-yi (73.55%) the next, but Longman relatively only has 62.94% of the high frequency words.
6.All of the nine English textbooks incorporate a large number of the 80 known words into their text. However, as for the quantity of the new words, all the nine English textbooks relatively have about four-time to seven-time increase. Of all, English (Top English Serious) by Hess has the most increase (696.25%).
7.All of the nine English textbooks incorporate a large quantity of the words from the Word List of the 1,000 Basic English Words (72% to 88%). Of all, Nan-yi (87.57%) has the highest percentage, Yu-cheng (84.35%) the second, and Hot English by Han-lin (84.22%) the third.
According to the findings of this study, several pedagogical implications are suggested as follows:
1.Textbook editors should take into more thorough and careful consideration the quantities, the repetitions, and the frequency distributions of the new words as well as the consistency with the elementary school curriculum and the correspondence to the Word List of the 1,000 Basic English Words and treat them as the criteria for the selection and evaluation of textbooks.
2.Textbook publishers should provide more related information of words in the textbooks, such as the quantities of the words and the repetition of the words. All of the information should be described in detail in the introduction of the textbooks so that teachers can efficiently use the information as references.
3.The school English committees should establish more explicit criteria for the evaluation of textbooks and further think highly of the quantities of the words, the repetition of the words, the high frequent words, the known words, and the Word List of the 1,000 Basic English Words as criteria, rather than just considering the quantities of the words.
4.English teachers should also take the learning difficulties of words which result from the insufficient arrangement of the textbooks into careful consideration. In addition, teachers should further make efforts to design appropriate activities or exercises to lead students to successfully overcome the difficulties from the insufficient arrangement of the textbooks.

TABLE OF CONTENTS
Page
Abstract....................................................i
List of Tables..............................................iv
List of Figure..............................................vii
CHAPTER ONE INTRODUCTION
Background and Motivation...............................1
Statement of the Problem................................5
Purposes of the Study...................................8
Research Questions......................................9
Significance of the Study...............................9
Definition of the Terms................................10
Limitations of the Study...............................12
CHAPTER TWO LITERATURE REVIEW
Introduction...........................................13
Textbook...............................................13
The Importance and the Role of Textbooks.............13
The Advantages and the Disadvantages of Textbooks....15
The Selection and Evaluation of Textbooks............18
Vocabulary.............................................22
The Historical Role of Vocabulary in Language
Teaching and Learning................................23
The Importance of Vocabulary in Language Teaching
and Learning.........................................24
The Acquisition of Vocabulary........................27
Concepts of Learning a Word........................27
Receptive Vocabulary and Productive Vocabulary.....29
Factors Affecting the Acquisition of Vocabulary....31
Vocabulary Size......................................34
The Number of Words in English.....................34
Vocabulary Size of Native Speakers of English......34
Suggested Vocabulary Size for ESL/EFL Learners.....35
Taiwan''s EFL Learners'' Vocabulary Size.............36
Word Repetition......................................36
Word Frequency Counts................................38
The Importance of Word Frequency Counts............39
Problems of Word Frequency Counts..................40
Textbook and Vocabulary................................40
Criteria for Vocabulary Selection....................41
Vocabulary in Textbooks..............................43
CHAPTER THREE METHODS AND PROCEDURES
Introduction...........................................45
Data Collection........................................45
Instruments............................................47
Procedures.............................................48
Data Analysis..........................................50
CHAPTER FOUR RESULTS AND DISCUSSION
Introduction...........................................53
The Quantities of the New Words in the Nine English
Textbooks..............................................54
The Statistic Results of the Quantities of the New
Words in the Nine English Textbooks..................54
Discussion on the Quantities of the New Words in
the Nine English Textbooks...........................56
The Differences in the Selection of Words in the Nine
Textbooks..............................................58
The Statistic Results of the Differences in the
Selection of Words in the Nine Textbook..............58
Discussion on the Differences in the Selection of
Words in the Nine Textbooks..........................63
The Repetition of the Words in the Nine Textbooks......64
The Statistic Results of the Repetition of the
Words in the Nine Textbooks..........................68
Discussion on the Repetition of the Words in the
Nine Textbooks.......................................72
The Frequency Distributions of the Words in the
Nine Textbooks.........................................75
The Statistic Results of the Frequency
Distributions of the Words in the Nine Textbook......75
Discussion on the Frequency Distributions of the
Words in the Nine Textbook...........................84
The Consistency with the Elementary School Curriculum
in the Nine Textbooks..................................86
The Statistic Results of the Consistency with the
Elementary School Curriculum in the Nine Textbooks...86
Discussions on the Consistency with the Elementary
School Curriculum in the Nine Textbooks..............89
CHAPTER FIVE CONCLUSIONS
Summaries of the Research Findings.....................94
Pedagogical Implications...............................97
Suggestions for Future Research........................98
REFERENCES................................................100
Appendix A:Words in the Nine Junior High School English
Textbooks......................................111
Appendix B:The Word List of the 1,000 Basic English Words
for Junior High School Students................145
Appendix C: The Word List of the 80 Basic English Words
for Elementary School Students.................148
List of Figure
Figure Page
1. Procedures of the Study…………………………………………………………..49

REFERENCES
Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon (2nd ed.). Oxford: Blackwell.
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Allen, E. D., & R. M. Vallette. (1972). Modern language classroom techniques: A handbook. New York: Harcourt, Brace and Jovanovich.
Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy (2nd ed.). Needham Heights, MA: Allyn and Bacon.
Angelis, P. (1974). Listening comprehension and error analysis. In G. Nickel (Ed.), The proceedings of the Third International Congress of Applied Linguistics, Copenhagen (pp. 1-11). Heidelberg: Julius Groos Verlag.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: Partnership for Reading. Retrieved December 22, 2003 from http://www.nifl.gov/nifl/partnershipforreading/publications/PERbooklet.html
Balhouq, S. A. (1976). The place of lexis in foreign language acquisition. University of Sheffield: Unpublished MA thesis.
Beck, I. L., & Mckeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Camail, P. Mosenthal & P. D. Pearson (Eds.), The Handbook of Reading Research, Vol. II: 789-814.
Bensoussan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7, 15-32.
Blachowicz, C. & Fisher, P. (1996). Teaching vocabulary in all classroom. New Jersey: Prentice-Hall, Inc.
Bongers, H. (1947). The history and principles of vocabulary control. Woerden: Wocopi.
Brown, C. (1993). Factors affecting the acquisition of vocabulary: frequency and saliency of words. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary acquisition (pp.263-286). Norwood, NJ: Ablex.
Cameron, L. (2001). Teaching languages to young learners. New York: Cambridge University Press.
Carter, R., & McCarthy, M. (1988). Vocabulary and language teaching. London: Longman.
Chamberlain, A. (1965). Learning a passive vocabulary. Internal Conference of Modern Foreign Teaching. Nov. Part 1.
Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal, 51(1), 29-35.
Chang, W.C. (1996). English test item development project in the year of 1995 — Frequent Word List for Senior High School Students. Taipei: College Entrance Examination Center.
Chang, Y. P. (2003). Students should begin English in grade three. Taipei Times. 17 March, p.2.
Chastain, K. (1988). Developing second-language skills: Theory and practice. Orlando: HBJ, Inc.
Chen, C. H. (2000). Senior high school English teacher’s perceptions of the new English materials and their usage in Southern Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.
Chen, H. J. (1998). A preliminary investigation on Taiwanese EFL learners’ vocabulary size. The Proceedings of the fifteenth conference on English teaching and learning in the Republic of China (pp. 193-211). Taipei, Taiwan: Crane.
Cheng, H. H. (2000). The CEEC English Word List for the Scholastic Aptitude English Test of the College Entrance Examination Center. Taipei, Taiwan: College Entrance Examination Center.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: The MIT Press.
Christen, W. L., & Murphy, T. J. (1991). Increasing Comprehension by Activating Prior Knowledge. ERIC Document Production Service No. ED 328 885.
Clark, E. V. (1993). The lexical in acquisition. Cambridge: Cambridge University Press.
Coles, M. (1982). Word perception, first languages script and learners of English as a second language. Birkbeck College, University of London: MA preject.
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: putting it in context. In T. Huckin, M. Haynes and J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3-23). Norwood, N. J.: Ablex Publishing Corp.
Coady, J. & Huckin, T. (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.
Cochran, J. A. (1993). Reading in the content areas for junior high and high school. Massachusettes: ALlyn & Bacon.
Collins COBUILD English Dictionary for Advanced Learners. (2001). London: HarperCollins.
Corson, D. (1983). Measures of Lexical difficulty: The lexical bar. Working Papers in Language and Linguistics. Tasmanian College of Advanced Education.
Crothers, E., & Suppes, P. (1967). Experiments in Second Language Learning. New York: Academic Press.
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
Davis, F. (1994). Fundamental factors of comprehension in reading. Psychometrika, 9, 185-197.
Davison, W. F. (1976). Factors in evaluating and selecting texts for the foreign-language classroom. ELT, 30(4), 301-314.
Dudley-Evans, T., & M. St. John. (1998). Developments in English for specific purposes. New York: Cambridge University Press.
Dupuy, H. J. (1974). The rationale, development and standardization of a basic word vocabulary test. Washington, D.C.: U.S. Government Printing Office.
Ediger, M. (1999). Reading and Vocabulary Development. Journal of Instructional Psychology, 26(1), 7-15.
Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. New York: Cambridge University Press.
Gibson, E. J., & Levin, H. (1975). On the perception of words: An application of some basic concepts. In E. J. Gibson and H. Levin (Eds.), The psychology of reading (pp.190-202). Cambridge, MA: The MIT Press.
Gorman, T. P. (1979). Teaching reading at the advanced level. In M. Celce-Murcia and L. McIntosh (Eds.), Teaching English as a second or foreign language (pp. 154-162). Rowley, MA: Newbury House Publishers.
Grabe, W. (1991). Current development in second language reading research. TESOL Quarterly, 25(3), 375-397.
Grabe, W., & Stoller, F.L. (1997). Reading and vocabulary development in a second language: a case study. In: Coady, J. & Huckin, T. (Eds.), Second language vocabulary acquisition (pp.98-122). Cambridge: Cambridge University Press.
Graves, K. (2000). Design language courses: A guide for teachers. Boston: Heinle & Heinle.
Grittner, F. M. & Welty, S. (1974). Beginning Ferman textbooks for the high school level (1969-1973): a descriptive evaluation. The Modern Language Journal, 58 (7), 314-322.
Harmer, J. (1998). How to teach English: an introduction to the practice of English language teaching. England: Longman.
Hartley, J. (1994). Designing instructional texts. East Brunswick, New Jersey: Nicholas Publishing.
Haynes, M., & Baker, I. (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.
Ho, H. J. (2003). English teachers need to improve their English skills. China Post. 2 August.
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.
Huang, T. L. (1997). The necessity of reinforcing vocabulary teaching. The Proceedings of the sixth conference on English teaching and learning in the Republic of China (pp. 322-331). Taipei, Taiwan: Crane.
Jenkins, J. R., & Dixon, R. (1983). Vocabulary learning. Contemporary Educational Psychology, 8, 237-260.
Johns, A. M. (1985). Some principles of materials design for the world around us. TESOL Newsletter, 19(1), 7.
Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Needham Heights, MA: Allyn & Bacon.
Kachroo, J. N. (1962). Report on an investigation into the teaching of vocabulary in the first year of English. Bulletin of the Central Institute of English, 2, 67-72.
Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL, 29(2), 135-149.
Kennedy, G. (1998). An introduction to corpus linguistics. New York: Addison Wesley Longman.
King, J. (1989). A guide to English composition and translation. Taipei, Taiwan: Crane.
Klare, G. R. (1974). Assessing readability. Reading research Quarterly, 10, 62-102.
Krashen, S. D. (1987). Applications of psycholinguistic research to the classroom. In M. H. Long & J. C. Richards (EDs.), Methodology in TESOL (pp. 33-44). New York: Newbury House.
Krashen, S. & Terrell, T. (1983). The national approach: Language acquisition in the classroom. Oxford: Pergamon.
Li, E. L. (1998). A study of the effects of word analysis on vocabulary teaching and learning in senior high school. A Master’s Thesis Submitted to English Department of National Taiwan Normal University.
Lado, R. (1957). Linguistics across Cultures. Ann Arbor: University of Michigan Press.
Laflamme, J. G. (1997). The effect of multiple exposure vocabulary method and the target reading/writing strategy on test scores. Journal of Adolescent & Adult Literacy, 40(5), 372-384.
Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. IRAL, 24(1), 69-75.
Laufer, B. (1988). What percentage of text-lexis is essential for comprehension? In C. Laurén and M. Nordmann (Eds.) Special Language: From Humans Thinking to Thinking Machines. Clevedon: Multilingual Matters.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. Arnaud and H. Bejoint (Eds.) Vocabulary and Applied Linguistics. London: Macmillian.
Laufer, B. (1997). The lexical plight in second language reading. In J. Coady & T. Huckin (Eds.) Second language vocabulary acquisition (pp. 20-34). Cambridge: Cambridge University Press.
Laufer, B. & Nation, P. (1995). Vocabulary Size and Use : Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322.
Laufer, B., & Sim, D. D. (1985a). Measuring and explaining the threshold needed for English for Academic Purposes texts. Foreign Language Annals, 18, 405-413.
Laufer, B., & Sim, D. D. (1985b). Taking the easy way out: Nonuse and misuse of contextual clues in EFL reading comprehension. English Teaching Forum, 23(2), 7-10, 22.
Leki, I. & Carson, J. G. (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28, 81-101.
Levenston, E. A. (1979). Second language lexical acquisition: issues and problems. Interlanguage Studies Bulletin, 4, 147-160.
Lewis, M. (1993). The lexical approach. England: Language Teaching Publications.
Lewis, M. (1997). Implementing the lexical approach. England: Language Teaching Publications.
Liu, N., & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16(1), 33-42.
Ludwig, J. (1984). Vocabulary acquisition as a function of word characteristics. The Canadian Modern Language Review, 40(5), 552-562.
Masugara, H. (1998). What do teachers really want from coursebook? In B. Tomlinson (ED.), Material development in language teaching (pp.239-260). Cambridge: Cambridge University Press.
Mayher, J. S., & Brause, R. S. (1986). Learning through Teaching: Is Testing Crippling Intergrated Language Education? Language Arts, 63(4), 390-396.
Meara, P. (1990). A note on passive vocabulary. Second Language Research, 6(2), 150-154.
Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 84-102). Cambridge: Cambridge University Press.
Miller, G. A. (1996). The science of words. New York: Scientific American Library.
Miller, G. A., & Gilda, P. M. (1991). How children learn words. In William S-Y Wang (Ed.), The emergence of language development and evolution (pp.150-158). New York: W. H. Freeman.
Ministry of Education. (2004). The Revised Outline of the Nine-Year Consecutive Curriculum. Taipei: Ministry of Education.
Morgan, J., & Rinvolucri, M. (1990). Vocabulary. Oxford: Oxford University Press.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle Publishers.
Nation, I. S. P. (1993). Vocabulary size, growth, and use. In R. Schreuder & B. Weltens (Eds.), The Bilingual Lexicon (pp. 115-124). Amsterdam/Philadelphia: John Benjamins.
Nation, P. (1995). The word on words: An interview with Paul Nation. Interviewed by N. Schmitt. The Language Teacher, 19(2), 5-7.
Nation, I. S. P., & Coady, J. (1989). Vocabulary and reading. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 97-100). New York: Longman.
Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.) Second language vocabulary acquisition (pp. 238-254). Cambridge: Cambridge University Press.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.) Vocabulary: description, acquisition and pedagogy (pp.6-19). Cambridge: Cambridge University Press.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Ilinois: International Reading Association.
Nagy, W. E. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.64-83). Cambridge University Press.
Navy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304-330.
Navy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. Mckeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp.19-35). Hillsdale, NJ: Lawrence Erlbaum Associates.
Olson, D. (1985). Personal interview cited in P. Gonzales: An analysis of language development materials. NABE Journal, 8(1), 5-21.
Phillips, T. A. (1981). Difficulties in foreign language vocabulary learning and a study of some of the factors thought to be influential. Birkbeck College, University of London: MA Project.
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Richards, J. C. (1974). Word lists: Problems and prospects. RELC Journal, 5(2), 69-84.
Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.
Richards, J. C. (2001) Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., Platt, J., & Plate, H. (1997). Longman Dictionary of Language Teaching & Applied Linguistics. England: Longman.
Richards, J., & Rodgers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. New York: Cambridge University Press.
Ringbom, H. (1992). On L1 transfer in L2 comprehension and L2 production. Language Learning, 42(1), 85-112.
Rivers, W. M. (1981). Teaching foreign language skills. Chicago: University of Chicago Press.
Rodgers, T. S. (1969). On measuring vocabulary difficulty: An analysis of item cariables in learning Russian-English vocabulary pairs. IRAL, 7(4), 327-343.
Rubin, D. (1992). Teaching reading and study skills in content areas. Boston: Allyn & Bacon.
Salling, A. (1959). What can frequency counts teach the language teacher? Contact, 3, 24-29.
Saragi, T., Nation, I. S. P., & Meister, G. F. (1978). Vocabulary learning and reading. System, 6(2), 72-78.
Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly, 18(2), 197-219.
Schmitt, N. (2000). Vocabulary in language teaching. New York: Cambridge University Press.
Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT, 49, 133-143.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), p.237-246.
Sinclair, J. M., & Renouf, A. (1988). A lexical syllabus for language learning. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp.140-160). New York: Longman.
Singer, H. (1981). Instruction in reading acquisition. In O. Tzeng & H. Singer (Eds.) Perceptional Print (pp. 291-312). Hillsdale, NJ: Erlbaum.
Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (Ed.) Teaching English as a second or foreign language (pp.432-453). Boston: Heinle and Heinle Publishers.
Stern, H. H. (1981). Communicative language teaching and learning: Toward a synthesis. In J. E. Alatis, H. B. Altman, & P. M. Alatis (EDs.), The second language classroom: Directions for the 1980s (pp.131-148). New York: Oxford University Press.
Stock, R. D. (1976). Some factors affecting the acquisition of foreign language lexicon in the classroom. Unpublished PhD thesis. Urbana, Champaign: University of Illinois.
Stoller, F., & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruct\tion from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (EDs.), Second language reading and vocabulary learning (pp.24-45). Norwood, NJ: Ablex.
Stubbs, M. (1996). Text and corpus analysis. Cambridge, Massachusetts: Blackwell.
Taft, M., & Forster, K. I. (1975). Lesical storages and retrieval of prefixed words. Journal of Verbal Language and Verbal Behavior, 14, 638-647.
Terrell, T. D. (1982) The natural approach to language teaching: An Update. Modern Language Journal, 66(2), 121-132.
The Cambridge encyclopedia of the English language. (1995).Cambridge: Cambridge University Press.
Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum, 13, 355-361.
Twaddell, F. (1980). Vocabulary expansion in the TESOL classroom. In K. Croft (Ed.) Readings on English as a second language (2d. ed.) (pp. 439-457). Cambridge: Winthrop.
Ur, P. (1996). A course in language teaching: Practice & theory. Cambridge: Cambridge University Press.
Wallace, M. J. (1982). Teaching vocabulary. London: Heinemann.
Washburn, J. W. (1992). Teaching difficult vocabulary in reading. ERIC Document Production Service No. ED 347 836.
Webster’s Third New International Dictionary. (1963). Springfield, MA: G. and C. Merriam.
White, R. (1988). The ELT Curriculum. Oxford: Basil blackwell.
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Wilkins, D. A. (1972). Linguistics and language teaching. London: Edward Arnold.
Wilkins, D. A. (1979). Notional syllabuses and the concept of a minimum adequate grammar. In C. J. Brumfit and K. Johnson (Eds.), The communicative approach to language teaching. Oxford: Oxford University Press.
Williams, D. (1983). Developing criteria for textbook evaluation, ELT Journal, 37(3), 251-255.
Wu, D. (2003). Improving English education. Taipei Times. 24 January, p.2.
Yorio, C. A. (1971). Some sources of reading problems of foreign language learners. Language Learning, 21(1), 107-115.
Yoshida, M. (1978). The acquisition of English vocabulary by a Japanese speaking child. In E. M. Hatch (ED.), Second language acquisition (pp.91-100). New York: Newbury House.
Young, J., & Reigeluth, C. M. (1988). Improving the textbook selection process. Bloomington, Indiana: Phi Delta Kappa Education Foundation.
Zimmerman, C.B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 5-19). Cambridge: Cambridge University Press.