臺灣博碩士論文加值系統

在語言教學領域，常被探討的一個話題就是影響字彙習得背後的因素。泛讀通常是此類研究的理想場域。在泛讀模式中，一般沒有外顯的教學動作，主要依賴於輸入的語料。先前的實驗顯示階梯閱讀、章節讀物等改編語料，因其改編內容中所嵌入的標靶字彙以特定的頻率出現進而能得到促進字彙習得的效果。而今，隨著日益發達的網路連結，訊息的快速傳遞與交換，真實語料變得唾手可得並相對於改編語料在數量上享有絕對的優勢。也因此，真實語料在語言學習上可扮演的角色及其運用也隨之變得愈發重要和值得探討。其實，理論上早已有對於真實語料能夠促進字彙習得的論述和支持。其中，米思翰 (Mishan, F.)在其二零零五年的書中詳述了語言教學領域中對於真實語料的運用的淵源，發展和演變，並提出了真實語料作為輸入語料之所以有效的三個核心因素：文化性，流通性和挑戰性。第一個因素概指真實語料除文字之外所攜帶的語言背後的文化，這使得學習者在閱讀文字的同時也得以接收到語境訊息，從而有機會習得立體的全語境的字彙知識。第二個因素則指向真實語料本身與時俱進的特徵，而這一點則是耗時編纂的改編語料完全無法匹敵的。最後也是最重要的因素，是學習者在面對真實語料時，為了要有效解讀，其所有可用資源將會被激發啟用，這包含學習者的母語，背景知識及其已掌握的有關目標語的語言和文化儲備。真實語料所特有的這三大因素被認為是字彙習得背後的助力。也因其‘真實’，真實語料還被認為能起到顯著提升學習動機的作用。雖然理論論述上不乏對於真實語料的支持，但相關其在實際教學場域的運用，尚缺乏充足有力的數據支持。其中一個挑戰就來自於相對於改編語料的可控制性，真實語料因為其‘真實’而相對不易控制的難易度；另一個困難則是真實語料中標靶字彙出現的頻率問題。
為了填補在實際教學場域真實語料運用的數據，及進一步探討在實際教學場域真實語料運用的可能性，本研究採用量化研究方式研究了在實際教學場域中主題式真實語料的泛讀對於成年英語學習者對於字彙習得及學習態度的影響。本實驗在台灣的知名連鎖語言中心進行，共徵募了三組由中階成年英語學習者組成的學習組，分別採用真實語料泛讀，改編語料泛讀和精讀模式。經過為期一個半月的分組學習後，所有參與者都接受了兩場針對標靶字彙的字彙測試，並完成了一份有關學習態度的問卷。字彙測試結果顯示，在立即和延遲的兩次字彙後測中，整體上兩個泛讀組的表現相當，並都優於精讀組。而相搭配的問卷結果顯示，真實語料組的學習者明顯表現出更積極的學習態度。這一結果總體上與先前相關泛讀實驗的結果相一致，並從數據上支持了真實語料在字彙習得和學習態度上的促進效果。

Incidental vocabulary learning has long been attracting research attention in the exploration of the influencing factors behind how words are learned. And extensive reading is typically considered as an ideal site for such research (Horst et al, 1998; Horst, 2005; Hulstijn et al., 1996; Lanfer & Roitblat, 2011; Saragi, Nation & Meister, 1978; Schmitt, 2008; Waring & Nation, 2004; Waring, 2003). In an extensive reading mode, where there is no explicit instruction, input texts play a key role. Apart from the traditional graded readers or chapter books, authentic materials are catching more attention in an age of internet-webbed world where information exchange is in rapid flow, which makes such materials more accessible and superior in numbers. The application of authentic materials in classroom settings becomes unavoidable. There already exists theoretical support of the facilitating effect of authentic materials in language learning (Berardo, 2006; Gardner, 2008; Guariento & Morley, 2001; Mishan, F, 2005; Nation, 2010; Nuttall, 1996; Wallace, 1992). Among them, Mishan F (2005) proposes that authentic materials are effective as input texts based on three major elements they bring with themselves: culture, currency and challenge. The first component refers to the role of authentic materials as a representation of the culture behind it, which provides learners with opportunities to learn the word knowledge of a word in its full context. The second component is related to the ‘freshness’ of authentic materials, which does not compete with modified texts. The last and most important component refers to the effort learners need to exert in decoding such materials, where all available resources can be activated, such as his L1, background knowledge, and his existing linguistic and cultural reservoir about that language. These components are what make authentic materials effective in language learning and a strong motivation driver. However, a big challenge lingers when it comes to the application of authentic materials, being an uncontrollable difficulty level and uncertainty of frequency, and consequently, there is more theoretical support rather than practical evidence of authentic materials.
To fill up the gap and further explore the effect of reading authentic materials on a) adult EFL learner’s vocabulary learning and retention and b) their perceptions in L2 reading, this current research proposes a themed authentic material reading approach. This current study applied a quantitative research method and was conducted in a large chain language center in Northern Taiwan. Three groups of adult EFL learners got involved, with one graded reader extensive reading group, another authentic material extensive reading group and the other intensive reading group. After a six-week treatment, two vocabulary tests were implemented followed by a questionnaire. The result showed that both experimental groups outperformed the control group in word learning and retention in general. It also revealed that despite a similar performance in both two vocabulary tests with the graded reader group, the authentic material group demonstrated a significantly more active attitude. This result echoes with previous extensive reading research (Horst, 2005; Gardner, 2008; Kweon & Kim, 2008; Pellicer-Sanchez & Schmitt, 2010) and further provides evidence on the facilitating effect of using authentic materials in vocabulary acquisition and learners’ learning attitudes.

TABLE OF CONTENTS
Chapter One Introduction
1.1 Background of the study
1.2 Purpose of the study
1.3 Research questions and research design
1.4 Findings of the study
1.5 Significance of the study
Chapter Two Literature Review
2.1 Incidental vocabulary learning
2.1.1 Incidental learning
2.1.2 Incidental vocabulary learning
2.2 Extensive reading
2.2.1 Empirical studies on extensive reading
2.2.2 Modification vs. authenticity
2.3 Authentic materials
2.3.1 Authenticity in language teaching and learning
2.3.2 A working definition of authentic material in this current study
2.3.3 Problems to solve
2.4 This current study
2.5 Research questions
Chapter Three Methodology
3.1 Research design
3.2 Participants
3.3 Materials
3.3.1 Authentic material
3.3.2 Graded reader
3.3.3 Intensive reading material
3.4 Measurements
3.4.1 Vocabulary test
3.4.2 Questionnaire
3.5 Procedure
3.6 Data Analysis
Chapter Four Results
4.1 Overview
4.2 Results of the vocabulary tests
4.2.1 Vocabulary learning and retention
4.2.2 Instructed words vs. uninstructed words
4.3 Results of the questionnaire
4.3.1 Learning attitude
Chapter Five Discussion
5.1 Discussion
5.1.1 RQ1: intensive reading vs. extensive reading
5.1.2 RQ2: modified materials vs. authentic materials
5.1.3 RQ3: learners'' perceptions of L2 learning
5.2 Limitations
5.3 Implications
5.4 Conclusions and Future Study
References
Appendices
Appendix A Sample articles of the authentic material group
Appendix B Sample articles of the graded reader group
Appendix C Sample articles of the intensive reading group
Appendix D Sample posttest times
Appendix E Questionnaire items

LIST OF TABLES
Table 1: Source of reading materials and the distribution of target words
Table 2: Course arrangements for the three groups
Table 3: Mean scores of the three groups in two post tests
Table 3.1 : Differences between groups
Table 3.2 : Source of differences among the three groups
Table 4: Mean scores of the three groups of 19 instructed words
Table 4.1: Differences between groups with 19 instructed words
Table 4.2: Source of differences between groups with 19 instructed words
Table 5 : Mean scores of the three groups of 29 uninstructed words
Table 5.1 : Differences between groups with 29 uninstructed words
Table 5.2: Source of differences between groups with 29 uninstructed words
Table 6: Major indicators of subjects’ perceptions

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