电子词典增强下的词汇学习模式

CONTENTS

CHAPTER 1

INTRODUCTION1

1.1 Statement of the problem1

1.2 Rationale of the study1

1.3 Research hypothesis9

1.4 Purposes of the study9

1.5 Research questions10

1.6 Significance of the study10

1.7 Definitions of terms12

CHAPTER 2

LITERATURE REVIEW14

2.1 Two basic constructs of vocabulary learning14

2.2 Variables40

2.3 Summary54

CHAPTER 3

RESEARCH METHODOLOGY55

3.1 Research design55

3.2 Variables56

3.3 Participants57

3.4 Materials58

3.5 Instruments64

3.6 Procedures68

3.7 Data collection and scoring71

3.8 Data analysis72

3.9 Pilot Study 74

3.10 Experimental phases87

3.11 Summary88

CHAPTER 4

RESULTS 89

4.1 Results of the Vocabulary Pretest89

4.2 Answer to Research Question 193

4.3 Answer to Research Question 299

4.4 Answer to Research Question 3100

4.5 Answer to Research Question 4104

4.6 Answer to Research Question 5 105

4.7 Results of the T/F comprehension test108

4.8 Summary109

CHAPTER 5

THE E-DICTIONARY-BASED ENHANCERS

FOR VOCABULARY LEARNING MODEL110

5.1 Model elements110

5.2 Details of E-dictionary-Based Enhancers for Vocabulary

Learning Model 120

5.3 Summary122

CHAPTER 6

CONCLUSIONS, IMPLICATIONS AND

LIMITATIONS123

6.1 Conclusions123

6.2 Implications and recommendations127

6.3 Limitations and suggestions for further research131

6.4 Summary 134

REFERENCES135

APPENDICES145

ACKNOWLEDGEMENTS190

LIST OF TABLES

Table 2.1Task-induced involvement load (Laufer & Hustijn,2001,p.18)

21

Table 2.2A taxonomy of kinds of vocabulary learning strategies

(Nation, 2001, p.217)28

Table 2.3What is involved in knowing a word (Nation, 2001, p.27)30

Table 3.1Results of Word Test (part)62

Table 3.2Treatment for the target words and other possible

unknown words64

Table 3.3The methods of data analysis according to

the research questions72

Table 3.4Descriptive Statistics of the vocabulary tests80

Table 3.5Descriptive Statistics in while-reading tasks and

the T/F comprehension test81

Table 3.6Independent t-test results (N=38)82

Table 3.7Correlations between LUB and vocabulary gain and retention83

Table 3.8Descriptive statistics of the enhancers87

Table 4.1Pretest scores of all the subjects (N=90)90

Table 4.2Descriptive statistics of the two groups in the Vocabulary

Pretest93

Table 4.3Independent t-test results of the difference in the Vocabulary

Pretest93

Table 4.4Frequency description of scores in the VGRT (target words only) *

group crosstabulation94

Table 4.5Descriptive Statistics of the difference for target words between VGRT

and the Vocabulary Pretest (N=90)96

Table 4.6Independent t-test results of target words learning in VGRT

in terms of dictionary access (N=90)97

Table 4.7Descriptive statistics of the four vocabulary tests (N=45)100

Table 4.8Descriptive Statistics of the difference for other unknown words

between VGRT and the Vocabulary Pretest (N=90)101

Table 4.9Frequency of the difference for other unknown words between

VGRT and the Vocabulary Pretest * group crosstabulation Points102

Table 4.10Group Statistics of the difference for other unknown words

between VGRT and the Vocabulary Pretest 103

Table 4.11Independent t-test results of the difference for other unknown

words between VGRT and the Vocabulary Pretest104

Table 4.12Correlations between LUB and vocabulary gain and

retention104

Table 4.13Preferences of the vocabulary instruction program105

Table 4.14Independent t-test results of T/F comprehension test108

LIST OF FIGURES

Figure 1.1Conceptual framework of the EBEVOL Model6

Figure 3.1Procedures of the main study68

Figure 5.1A part of the Vocabulary Pretest111

Figure 5.2Text with the dictionary information114

Figure 5.3While-reading word relevance (a part)115

Figure 5.4The matching task116

Figure 5.5Vocabulary posttest 1 (VGPT)117

Figure 5.6Vocabulary posttest 2 (VGRT)118

Figure 5.7A part of the T/F comprehension test119

Figure 5.8E-dictionary-Based Enhancers for Vocabulary Learning

Model121

LIST OF ABBREVIATIONS

CALL Computer Assisted Language Learning

EBEVOL Model E-dictionary-based Enhancers for Vocabulary Learning Model

EFL English as a Foreign Language

FL Foreign language

L1 The first language

L2 The second language

LUB Lookup behavior

RC Reading comprehension

TW Target word

VGPT Vocabulary Gain Productive Test

VGRT Vocabulary Gain Receptive Test

VRPT Vocabulary Retention Productive Test

VRRT Vocabulary Retention Receptive Test

ACKNOWLEDGEMENTS

EFL学习者词汇匮乏是一个亟待解决的问题。为帮助外语学习者学习词汇，本书描述了作者博士论文的研究成果：设计一个电子词典增强下的词汇学习模式（EDEVOL Model）。该词汇学习模式旨在:（1）帮助学生学习目标词的词义；（2）帮助学生学习目标词的拼写形式。本研究表明EDEVOL Model可以作为帮助

《电子词典增强下的词汇学习模式》是由在专利工作一线的审查员、专利代理人、专利工程师就专利领域的热点、重点问题进行的探讨，内容涉及专利代理行业的建设、专利审查业务、企业知识产权保护等方面，提出很多新颖的观点和看法，对我国专利事业的发展有重要的促进作用。适用于知识产权领域相关人士。