Design e-dictionary with personal corpus and lookup experiences to enhance incidental vocabulary learning and text comprehension

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：33

、訪客IP：3.142.199.110

姓名

陳泰東(DANG THANH DUNG) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

Design e-dictionary with personal corpus and lookup experiences to enhance incidental vocabulary learning and text comprehension
(Design e-dictionary with personal corpus and lookup experiences to enhance incidental vocabulary learning and text comprehension)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

字典的使用能改善閱讀理解及伴隨字彙(incidental vocabulary)的學習，然而在字典中找到一個單字適合解釋的過程，卻增加了外部的認知負荷(extraneous cognitive load)，這個認知負荷可能會減少學習的改善。資訊技術的輔助，讓電子字典的使用者能夠容易且快速地獲得一個字彙的所有解釋的列表，然而一個字彙可能有很多解釋，使用者仍然需要花費很大的認知負荷在列表中找尋在目前文章中這個字彙最適合的解釋，這樣的認知負荷也會阻礙閱讀及減少字典的正面影響。更進一步，字典的使用者也有困難，從不同的文章去學習這些困難確認適合解釋的字彙。
本論文的目標是去設計和評量一個新的電子書介面RoLo (Remind on Lookup)，這個介面主要針對以上的議題，提供閱讀過程伴隨字彙學習的支援。使用者在遭遇一個不熟悉的字彙時，RoLo會以一個適合的互動方式，提醒使用者關於這個字彙在之前的閱讀有遭遇時的上下文本及單字相關的知識。幾個評量是被實施，從這些評量的結果顯示RoLo幫忙使用者加強字彙的學習、文字的理解、和較快及容易地找到不熟悉單字的解釋。

摘要(英)

Dictionary use can improve reading comprehension and incidental vocabulary learning. Nevertheless, great extraneous cognitive load imposed by the search process may reduce or even prevent the improvement. With the help of technology, dictionary users can now instantly access the meaning list of a searched word using a mouse click. However, they must spend great cognitive effort identifying the most appropriate meaning for a given context, contributing to the disruption of the flow of reading and decreasing the positive effect of dictionary use. Furthermore, dictionary users face difficulty in exploiting accumulative illustrations from multiple contexts to understand obscure words whose appropriate meanings are not in the dictionary or are difficult to identify.
My goal in the dissertation is to design and evaluate a new dictionary interface that addresses above issues and supports incremental and incidental learning of vocabulary through reading. The proposed solution is a dictionary interface named RoLo (Remind on Lookup). Each time an unfamiliar word is re-looked up, RoLo reminds users about contextual information and word knowledge learned in previous encounters of the word in an appropriate manner. Several studies have been conducted to evaluate RoLo. The results from the studies show that RoLo helps dictionary users enhance vocabulary learning and text comprehension and search for unfamiliar words more easily and faster.

關鍵字(中)

★ Human-computer interface, Lifelong learning, Multimedia/hypermedia systems, Teaching/learning strategies, Language learning, Incidental vocabulary learning, Dictionary use

關鍵字(英)

★ Human-computer interface, Lifelong learning, Multimedia/hypermedia systems, Teaching/learning strategies, Language learning, Incidental vocabulary learning, Dictionary use

論文目次

摘要 i
ABSTRACT ii
Acknowledgment iii
Table of content iv
List of figures ix
List of tables x
Explanation of symbols and abbreviations xi
Chapter 1: Introduction 1
1-1 Motivation 1
1-2 Contributions 2
1-3 Summary and outline 3
Chapter 2: Background 5
2-1 Background relating to linguistics 5
2-1-1 Lexical form 5
2-1-2 Lexical unit 5
2-1-3 Lemma (citation form) 6
2-1-4 Three levels of meaning 7
2-1-5 Polysemy 7
2-1-6 Shades of meaning 8
2-1-7 Homonymy 9
2-1-8 Literal and metaphorical meaning of lexemes 10
2-1-9 Word frequency 12
2-1-10 Second and foreign language 12
2-2 Background relating to cognitive psychology 14
2-2-1 Depth-of-processing theory 14
2-2-2 Generative learning model 16
2-3 Background relating to second language acquisition 18
2-3-1 Notice hypothesis 18
2-3-2 Involvement load hypothesis 18
2-3-3 How people develop a large word knowledge effectively 20
2-3-4 Approaches to enhancing incidental vocabulary learning through reading 23
2-3-5 Positive impact of electronic dictionary use on incidental vocabulary learning 24
2-3-6 Paper vs. electronic dictionary 27
2-3-7 Electronic dictionary use and L2 reading performance 28
2-3-8 The effects of context on IVL 30
2-4 Background relating to HCI and instructional design 31
2-4-1 Cognitive load theory (CLT) 31
2-4-2 Affordances 33
2-5 Background relating dictionary user model 33
2-5-1 The tendency to choose the first definition in the meaning list 34
2-5-2 Looking up more word with internal dictionary 34
2-5-3 Cognitive processes and skills involved in dictionary consultation for reading 35
Chapter 3: Issues of current dictionaries and coping strategy 37
Chapter 4: System design of RoLo 41
4-1 System architecture 41
4-2 Interface design 42
4-2-1 Information presentation 43
4-2-2 Interaction 45
Chapter 5: Assumptions behind the design of RoLo and hypotheses about its efficacy 47
5-1 Same-meaning pattern 47
5-2 Learning spaces from unclear contexts 47
5-3 Word learning is an incremental process 49
5-4 Meaning inferred will be remembered better than meaning given 49
5-5 Richness of encoding decides retention 50
5-6 Other kinds of contextual cues 50
5-7 Information from multiple contexts helps comprehend a word in novel contexts better 50
5-8 Organizing old contexts according to meaning definitions facilitates IVL 51
5-9 Assumption relating to the new affordance of the meaning popup 51
5-10 Hypotheses made on the basis of the assumptions 52
Chapter 6: Evaluation of RoLo 53
6-1 The first study 53
6-1-1 Reading materials 53
6-1-2 Participants 54
6-1-3 The software 54
6-1-4 Procedure 55
6-1-5 Data analysis 57
6-1-6 Results 57
6-2 The second study 58
6-3 Discussion of results of the first and second studies 60
6-3-1 RoLo and incidental vocabulary learning 60
6-3-2 The ease and speed of re-lookup and L2 reading performance 62
6-3-3 RoLo and incremental learning of vocabulary 63
6-4 The third study 64
6-4-1 Research questions 65
6-4-2 Participants 65
6-4-3 The software 66
6-4-4 Texts and target words 66
6-4-5 Procedure 67
6-4-6 Results 68
6-4-7 Discussion for results of the third study 70
6-5 The fourth study 74
6-5-1 Participants 75
6-5-2 Target words and reading materials 75
6-5-3 The software 75
6-5-4 Procedure 76
6-5-5 Data analysis 78
6-5-6 Results 78
6-5-7 Discussion for results of the fourth study 80
Chapter 7: Conclusion 82
7-1 Summary 82
7-2 Implications 83
7-3 Limitation and Future work 83
References 85
Appendices 99
Appendix 1: Texts used in the first study 99
Text 1 99
Text 2 99
Appendix 2: Texts used in the third study 101
Text 1 (used in session 1) 101
Text 2 (used in session 2) 101
Appendix 3: Texts used in the fourth study 103
Text 1 (used in the first session) 103
Text 2 (used in the second session) 103
Text 3 (used in the third session) 104

參考文獻

AbuSeileek, A. F. (2011). Hypermedia annotation presentation: The effect of location and type on the EFL learners’ achievement in reading comprehension and vocabulary acquisition. Computers & Education, 57(1), 1281-1291.
Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of english as a foreign language. Instructional Science, 35(6), 499-517.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning & Technology, 5(1), 202-232.
Alessi, S., & Dwyer, A. (2008). Vocabulary assistance before and during reading. Reading in a Foreign Language, 20(2), 246–263.
Anderson, J. R., & Schooler, L. J. (1991). Reflections of the Environment in Memory. Psychological Science, 2(6), 396-408.
Anderson, R. C., & Ortony, A. (1975). On putting apples into bottles — A problem of polysemy. Cognitive Psychology, 7(2), 167-180.
Aust, R., Kelley, M. J., & Roby, W. B. (1993). The use of hyper-reference and conventional dictionaries. Educational Technology Research & Development, 41, 63-73.
Baddeley, A. D. (1978). The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research. Psychological Review, 85(3), 139-152.
Baddeley, A. D. (1990). Human Memory: Theory and Practice: Hove Lawrence Erlbaum Associates.
Baddeley, A. D. (1997). Human memory: Theory and practice (Revised edition ed.). Hove, UK: Psychology Press.
Beck, I., McKeown, M., & McCaslin, E. (1983). Vocabulary development: All contexts are not created equal. Elementary School Journal, 83, 177-181.
Belz, J. A. (2004). Learner corpus analysis and the development of foreign language proficiency. System, 32(4), 577-591.
Bergman, A. B. (1994). Meeting Mania. New England Journal of Medicine, 330(22), 1622-1623.
Bogaards, P. (1998a). Scanning long entries in learner’s dictionaries. In T. Fontenelle, P. Hiligsmann, A. Michiels, A. Moulin & S. Theissen (Eds.), EURALEX ‘98 Actes/Proceedings (pp. 555-563). Liege: Université Départements d’Anglais et de Néerlandais.
Bogaards, P. (1998b). Which words are looked up by foreign language learners? In B. T. S. A. K. Varantola (Ed.), Studies of dictionary use by language learners and translators (pp. 151-157). Tubingen: Niemeyer.
Bogaards, P. (2001). Lexical units and the learning of foreign language vocabulary. Studies in Second Language Acquisition, 23(3), 321-343.
Bowles, M. A. (2004). L2 Glossing: To CALL or Not to CALL. Hispania, 87(3), 541-552.
Burrell, Q. L. (1980). A simple stochastic model for library loans. Journal of Documentation, 36(2), 115-132.
Carroll, J. (1964). Words, Meanings and Concepts. Harvard Educational Review, 34(2), 178-202.
Catledge, L., & Pitkow, J. (1995). Characterizing browsing strategies in the World Wide Web. Computer Networks and ISDN Systems, 27(6), 1065-1073.
Chapelle, C. A. (2009). The potential of technology for language learning. In P. Hubbard (Ed.), Computer Assisted Language Learning: Critical concepts in linguistics (Vol. 1, pp. 134-169). New York: Routledge.
Chen, H. J. (1998). A preliminary investigation on Taiwanese EFL learners’ vocabulary size. In E. T. Association (Ed.), The fifteenth conference on English teaching and learning in the Republic of China (pp. 193-211). Taipei, Taiwan: The Crane Publishing Co.
Cho, K. S., & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids Series: Adult ESL acquisition. Journal of Reading, 37, 662–667.
Chun, D. M. (2001). L2 reading on the Web: Strategies for accessing information in Hypermedia. Computer Assisted Language Learning, 14(5), 367-403.
Chun, D. M., & Plass, J. L. (1996a). Effects of Multimedia Annotations on Vocabulary Acquisition. The Modern Language Journal, 80(2), 183-198.
Chun, D. M., & Plass, J. L. (1996b). Facilitating reading comprehension with multimedia. System, 24(4), 503-519.
Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81.
Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research and Development, 47(3), 15-31.
Cobb, T. (2003). Do corpus-based electronic dictionaries replace concordancers. Directions in CALL: experience, experiments, evaluation. Hong Kong: Polytechnic University, 179-206.
Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11(3), 38-64.
Craik, F. I. M. (2002). Levels of processing: Past, present... and future? Memory, 10(5-6), 305-318.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11(6), 671-684.
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.
Cruse, D. A. (1986). Lexical semantics. New York: Cambridge University Press.
Davis, J. N., & Lyman-Hager, M. A. (1997). Computers and L2 Reading: Student Performance, Student Attitudes1. Foreign Language Annals, 30(1), 58-72.
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson.
Dumais, S., Cutrell, E., Cadiz, J., Jancke, G., Sarin, R., & Robbins, D. C. (2003). Stuff I’ve seen: A system for personal information retrieval and re-use. In ACM (Ed.), SIGIR’03. Toronto, Canada.
Dziemianko, A. (2010). Paper or Electronic? The Role of Dictionary Form in Language Reception, Production and the Retention of Meaning and Collocations. International Journal of Lexicography, 23(3), 257-273.
Ellis, N. C. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. AILA Review, 11, 37-56.
Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285–301.
Eysenck, M. W. (1978). Levels of processing: A critique. British Journal of Psychology, 69(2), 157-169.
Eysenck, M. W. (1982). Incidental learning and orienting tasks. In C. R. Puff (Ed.), Handbook of research methods in human memory and cognition (pp. 197-228). New York: Academic Press.
Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34(2), 91-106.
Ghadirian, S. (2002). Providing controlled exposures to target vocabulary through the screening and arranging of texts. Language Learning & Technology, 6(1), 147-164.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118.
Grabe, W., & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In J. C. T. Huckin (Ed.), Second language vocabulary acquisition (pp. 98-122). Cambridge: Cambridge University Press.
Greenberg, S. (1993). The Computer User as Toolsmith: The Use, Rreuse and Organization of Computer-Based Tools. Cambridge, MA: Cambridge University Press.
Groot, P. J. M. (2000). Computer assisted second language vocabulary acquisition. Language Learning & Technology, 4(1), 60-81.
Horst, M. (2000). Text encounters of the frequent kind: Learning L2 vocabulary through reading. University of Wales, Swansea, Unpublished doctoral dissertation.
Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding academic vocabulary with interactive on-line database. Language Learning & Technology, 9(2), 90-110.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud & H. Be-joint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: Macmillan.
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). New York, NY: Cambridge University Press.
Hulstijn, J. H. (2011). Incidental Learning in Second Language Acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics: Wiley-Blackwell.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical vidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
Hulstijn, J. H., & Trompetter, P. (1998). Incidental learning of secondlanguage vocabulary in computer-assisted reading and writing tasks. In D. Al-brechtsen, B. Henriksen, I. M. Mees & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy (pp. 191-200). Odense, Denmark:: Odense University Press.
Hurford, J. R., Heasley, B., & Smith, M. B. (2007). Semantics: a coursebook (Second edition ed.): Cambridge University Press.
Jacobs, G. M., Dufon, P., & Hong, F. C. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17, 19–28.
James-Catalano, C. N. (1996). The Virtual Wordsmith. Internet World, 7(15), 30–31.
Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357-377.
Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Learning & Technology, 8(3), 122-143.
Jones, L., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.
Jurafsky, D., & Martin, J. H. (2009). Speech and Language Processing.
Kern, R. (2003). Literacy as a new organizing principle for foreign language education. In P. C. Patrikis (Ed.), Reading between the lines: Perspectives on foreign language literacy (pp. 40–59). New Haven, CT: Yale University Press.
Kleiber, G. (1989). Is there still sense in speaking of the senses of words? Le franc¸ais dans le monde, Supplemental issue, 92–96.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78(3), 285-298.
Ko, M. H. (2005). Glosses, comprehension, and strategy use. Reading in a Foreign Language, 17, 125-143.
Koyama, T., & Takeuchi, O. (2004). How look up frequency affects EFL learning: An empirical study on the use of handheld-electronic dictionaries. In Proceedings of CLaSIC 2004 (pp. 1018–1024).
Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440-464.
Krishnamurthy, R. (2001). Learning and Teaching through Context - A Data-driven Approach. In TESOL Spain Newsletter (Vol. 24).
Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know,words you think you know, and words you can’t guess. In J. C. T. Huckin (Ed.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 20–34). New York: Cambridge University Press.
Laufer, B. (2000). Electronic dictionaries and incidental vocabulary acquisition: does technology make a difference? In U. Heid, S. Evert, E. Lehmann & C. Rohrer (Eds.), The 9th EURALEX International Congress on Lexicography (EURALEX’00) (pp. 849–854).
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567 - 587.
Laufer, B., & Girsai, N. (2008). Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics, 29(4), 694-716.
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3(2), 58-76.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.
Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2007). Generative Learning: Principles and Implications for Making Meaning. In J. M. Spector, M. D. Merrill, J. V. Merrienboer & M. P. Driscoll (Eds.), Handbook of Research for Educational Communications and Technology (pp. 111-124): Routledge/Taylor & Francis Group.
Leffa, V. (1992). Making foreign language texts comprehensible for beginners: An experiment with an electronic glossary. System, 21(1), 63-73.
Lew, R., & Doroszewska, J. (2009). Electronic Dictionary Entries with Animated Pictures: Lookup Preferences and Word Retention. International Journal of Lexicography, 22(3), 239-257.
Lomicka, L. L. (1998). “To Gloss or not to gloss”: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50.
Luppescu, S., & Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263–287.
Luppesku, S., & Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263–287.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?
1–19. Educational Psychologist, 32.
Mayer, R. E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two-way street between cognition and instruction. In D. F. Halpern & M. D. Hakel (Eds.), Applying the science of learning to university teaching and beyond (pp. 55-72). San Francisco: Jossey-Bass.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). New York: Cambridge University Press.
McAlpine, J., & Myles, J. (2003). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System, 31(1), 71-84.
McKenzie, B., & Cockburn, A. (2001). An Empirical Analysis of Web Page Revisitation. 5
Meara, P. M. (2009). Connected words: word associations and second language vocabulary acquisition. Amsterdam: Benjamins.
Miller, G. A. (1956). The magic number seven plus or minus two: some limits on our capacity to process information. Psychological Review, 63(2), 81–97.
Mondria, J.-A., & Wit-de Boer, M. (1991a). The Effects of Contextual Richness on the Guessability and the Retention of Words in a Foreign Language. Applied Linguistics, 12(3), 249-267.
Mondria, J.-A., & Wit-De Boer, M. (1991b). Guessability and the retention of words in a foreign language. Applied Linguistics 12(3), 249-263.
Nagata, N. (1999). The Effectiveness of Computer-Assisted Interactive Glosses Foreign Language Annals, 32(4), 469-479.
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning Words from Context. Reading Research Quarterly, 20(2), 233-253.
Nation, I. S. P. (1990). Teaching & learning vocabulary. Rowley, MA: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nesi, H. (2000). Electronic Dictionaries in Second Language Vocabulary Comprehension and Acquisition: The State of The Art. In U. Heid, S. Evert, E. Lehmann & C. Rohrer (Eds.), Proceedings of the Ninth Euralex International Congress, EURALEX 2000 (pp. 839–847). Stuttgart: Universita¨ t Stuttgart.
Nesi, H. (2009). Dictionaries in electronic form. In A. P. Cowie (Ed.), The Oxford History of English Lexicography (pp. 458-478): Oxford University Press.
Nesi, H., & Haill, R. (2002). A Study of Dictionary Use by International Students at a British University. International Journal of Lexicography, 15(4), 277-305.
Nesi, H., & Tan, K. H. (2011). The Effect of Menus and Signposting on the Speed and Accuracy of Sense Selection. International Journal of Lexicography, 24(1), 79-96.
Neubach, A., & Cohen, A. D. (1988). Processing Strategies and Problems Encountered in the Use of Dictionaries. Dictionaries: Journal of the Dictionary Society of North America, 10(1), 1-20.
Norman, D. (1988). The Design of Everyday Things. New York: Basic Books.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, UK: Oxford University Press.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174-200). Cambridge: Cambridge University Press.
Parry, K. (1991). Building a vocabulary through academic reading. TESOL Quarterly, 25(4), 629-653.
Patterson, D. A., & Hennessy, J. L. (2005). Computer Organization and Design (3 ed.). San Francisco: Elsevier.
Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11, 36–58.
Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: The effect of three enhancement techniques compared. Language Learning, 59(1), 113-151.
Prichard, C. (2008). Evaluating L2 readers’ vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2).
Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter if topic familiarity? Language Learning, 57(1), 155–199.
Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics (3rd edition ed.). London: Longman.
Robinson, P. (1995). Attention, memory and the ’noticing’ hypothesis. Language Learning(45), 285-331.
Robinson, P. (2003). Attention and memory. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 631–678). Oxford, England: Blackwell.
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-158.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. In J. H. Hulstijn & R. Schmidt (Eds.), Consciousness in Second Language Learning. Special issue of AILA Review 11, 11–26.
Schmidt, R. (2001). Attention’ in P. Robinson (ed.): Cognition and Second Language Instruction New York: Cambridge University Press.
Schmitt, N., & Schmitt, D. (2004). Focus on academic vocabulary: Word study from the Academic Word List. New York: Longman.
Schofield, P. (1982). Using the English Dictionary for Comprehension. TESOL Quarterly, 16(2), 185-194.
Sharpe, P. (1995). Electronic Dictionaries with Particular Reference to the Design of an Electronic Bilingual Dictionary for English-Speaking Learners of Japanese. International Journal of Lexicography, 8, 39–54.
Sinclair, J. (1987). Introduction to Collins COBUILD English Language Dictionary. London: Collins.
Slamecka, N. J., & Graf, P. (1978). The generation effect Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(46), 592-604.
Sommerville, I. (2010). Software Engineering (9 ed.): Addison-Wesley.
Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K. (1994). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In R. B. Ruddell, M. R. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (4 ed., Vol. 16, pp. 602-615). Newark, DE, US: : International Reading Association.
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum.
Summers, D. (1988). The role of dictionaries in language learning. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 111-125). London: Longman.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). New York, NY: Cambridge University Press.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Tang, M. G. (1997). Pocket electronic dictionaries for second language learning: Help or hindrance. TESL Canada Journal, 15(1), 39-57.
Tauscher, L., & Greenberg, S. (1997). How people revisit Web pages: Empirical findings and implications for the design of history systems. International Journal of Human Computer Studies, 47(1), 97-138.
Taylor, A. (2006). Factors associated with glossing: Comments on Ko (2005). Reading in a Foreign Language, 18, 72–73.
Tono, Y. (1984). On the Dictionary User’s Reference Skills. Unpublished B.Ed. Dissertation, Gakugei Univeristy, Tokyo.
Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organization of memory. New York: Academic Press.
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19(3), 287-307.
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 20(2), 232-245.
Wittrock, M. C. (1974). Learning as a generative process. Educational Psychologist, 11(2), 87-95.
Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13(2).
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 57(4), 541-572.
Zaki, H., & Ellis, R. (1999). Learning vocabulary through interacting with a written text. In R. Ellis (Ed.), Learning a second language through interaction (pp. 153-169). Amsterdam: John Benjamins.
Zamora, A. (2006). Educational English Software. Retrieved April 22, 2010, from http://www.scientificpsychic.com/linguistics.html

指導教授

陳國棟(Gwo-dong Chen)

審核日期

2013-1-28

推文