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
1.3Research hypothesis9
1.4Purposes of the study9
1.5Research questions10
1.6 Significance of the study10
1.7 Definitions of terms12
LITERATURE REVIEW14
2.1 Two basic constructs of vocabulary learning14
2.2 Variables40
2.3 Summary54
RESEARCH METHODOLOGY55CONTENTS
CHAPTER 1
INTRODUCTION1
1.1 Statement of the problem1
1.2 Rationale of the study1
1.3Research hypothesis9
1.4Purposes of the study9
1.5Research questions10
1.6 Significance of the study10
1.7 Definitions of terms12CHAPTER 2
LITERATURE REVIEW14
2.1 Two basic constructs of vocabulary learning14
2.2 Variables40
2.3 Summary54CHAPTER 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 Summary88CHAPTER 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 Summary109CHAPTER 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 Summary122CHAPTER 6
CONCLUSIONS， IMPLICATIONS AND
LIMITATIONS123
6.1 Conclusions123
6.2 Implications and recommendations127
6.3 Limitations and suggestions for further research131
6.4 Summary 134REFERENCES135
APPENDICES145
ACKNOWLEDGEMENTS190LIST OF TABLES
Table 2.1Task-induced involvement load (Laufer &Hustijn，2001，p.18)
21
Table 2.2A taxonomy of kinds of vocabulary learningstrategies
(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 andretention83
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 theVocabulary
Pretest93
Table 4.3Independent t-test results of the difference in theVocabulary
Pretest93
Table 4.4Frequency description of scores in the VGRT (target wordsonly) *
group crosstabulation94
Table 4.5Descriptive Statistics of the difference for target wordsbetween VGRT
and the Vocabulary Pretest (N=90)96
Table 4.6Independent t-test results of target words learning inVGRT
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 unknownwords
between VGRT and the Vocabulary Pretest (N=90)101
Table 4.9Frequency of the difference for other unknown wordsbetween
VGRT and the Vocabulary Pretest * group crosstabulationPoints102
Table 4.10Group Statistics of the difference for other unknownwords
between VGRT and the Vocabulary Pretest 103
Table 4.11Independent t-test results of the difference for otherunknown
words between VGRT and the Vocabulary Pretest104
Table 4.12Correlations between LUB and vocabulary gain and
retention104
Table 4.13Pr

蔡晖，从事高等教育多年。英语专业博士研究生。撰写发表了十多篇文章。主要研究领域：英语教学、词汇教学、二语习得、元认知和学习自主等。
CURRICULUM VITAE?
Hui Cai was born on March 14th?， 1975 in Weining， GuizhouProvince of China. She received her Bachelor degree of Arts inEnglish Linguistics and Literature from Foreign LanguagesDepartment， Guizhou University in 1997. In 2004， she obtained herMaster of Arts degree in Linguistics and Literature from theCollege of International Studies， Guizhou University. ?
Hui Cai has been teaching English in Guizhou Finance andEconomics College since 1997. She is currently an associateprofessor of Guizhou Finance and Economics College， China. Heracademic areas of interest include vocabulary teaching，metacognition and autonomy， etc.