蔡暉， 從事高等教育多年。英語(yǔ)專業(yè)博士研究生。撰寫發(fā)表了十多篇文章。主要研究領(lǐng)域：英語(yǔ)教學(xué)、詞匯教學(xué)、二語(yǔ)習(xí)得、元認(rèn)知和學(xué)習(xí)自主等。CURRICULUM VITAEHui Cai was born on March 14th， 1975 in Weining， Guizhou Province of China. She received her Bachelor degree of Arts in English Linguistics and Literature from Foreign Languages Department， Guizhou University in 1997. In 2004， she obtained her Master of Arts degree in Linguistics and Literature from the College of International Studies， Guizhou University. Hui Cai has been teaching English in Guizhou Finance and Economics College since 1997. She is currently an associate professor of Guizhou Finance and Economics College， China. Her academic areas of interest include vocabulary teaching， metacognition and autonomy， etc.
圖書目錄
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
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