文摘
英文文摘
声明
ACKNOWLEDGEMENT
1. INTRODUCTION
1.1 Orientation for the Study
1.2 Research Questions
1.3 Contents and Organization of the Thesis
2. Literature Review
2.1 Incidental Vocabulary Learning Hypothesis
2.2 Intentional and Incidental Vocabulary Acquisition
2.3 A cognitive view of incidental vocabulary acquisition
2.3.1 The Text Comprehension Process: Mental Modeling
2.3.2 The Meaning of Words in a Text: Text Level and Word Level Interacting
2.3.3 The Specification of Contextual Word Meaning:Constructing Conceptual Knowledge
2.3.4 From Meaning Specification to Vocabulary Acquisition:Acquiring New Words Through Reading
2.4 Some Conclusions about Incidental Vocabulary Acquisition
2.5 Two Related Theories: Involvement Load Hypothesis and Input Hypothesis
2.5.1 Involvement Load Hypothesis
2.5.2 Krashen's Comprehensible Input Hypothesis
2.6 A Review of Empirical Research on Incidental Vocabulary Acquisition
3. AN EMPIRICAL STUDY
3.1 Participants and Design
3.1.1 Participants
3.1.2 Materials
3.1.3 Target Words.
3.1.4 Recall Protocol for Reading Comprehension
3.2 The Measurement: Vocabulary Knowledge Scale (VKS)
3.3 Procedures
3.3.1 Pilot
3.3.2 Treatment
3.4 Data Analysis
4. ANALYSIS AND DISSCUSSIONS
4.1 Overview
4.2 Reading Comprehension and the Incidental Vocabulary Acquisition
4.3 The Effect of Text Difficulty on Vocabulary Gain (Immediate Posttest)
4.4 The Effect of Text Difficulty on Vocabulary Retention (Delayed Posttest)
4.5 Discussions
4.5.1 The Role of Passage Comprehension in Incidental Vocabulary Acquisition
4.5.2 The Text Difficulty as Influential Factor on Incidental Vocabulary Acquisition
4.6 Other Findings
5. CONCLUSION
5.1 Implications
5.2 Limitations and Suggestions for the Future Research
REFERENCES
APPENDIX
