簡易檢索 / 詳目顯示

研究生: 蔡宛蓉
Tsai, Wan-Jung
論文名稱: 雙語教學情境下教師不同影片註解呈現方式對於提升臺灣學生之專業英語單字識別的影響
Effects of Instructors' Various Video Annotation Techniques on Enhancing Professional Word Recognition in the Bilingual Teaching Context in Taiwan
指導教授: 劉宇挺
Liu, Yeu-Ting
口試委員: 陳湄涵
Chen, Mae-Han
吳美貞
Wu, Mei-Chen
劉宇挺
Liu, Yeu-Ting
口試日期: 2023/07/14
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 135
中文關鍵詞: FonF雙語教學影片註解專業單字識別雙碼理論
英文關鍵詞: FonF, bilingual teaching, video annotation, professional word recognition, DCT
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202301501
論文種類: 學術論文
相關次數: 點閱:181下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究探討在學科導向的雙語教學背景下教師不同影片註解的應用方式對第二外語學習者專業英語單字識別的影響。本研究採用雙語物理教學情境並招募91名電子系與資訊工程系的大一學生參與實驗。上述受測者於雙語物理教學時有兩次觀看物理學科相關影片的機會,並於實驗中被分為四組。在第二次觀看影片時,每組受測者分別接受四種教師不同影片註解應用方式的其中一種: 1. pre-emptive FonF結合教師的口語講述並搭配文字為主(verbal-based)的影片註解, 2. pre-emptive FonF結合教師的口語講述並搭配非文字為主(nonverbal-based)的影片註解, 3. reactive FonF 結合教師的口語講述並搭配文字為主(verbal-based)的影片註解以及 4. reactive FonF 結合教師的口語講述並搭配非文字為主(nonverbal-based)的影片註解。研究結果發現上述四種影片註解呈現方式皆能顯著提升臺灣第二外語學生在學科導向的雙語教學情境下之專業英語單字識別程度。此外,量化測驗結果顯示文字為主的影片註解比非文字為主的影片註解更能有效地幫助專業英語單字的識別。問卷結果顯示大部分學生覺得教師影片註解的使用不僅幫助語言學習也加強了對於物理學科知識的認識。本研究提供實驗證據支持教師不同影片註解在雙語教學情境下對於專業英語單字識別的教學價值,也特別強調對於低程度的學習者,提供文字為主的影片註解,清楚呈現單字的拼寫方式並配合教師的明確教學講述(explicit teaching)對於專業學科字的學習是重要且有效的。

    This study investigated the effects of instructors’ applications of various video annotation techniques on L2 learners’ professional word recognition in the bilingual teaching context in Taiwan. Ninety-one Taiwanese freshman students from the Department of Electronics and the Department of Computer Science and Information Engineering were recruited from a technical university in Taiwan. The subject of physics was selected as the content area for the bilingual classroom, and the participants were separated into four groups and watched the physics-related video twice. During the second viewing, each group of participants watched the video under one of four viewing conditions where: 1. pre-emptive FonF and verbal lecture +verbal-based video annotations (pre +Lv), 2. pre-emptive FonF and verbal lecture +nonverbal-based video annotations (pre +Lv-non), 3. reactive FonF and verbal lecture +verbal-based video annotations (re +Lv) and 4. reactive FonF and verbal lecture +nonverbal-based video annotations (re +Lv-non) were provided. The results revealed that the four types of instructors’ video annotating treatment significantly enhanced L2 learners’ physics-related professional word recognition in the bilingual teaching context, with the verbal-based video annotation manifesting a more transparent effect than nonverbal-based video annotation. The quantitative results of this study provided experimental evidence that supported the instructors’ manipulations of pre-emptive and reactive FonF and verbal-based and nonverbal-based video annotations in terms of L2 professional word recognition in the bilingual teaching contexts and highlighted the value of verbal-based annotations in explicitly presenting the spellings of learners’ unknown words, especially for low-proficient learners. In addition, participants’ answers to the attitudinal survey suggested that most learners valued instructors’ use of video annotation for both learning English professional words and studying physics subject content.

    Acknowledgements i 摘要 ii Abstract iii Table of Contents iv List of Tables vii List of Figures viii I. Introduction 1 1. Content and Language Integrated Learning (CLIL) in Taiwan 1 2. Instructors’ use of video annotation in bilingual teaching contexts 2 3. Instructors’ Focus on Form (FonF) teaching manipulations in bilingual teaching contexts 6 3.1 The definitions of FonF 7 3.2 Pre-emptive FonF and reactive FonF 8 4. Instructors’ implementations of FonF and video annotation in bilingual teaching contexts 10 5. Present study 13 II. Literature review 15 1. Contextualizing the current study 15 2. FonF in L2 teaching & learning 16 2.1 The advantages of sustained focus for language teaching and learning 16 2.2 The superiority of pre-emptive over reactive FonF in language teaching and learning 20 3. Dual-coding in L2 teaching & learning 29 3.1 Dual-coding 29 3.2 The additive effects of dual codes on L2 word learning 31 4. Unanswered issues of the effects of video annotation on L2 teaching 37 5. Hypotheses 39 III. Methodology 45 1. Participants 45 2. Design and Materials 46 2.1 The bilingual teaching subject of the present study 46 2.2 Video selection 47 2.3 Selection of the target vocabulary items 49 2.4 Video annotation tool 51 2.5 Video annotation treatments 52 3. Instruments 57 3.1 Vocabulary pretest and posttest 57 3.2 The survey 58 4. Procedure 59 5. Data analysis 62 IV. Results 63 1. Quantitative 63 1.1 RQ1: Does pre-emptive FonF video annotation enhance L2 learners’ recognition of professional words in the bilingual teaching context? 63 1.2 RQ2: Does reactive FonF video annotation enhance L2 learners’ recognition of professional words in the bilingual teaching context? 64 1.3 RQ3: Do different video annotation forms (verbal lecture +verbal-based vs. verbal lecture +nonverbal-based) lead to significant differences in L2 learners’ recognition of professional words in the bilingual teaching context? 65 1.4 RQ4: How do learners perceive the usages of pre-emptive FonF and reactive FonF and different forms (verbal lecture +verbal-based vs. verbal lecture +nonverbal-based) of video annotation in the bilingual teaching context? 67 V. Discussion 72 1. RQ1: Does pre-emptive FonF video annotation enhance L2 learners’ recognition of professional words in the bilingual teaching context? 73 2. RQ2: Does reactive FonF video annotation enhance L2 learners’ recognition of professional words in the bilingual teaching context? 77 2.1 Comparative analysis of pre-emptive and reactive FonF video annotation 82 3. RQ3: Do different video annotation forms (verbal lecture +verbal-based vs. verbal lecture +nonverbal-based) lead to significant differences in L2 learners’ recognition of professional words in the bilingual teaching context? 87 4. RQ4: How do learners perceive the usages of pre-emptive FonF and reactive FonF and different forms (verbal lecture +verbal-based vs. verbal lecture +nonverbal-based) of video annotation in the bilingual teaching context? 98 5. Instructors’ perceptions of the FonF teaching approaches and the usage of video annotation in the bilingual teaching contexts 102 VI. Limitations 107 VII. Conclusion 110 References 115 Appendix A 129 Appendix B 135

    Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British Journal of Educational Technology, 40(1), 23–31. https://doi.org/10.1111/j.1467-8535.2007.00800.x
    Adloo, M., & Rohani, G. (2019). The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners’ Comprehension and Production of Modal Auxiliaries. Journal of Teaching Language Skills, 37(4), 1–46. https://doi.org/10.22099/jtls.2019.32320.2639
    Alamri, K. K., & Rogers, V. (2018). The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words. Language Learning Journal, 46(5), 622–633. https://doi.org/10.1080/09571736.2018.1503139
    Ansarin, A. A., & Chehrazad, M. H. (2015). Differential effects of focused and unfocused recasts on EFL learners’ oral accuracy. Colombian Applied Linguistics Journal, 17(1), 86. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a06
    Anthony, L. (2022). AntConc (Version 4.2.0) [Computer Software]. Tokyo, Japan: Waseda University. Available from https://www.laurenceanthony.net/software
    Bakshiri, N., & Mohammadi, M. (2014). Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production. Procedia - Social and Behavioral Sciences, 98, 334–342. https://doi.org/10.1016/j.sbspro.2014.03.424
    Ball, P., Kelly, K., & Clegg, J. (2016). Putting CLIL into Practice: Oxford Handbooks for Language Teachers. Oxford University Press.
    Bargeron, D. M., Gupta, A., Grudin, J., & Sanocki, E. (1999). Annotations for streaming video on the Web: system design and usage studies. Computer Networks, 31(11–16), 1139–1153. https://doi.org/10.1016/s1389-1286(99)00058-4
    Boers, F., Warren, P. H., Grimshaw, G. M., & Siyanova-Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709–725. https://doi.org/10.1080/09588221.2017.1356335
    Chen, Y. R., Liu, Y. T., & Todd, A. C. (2018). Transient but Effective? Captioning and Adolescent EFL Learners’ Spoken Vocabulary Acquisition. English Teaching & Learning, 42(1), 25–56. https://doi.org/10.1007/s42321-018-0002-8
    Chiu, P. S., Chen, H., Huang, Y., Liu, C., Liu, M. C., & Shen, M. (2018). A video annotation learning approach to improve the effects of video learning. Innovations in Education and Teaching International, 55(4), 459–469. https://doi.org/10.1080/14703297.2016.1213653
    Chun, D. M. (2006). CALL technologies for L2 reading. Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching, 5, 7–98.
    Clark, J. H., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/bf01320076
    Cohen, M. T. (2012). Strengthening Science Vocabulary through the Use of Imagery Interventions with College Students. Creative Education. https://doi.org/10.4236/ce.2012.37184
    Cohen, M. T., & Johnson, H. L. (2011). Improving the Acquisition of Novel Vocabulary Through the Use of Imagery Interventions. Early Childhood Education Journal, 38(5), 357–366. https://doi.org/10.1007/s10643-010-0408-y
    Desa Technology (2022). Video Painter (version 2605.2022) [Mobile app]. Google Play Store. https://play.google.com/store/apps/details?id=com.desa.videopainter
    Doughty, C. J. (2001). Cognitive underpinnings of focus on form. In Cambridge University Press eBooks (pp. 206–257). https://doi.org/10.1017/cbo9781139524780.010
    Doughty, C., & Varela, E. (1998). Communicative focus on form. Focus on Form in Classroom Second Language Acquisition, 1, 114–138.
    Doughty, C., & Williams, J. (1998a). Issues and terminology. Focus on Form in Classroom Second Language Acquisition, 1–11.
    Doughty, C., & Williams, J. (1998b). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-262). Cambridge: Cambridge University Press.
    Ellis, N. C., & Beaton, A. A. (1993). Psycholinguistic Determinants of Foreign Language Vocabulary Learning. Language Learning, 43(4), 559–617. https://doi.org/10.1111/j.1467-1770.1993.tb00627.x
    Ellis, R. (1993). The Structural Syllabus and Second Language Acquisition. TESOL Quarterly, 27(1), 91. https://doi.org/10.2307/3586953
    Ellis, R. (2001). Introduction: Investigating Form-Focused Instruction. Language Learning, 51, 1–46. https://doi.org/10.1111/j.1467-1770.2001.tb00013.x
    Ellis, R. (2003). Task-based Language Learning and Teaching. http://archives.umc.edu.dz/handle/123456789/111129?show=full
    Ellis, R. (2005). Planning and Task Performance: Theory and Research. In R. Ellis (Ed.), Planning and Task Performance in a Second Language (pp. 3-34). Amsterdam: John Benjamins.
    Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–428. https://doi.org/10.1177/1362168816628627
    Ellis, R., Basturkmen, H., & Loewen, S. (2001a). Preemptive Focus on Form in the ESL Classroom. TESOL Quarterly, 35(3), 407. https://doi.org/10.2307/3588029
    Ellis, R., Basturkmen, H., & Loewen, S. (2001b). Learner Uptake in Communicative ESL Lessons. Language Learning, 51(2), 281–318. https://doi.org/10.1111/1467-9922.00156
    Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30(4), 419–432. https://doi.org/10.1016/s0346-251x(02)00047-7
    García, O. (2011). Bilingual Education in the 21st Century: A Global Perspective. John Wiley & Sons.
    Gardner, D., & Davies, M. G. (2014). A New Academic Vocabulary List. Applied Linguistics, 35(3), 305–327. https://doi.org/10.1093/applin/amt015
    Gass, S. M. (1990). Second and foreign language learning: Same, different or none of the above. Second Language Acquisition, 34–44.
    Ghelichi, M. (2017). Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context. Applied Linguistics, 10(20), 72–91. http://jal.iaut.ac.ir/article_532470_67ba5533cf94df59ddf816be19166bd9.pdf
    Hadijah, S. (2016). Teaching by using video: Ways to make it more meaningful in EFL classrooms. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 307–315.
    Heift, T. (2013). 10. Preemptive feedback in CALL. In John Benjamins Publishing Company eBooks (pp. 189–208). https://doi.org/10.1075/lllt.34.14ch10
    Hyde, T. M., & Jenkins, J. J. (1969). Differential effects of incidental tasks on the organization of recall of a list of highly associated words. Journal of Experimental Psychology, 82(3), 472–481. https://doi.org/10.1037/h0028372
    Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. Attention and Awareness in Foreign Language Learning, 338.
    Kamiya, N. (2018). Proactive Versus Reactive Focus on Form. The TESOL Encyclopedia of English Language Teaching, 1–6. https://doi.org/10.1002/9781118784235.eelt0093
    Kasper, G. (1985). Repair in Foreign Language Teaching. Studies in Second Language Acquisition, 7(2), 200–215. https://doi.org/10.1017/s0272263100005374
    Keyvanfar, A., & Bakshiri, N. (2011). Time Matters: Proactive vs. Reactive FOF. Journal on English Language Teaching, 1(2), 27–36. https://doi.org/10.26634/jelt.1.2.1457
    Lai, C., Chen, L., Yen, Y., & Lin, K. (2020). Impact of video annotation on undergraduate nursing students’ communication performance and commenting behaviour during an online peer-assessment activity. Australasian Journal of Educational Technology, 71–88. https://doi.org/10.14742/ajet.4341
    Lasagabaster, D., & Sierra, J. C. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal, 64(4), 367–375. https://doi.org/10.1093/elt/ccp082
    Lertola, J. (2012). The effect of the subtitling task on vocabulary learning. Translation Research Projects, 4, 61–70.
    Li, W., Yu, J., Zhang, Z., & Liu, X. (2022). Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.834706
    Long, M. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115–141). Rowley, MA: Newbury House.
    Long, M. (1991). Focus on Form. In John Benjamins Publishing Company eBooks (p. 39). https://doi.org/10.1075/sibil.2.07lon
    Long, M. D. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In Elsevier eBooks (pp. 413–468). https://doi.org/10.1016/b978-012589042-7/50015-3
    Long, M., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 15-41). Cambridge: Cambridge University Press.
    Luo, L. (2022). A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching. Scientific Programming, 2022, 1–10. https://doi.org/10.1155/2022/5951844
    Lyster, R. (1998). Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms. Language Learning, 48(2), 183–218. https://doi.org/10.1111/1467-9922.00039
    Lyster, R. (2007). Learning and Teaching Languages Through Content: A Counterbalanced Approach. John Benjamins Publishing.
    Lyster, R., & Ranta, L. (1997). CORRECTIVE FEEDBACK AND LEARNER UPTAKE. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/s0272263197001034
    Mackey, A. (2006). Feedback, Noticing and Instructed Second Language Learning. Applied Linguistics, 27(3), 405–430. https://doi.org/10.1093/applin/ami051
    Mackey, A., & Philp, J. (1998). Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? The Modern Language Journal, 82(3), 338–356. https://doi.org/10.1111/j.1540-4781.1998.tb01211.x
    Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
    Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. In Cambridge University Press eBooks. https://doi.org/10.1017/cbo9781139547369
    Mayer, R. E., & Anderson, R. A. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. https://doi.org/10.1037/0022-0663.84.4.444
    Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715–726. https://doi.org/10.1037/0022-0663.82.4.715
    Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198. https://doi.org/10.1037/0022-0663.93.1.187
    McFadden, J., Ellis, J. A., Anwar, T., & Roehrig, G. H. (2013). Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices. Journal of Science Education and Technology, 23(3), 458–470. https://doi.org/10.1007/s10956-013-9476-2
    McKee, J., McKee, J. S., & Ogle, D. (2005). Integrating Instruction: Literacy and Science. Guilford Press.
    Melloch, M. R. (2013, February 25). Electromagnetic Induction and Faraday's Law [Video]. Youtube. https://youtu.be/vwIdZjjd8fo
    Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130–138. https://doi.org/10.1093/elt/57.2.130
    Moody, S., Song, K., Kuo, L., Jouhar, M. A., Xu, Z., & Lee, S. (2018). Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice. Education Sciences, 8(4), 180. https://doi.org/10.3390/educsci8040180
    Mu, X. (2010). Towards effective video annotation: An approach to automatically link notes with video content. Computers & Education, 55(4), 1752–1763. https://doi.org/10.1016/j.compedu.2010.07.021
    Mu, X., Marchionini, G., & Pattee, A. (2003). The interactive shared educational environment: user interface, system architecture and field study. In ACM/IEEE Joint Conference on Digital Libraries (pp. 291–300). https://doi.org/10.5555/827140.827190
    Nakatsukasa, K., & Loewen, S. (2015). A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom. Language Teaching Research, 19(2), 133–149. https://doi.org/10.1177/1362168814541737
    Nassaji, H. (2010). The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms. Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 66(6), 907–933. https://doi.org/10.3138/cmlr.66.6.907
    Nassaji, H. (2013). Participation Structure and Incidental Focus on Form in Adult ESL Classrooms. Language Learning, 63(4), 835–869. https://doi.org/10.1111/lang.12020
    Ortega, L. (2005). 3. What do learners plan? In Language learning and language teaching (pp. 77–109). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.11.07ort
    Paivio, A. (1971). Imagery and the verbal processes. Holt, Rinehart And Winston.
    Paivio, A. (1975). Coding Distinctions and Repetition Effects in Memory. In Psychology of Learning and Motivation (pp. 179–214). Elsevier BV. https://doi.org/10.1016/s0079-7421(08)60271-6
    Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press. https://ci.nii.ac.jp/ncid/BA19613767
    Paivio, A. (2007). Mind and Its Evolution: A Dual Coding Theoretical Approach. Lawrence Erlbaum Associates Publishers. https://psycnet.apa.org/record/2006-22587-000
    Paivio, A. (2014). Bilingual Dual Coding Theory and Memory. In Springer eBooks (pp. 41–62). https://doi.org/10.1007/978-1-4614-9218-4_3
    Panahzade, V., & Gholami, J. (2014). The Relative Impacts of Planned Preemptive vs. Delayed Reactive Focus on Form on Language Learners’ Lexical Resource. The Journal of Language Teaching and Learning, 4(1), 69–83.
    Pawlak, M. (2014). Error Correction in the Foreign Language Classroom. In Second language learning and teaching. Springer International Publishing. https://doi.org/10.1007/978-3-642-38436-3
    Pellicer-Sánchez, A. (2016). INCIDENTAL L2 VOCABULARY ACQUISITIONFROMANDWHILEREADING. Studies in Second Language Acquisition, 38(1), 97–130. https://doi.org/10.1017/s0272263115000224
    Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Reading in a Foreign Language, 22(1), 31–55. http://files.eric.ed.gov/fulltext/EJ887875.pdf
    Pérez-Torregrosa, A., Díaz-Martín, C., & Osório, A. J. (2017). The Use of Video Annotation Tools in Teacher Training. Procedia - Social and Behavioral Sciences, 237, 458–464. https://doi.org/10.1016/j.sbspro.2017.02.090
    Ramezanali, N., & Faez, F. (2019). Vocabulary Learning and Retention through Multimedia Glossing. Language Learning & Technology, 23(2), 105–124. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44685/1/23_02_10125-44685.pdf
    Ramezanali, N., Uchihara, T., & Faez, F. (2021). Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis. TESOL Quarterly, 55(1), 105–133. https://doi.org/10.1002/tesq.579
    Sadoski, M. (2005). A Dual Coding View of Vocabulary Learning. Reading & Writing Quarterly, 21(3), 221–238. https://doi.org/10.1080/10573560590949359
    Sadoski, M., Goetz, E. T., & Fritz, J. B. (1993). Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design. Journal of Educational Psychology, 85(2), 291–304. https://doi.org/10.1037/0022-0663.85.2.291
    Schmidt, R. (1994). DECONSTRUCTING CONSCIOUSNESS IS SEARCH OF USEFUL DEFINITIONS FOR APPLIED LINGUISTICS. AILA Review, 11, 11–26.
    Schmidt, R. R. (1990). The Role of Consciousness in Second Language Learning1. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129
    Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. https://doi.org/10.1177/1362168808089921
    Seedhouse, P. (1997). Combining form and meaning. ELT Journal, 51(4), 336–344. https://doi.org/10.1093/elt/51.4.336
    Shabani, K., & Hosseinzadeh, S. (2019). A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching, 13(1), 76–92. https://doi.org/10.1080/17501229.2017.1361959
    Shabani, K., & Hosseinzadeh, S. (2021). The Role of Planned Preemptive and Reactive Focus-on-Form in Developing L2 Learners’ Grammatical Accuracy. Journal of Language and Translation, 11(4), 105–124. https://doi.org/10.30495/TTLT.2021.683889
    Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. Handbook of Research in Second Language Teaching and Learning, 2, 593–610. http://hdl.handle.net/20.500.11937/60482
    Shen, H. (2010). Imagery and verbal coding approaches in Chinese vocabulary instruction. Language Teaching Research, 14(4), 485–499. https://doi.org/10.1177/1362168810375370
    Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163–183. https://doi.org/10.1016/j.tate.2003.08.001
    Slough, S., McTigue, E. M., Kim, S., & Jennings, S. E. (2010). Science Textbooks’ Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts. Reading Psychology, 31(3), 301–325. https://doi.org/10.1080/02702710903256502
    Šulistová, J. (2013). The Content and Language Integrated Learning Approach in Use. Acta Technologica Dubnicae, 3(2), 47–54. https://doi.org/10.1515/atd-2015-0018
    Sydorenko, T. (2010). Modality of Input and Vocabulary Acquisition. Language Learning & Technology, 14(2), 50–73. http://llt.msu.edu/vol14num2/sydorenko.pdf
    Thornbury, S. (2004). English teaching essential: grammar. English Teaching Professional, 32, 40. https://dialnet.unirioja.es/servlet/articulo?codigo=2401352
    Tode, T. (2007). Durability problems with explicit instruction in an EFL context: the learning of the English copula be before and after the introduction of the auxiliary be. Language Teaching Research, 11(1), 11–30. https://doi.org/10.1177/1362168806072398
    Tschirner, E. (2001). Language Acquisition in the Classroom: The Role of Digital Video. Computer Assisted Language Learning, 14(3–4), 305–319. https://doi.org/10.1076/call.14.3.305.5796
    Tversky, B., Morrison, J. Q., & Bétrancourt, M. (2002). Animation: can it facilitate? International Journal of Human-computer Studies, 57(4), 247–262. https://doi.org/10.1006/ijhc.2002.1017
    VanPatten, B. (1990). Attending to Form and Content in the Input. Studies in Second Language Acquisition, 12(3), 287–301. https://doi.org/10.1017/s0272263100009177
    VanPatten, B. (1993). Grammar Teaching for the Acquisition-Rich Classroom. Foreign Language Annals, 26(4), 435–450. https://doi.org/10.1111/j.1944-9720.1993.tb01179.x
    VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Greenwood Publishing Group.
    Waring, R., & Takaki, M. (2003). AT WHAT RATE DO LEARNERS LEARN AND RETAIN NEW VOCABULARY FROM READING A GRADED READER. Reading in a Foreign Language, 15(2), 130–163. http://eric.ed.gov/?id=EJ676380
    Warren, J. (2013). Rhetorical Reading as a Gateway to Disciplinary Literacy. Journal of Adolescent & Adult Literacy, 56(5), 391–399. https://doi.org/10.1002/jaal.151
    Webb, S. (2012). Repetition in incidental vocabulary learning. The Encyclopedia of Applied Linguistics, 1–6.
    Webb, S. (2019). Incidental Vocabulary Learning. In Routledge eBooks (pp. 225–239). https://doi.org/10.4324/9780429291586-15
    Wilkins, D. A. (1972). Linguistics in language teaching (Vol. 111). London: Edward Arnold.
    Williams, J. A. (1999). Learner-Generated Attention to Form. Language Learning, 49(4), 583–625. https://doi.org/10.1111/0023-8333.00103
    Willis, D., & Willis, J. (2007). Doing task-based teaching. In Oxford University Press eBooks. http://archives.umc.edu.dz/handle/123456789/111138
    Wong, K., & Samudra, P. G. (2021). L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners. Computer Assisted Language Learning, 34(8), 1182–1204. https://doi.org/10.1080/09588221.2019.1666150
    Wright, K., Franks, A. D., Kuo, L., McTigue, E. M., & Serrano, J. (2016). Both Theory and Practice: Science Literacy Instruction and Theories of Reading. International Journal of Science and Mathematics Education, 14(7), 1275–1292. https://doi.org/10.1007/s10763-015-9661-2
    Wu, C., & Kao, H. (2008). Streaming Videos in Peer Assessment to Support Training Pre-Service Teachers. Educational Technology & Society, 11(1), 45–55. https://www.researchgate.net/profile/Cheng_Chih_Wu/publication/220374329_Streaming_Videos_in_Peer_Assessment_to_Support_Training_Pre-service_Teachers/links/547afc650cf2a961e48809ee.pdf
    Yanagisawa, A., Webb, S., & Uchihara, T. (2020). HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING? Studies in Second Language Acquisition, 42(2), 411–438. https://doi.org/10.1017/s0272263119000688
    Zarei, G. R., & Khazaie, S. (2011). L2 vocabulary learning through multimodal representations. Procedia - Social and Behavioral Sciences, 15, 369–375. https://doi.org/10.1016/j.sbspro.2011.03.104
    Zywica, J., & Gomez, K. (2008). Annotating to Support Learning in the Content Areas: Teaching and Learning Science. Journal of Adolescent & Adult Literacy, 52(2), 155–165. https://doi.org/10.1598/jaal.52.2.6

    無法下載圖示 本全文未授權公開
    QR CODE