研究生: |
黃羿萍 Huang, Yi-Ping |
---|---|
論文名稱: |
以語料庫為本探討為一般聽眾與第二外語學習者設計播客之字彙涵蓋量與內容難度 A Corpus-based Study on the Lexical Coverage and Text Difficulty of English Podcasts for General Audience and ESL/EFL Learners |
指導教授: |
陳浩然
Chen, Hao-Jan |
口試委員: |
陳浩然
Chen, Hao-Jan 王宏均 Wang, Hung-Chun 戴孜伃 Tai, Tzu-Yu |
口試日期: | 2024/04/29 |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 英文 |
論文頁數: | 100 |
中文關鍵詞: | 英文播客 、字彙涵蓋量 、內容難度 |
英文關鍵詞: | English podcast, lexical coverage, text difficulty |
研究方法: | 次級資料分析 |
DOI URL: | http://doi.org/10.6345/NTNU202400822 |
論文種類: | 學術論文 |
相關次數: | 點閱:76 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 |
Abdous, M. h., Facer, B. R., & Yen, C.-J. (2012). Academic effectiveness of podcasting: A comparative study of integrated versus supplemental use of podcasting in second language classes. Computers & Education, 58(1), 43-52.
Ismail, A., & Yusof, N. (2016). Readability of ESL picture books in Malaysia. Journal of Nusantara Studies (JONUS), 1(1), 60-70.
Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics, 24(4), 425-438.
Ai-hua, C. (2013). EFL listeners' strategy development and listening problems: A process-based study. Journal of Asia TEFL, 10(3).
Alhusban, H. A., & Torki, S. (2021). An original computerized and web-based method for assessing textbook readability via lexical coverage. TESOL International Journal, 16(2), 7-30.
Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.
Anthony, L. (2014). AntWordProfiler (Version 1.4.1) [Computer Software]. Tokyo,Japan: Waseda University. Available from http://www.laurenceanthony.net/
Anthony, L. (2014). Introduction to AntWordProfiler. Retrieved from http://www.laurenceanthony.net/software/antwordprofiler/releases/AntWordProfiler141/help.pdf
Bax, S., Nakatsuhara, F., & Waller, D. (2019). Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels. System, 83, 79-95.
Blau, E. K. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24(4), 746-753.
Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14(1), 14-31.
Bozorgian, H., & Shamsi, E. (2022). Autonomous use of podcasts with metacognitive intervention: Foreign language listening development. International Journal of Applied Linguistics, 32(3), 442-458.
Bueno, K. A. (2009). Got film? Is it a readily accessible window to the tartget
language and culture for your students? Foreign Language Annals, 42(2), 318-339.
Buck, G. (2001). Assessing listening. Cambridge University Press.
Chao, J. Y.-g. (2013). Factors affecting college EFL learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8(1), 71-84.
Chall, J. S. (1958). Readability: An appraisal of research and application.
Ohio State University Press. Reprinted 1974. Epping: Bowker Publishing Company.
Corrigan, R., & Surber, J. R. (2010). The reading level paradox: Why children's picture books are less cohesive than adult books. Discourse Processes, 47(1), 32-54.
Council of Europe (2020), Common European Framework of Reference for Languages: learning, teaching, assessment – Companion Volume, Council of Europe Publishing, Strasbourg
Daniel, D. B., & Woody, W. D. (2010). They hear, but do not listen: Retention for podcasted material in a classroom context. Teaching of Psychology, 37(3), 199-203.
Dang, T. N. Y., Coxhead, A., & Webb, S. (2017). The academic spoken word list. Language Learning, 67(4), 959-997.
Derwing, T., & Munro, M. J. (2001). What speaking rates do non-native listeners prefer?. Applied Linguistics, 22(3), 324-337.
Dubay, William. (2004). The Principles of readability. , Costa Mesa, CA : 92627949. 631-3309
Durbahn, M., Rodgers, M., & Peters, E. (2020). The relationship between vocabulary and viewing comprehension. System, 88, 102166.
Farangi, M. R., Nejadghanbar, H., Askary, F., & Ghorbani, A. (2015). The effects of podcasting on EFL upper-intermediate learners’ speaking skills. CALL-EJ Online, 16(2), 1-18.
Flesch, R. (1949) The art of readable writing. (1th ed.). Wiley
Fouz-González, J. (2019). Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features. ReCALL, 31(2), 150-169.
Frantz, R. S., Starr, L. E., & Bailey, A. L. (2015). Syntactic complexity as an aspect of text complexity. Educational Researcher, 44(7), 387-393.
Fujita, R. (2017). Effects of speech rate and background noise on EFL learners’ listening comprehension of different types of materials. Journal of Asia TEFL, 14(4), 638–653.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118.
Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182.
Griffiths, R. (1990). Speech rate and NNS comprehension: A preliminary study in time-benefit analysis. Language Learning, 40(3), 311–336.
Hayati, A. (2010). The effect of speech rate on listening comprehension of EFL learners.Creative Education,1(2), 107.
Hamouda, A. (2012). Listening Comprehension Problems-Voices from the Classroom. Language in India, 12(2), 1–49.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-15.
Hanley, J. E., Herron, C. A., & Cole, S. P. (1995). Using video as an advance organizer to a written passage in the FLES classroom. The Modern Language Journal, 79(1), 57-66.
Hassanzadeh, M., Saffari, E., & Rezaei, S. (2021). The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment. ReCALL, 33(3), 214-228.
Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8(2), 689-696.
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.
Hunt, A. P., & Reuter, J. R. (1978). Readability and children's picture books. The Reading Teacher, 32(1), 23-27.
Sierschynski, J., Louie, B., & Pughe, B. (2014). Complexity in picture books. The Reading Teacher, 68(4), 287-295.
Kaneko, M. (2015). Vocabulary size required for the TOEFL iBT listening section. The Language Teacher, 39(1), 9-14.
Kasule, D. (2011). Textbook readability and ESL learners. Reading & Writing-Journal of the Reading Association of South Africa, 2(1), 63-76.
Kelly, W. Q., & Klein, J. D. (2016). The effect of type of podcasts and learning styles on language proficiency and confidence. Journal of Educational Technology Systems, 44(4), 421-429.
Khatib, M., & Khodabakhsh, M. R. (2010). The effect of modified speech on listening to authentic speech. Journal of Language Teaching and Research, 1(5), 685-693.
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Addison-Wesley Longman Limted.
Kuppens, A. H. (2010). Incidental foreign language acquisition from media exposure. Learning, Media and Technology, 35(1), 65-85.
Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren & M. Nordman (Eds.), Special language: From humans to thinking machines (pp. 316–323) : Multilingual Matters.
Laufer, B., & Ravenhorst-Kalovski, G.C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in A Foreign Language, 22, 15–30.
Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: a study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.
Lee, M. J. W., & Chan, A. (2007). Pervasive, lifestyle‐integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study. Open Learning: The Journal of Open, Distance and e-Learning, 22(3), 201-218.
Lively, B. A., & Pressey, S. L. (1923). A method for measuring the vocabulary burden of textbooks. Educational Administration and Supervision, 9(7), 389-398.
Lin, W.-T., Chen, H.-J., Liu, C.-Y., & Kong, S.-L. (2016). Using Lexile Analyzer to examine the readability of junior and senior high school English textbooks. Journal of Textbook Research, 9(3), 109-141.
Liu, M., Zhang, Z., & Lee, J. S. Y. (2023). Verb frame distribution and text difficulty: A corpus-based analysis of verb frames in Chinese textbooks. International Journal of Applied Linguistics, 34(2), 621-641.
Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364-379.
Lori, J. R., & Burton, W. (2002). Matching texts and readers: Leveling early reading materials for assessment and instruction. The Reading Teacher, 55(4), 348-356.
McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 25, 131-154.
Meara, P. (1996). The dimensions of lexical competence. Performance and Competence in Second Language Acquisition, 35, 33-55.
Motamedynia, M., & Nasrollahi Shahri, N. (2022). Investigating the lexical demands of English-as-an-additional-language and general-audience podcasts and their potential for incidental vocabulary learning. Canadian Journal of Applied Linguistics, 25(2), 103-131.
Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. The Modern Language Journal, 64(3), 335-340.
Nelson, J., Perfetti, C., Liben, D., & Liben, M. (2012). Measures of text difficulty: Testing their predictive value for grade levels and student performance. Council of Chief State School Officers.
Nation, I. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.
Nguyen, C.-D. (2021). Lexical features of reading passages in English language textbooks for vietnamese high-school students: Do they foster both content and vocabulary gain? RELC Journal, 52(3), 509-522.
Noreillie, A.-S., Kestemont, B., Heylen, K., Desmet, P., & Peters, E. (2018). Vocabulary knowledge and listening comprehension at an intermediate level in English and French as foreign languages: An approximate replication study of Stæhr (2009). ITL-International Journal of Applied Linguistics, 169(1), 214-233.
Nurmukhamedov, U. (2017). Lexical coverage of TED Talks: Implications for vocabulary instruction. TESOL Journal, 8(4), 768-790.
Nurmukhamedov, U., & Sadler, R. (2011). Podcasts in four categories: Applications to
language learning. In B. Facer & M. Abdous (Eds.), Academic podcasting and
mobile assisted language learning.:IGI Global, 176-195.
Nurmukhamedov, U., & Sharakhimov, S. (2023). Corpus-based vocabulary analysis of English podcasts. RELC Journal, 54(1), 7-21.
Owen, N., Shrestha, P., & Bax, S. (2021). Researching lexical thresholds and lexical profiles across the Common European Framework of Reference for Languages (CEFR) levels assessed in the APTIS test. British Council.
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577.
Phung, D. H., & Ha, H. T. (2022). Vocabulary demands of the IELTS listening test: an in-depth analysis. Sage Open, 12(1), 1-13
Porter, D., & Roberts, J. (1981). Authentic listening activities. ELT Journal, 36, 37-47.
Richards, J. C., Platt, J., & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics. Longman.
Rodgers, M. P. H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 45(4), 689-717.
Rodgers, M., & Heidt, J. (2021). Levelling up comprehensible input and vocabulary learning: The lexical profile of videogames. In W. Valentin & R. Tegger (Eds.), Pop culture in language education (pp. 215-227). Routledge.
Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5), 471-492.
Rog, L. J., & Burton, W. (2001). Matching texts and readers: Leveling early reading materials for assessment and instruction. Reading Teacher, 55(4), 348-356.
Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning. System, 101, 1-15
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26-43.
Schonell, F. J. (1956). A study of the oral vocabulary of adults: an investigation into the spoken vocabulary of the Australian worker. University of Queensland Press.
Stahl, S. A., & Jacobson, M. G. (1986). Vocabulary difficulty, prior knowledge, and text comprehension. Journal of Reading Behavior, 18(4), 309-323.
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(4), 577-607.
Text Inspector (Online computer software). (2021). Retrieved from http://textinspector.com
Tegge, F. (2017). The lexical coverage of popular songs in English language teaching. System, 67, 87-98.
Van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34(4), 457-479.
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272-281.
Webb, S. (2010). A corpus driven study of the potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15(4), 497-519.
Webb, S. (2021). Research investigating lexical coverage and lexical profiling: What we know, what we don’t know, and what needs to be examined. Reading in a Foreign Language. 33(2) 278–293.
Webb, S., & Macalister, J. (2013). Is text written for children useful for L2 extensive reading? TESOL Quarterly, 47(2), 300-322.
Webb, S., & Rodgers, M. P. H. (2009a). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427.
Webb, S., & Rodgers, M. P. H. (2009b). Vocabulary demands of television programs. Language Learning, 59(2), 335-366.
Yang, L., & Coxhead, A. (2022). A corpus-based study of vocabulary in the new concept English textbook series. RELC Journal, 53(3), 597-611.
Yeh, H., Chang, W., Chen, H., & Heng, L. (2021). Effects of podcast-making on college students’ English speaking skills in higher education. Educational Technology Research and Development, 69 (5), 2845–2867
Zhao, J., Zhu, M., de Ruiter, L., & Chen, S. (2022). Linguistic indicators for text difficulty in picture books for young Chinese children learning English as a foreign language. Frontiers in Education, 7. Frontiers Media SA.
Zhao, Y. (1997). The effects of listeners' control of speech rate on second language comprehension. Applied Linguistics, 18(1), 49-68.