簡易檢索 / 詳目顯示

回結果列表
研究生： 高永欽
Yung-ching Kao
論文名稱： 高中英語教科書及大考閱讀測驗試題之字頻表及字彙涵蓋量語料庫分析研究
A Corpus Analysis of Word Frequency Lists and Lexical Coverage for Senior High School English Textbooks and the Reading Comprehension Tests of JCEE
指導教授： 陳聖傑
Sheng-Jie Chen
口試委員: 鄧慧君
Teng Huei-chun
高照明
Gao Zhao-Ming
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 應用外語系
Department of Applied Foreign Languages
論文出版年： 2014
畢業學年度： 102
語文別： 英文
論文頁數： 169
中文關鍵詞： 語料庫 、常用字彙 、字彙重複率 、一般性字彙 、學術性字彙 、字彙涵蓋率
外文關鍵詞： overlapping rate, general words, academic words, lexical coverage
相關次數： 點閱：457  下載：23 
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
  •  上一筆

    • 本研究旨在針對高中英語教科書及大學入學考試學測與指考閱讀測驗試題之常用字彙、字彙重複程度、一般性字彙、學術性字彙及字彙涵蓋率進行比較研究。
    本研究建立兩個語料庫: 一為三個被廣泛使用的高中英語課本語料庫，一為90年至103年的大學入學考試學測及指考閱讀測驗試題語料庫；以AntConc、AntWordProfiler及Range為分析軟體，對兩個語料庫之字彙頻率進行深入研究，希望透過兩語料庫之比較，探討兩個語料庫之常用字彙、字彙重複程度、一般性字彙、學術性字彙及字彙涵蓋率。根據本研究的結果，研究者指出了高中生應考的準備方向，點出高中英文課本提供字彙的不足之處，在文末並提出數點教學、教科書編纂及未來相關研究方向之建議。
    本研究的主要發現如下:(1)在前100個常用字彙中，三種版本的高中英文課本語料庫虛詞占67%、實詞占33%；90年至103年大學入學考試學測及指考閱讀測驗試題語料庫中虛詞占60%、實詞則占40%。在前200、300、400、500…個常用字彙中，虛詞所占比例逐漸減少，實詞所占比例逐漸增加。(2)高中英文課本語料庫與大學入學考試學測及指考閱讀測驗試題語料庫的字彙重複率為89%。(3)三種版本的高中英文課本語料庫中，一般性字彙計有1915個，占2,000個GSL(General Service List)字彙的96%；學術性字彙計有492個，占570個AWL(Academic Word List)字彙的86%。大學入學考試學測及指考閱讀測驗試題語料庫中，一般性字彙計有1510個，占2,000個GSL(General Service List)字彙的76%；學術性字彙計有381個，占570個AWL(Academic Word List) 字彙的67%。英國國家語料庫(BNC)的前5,000字族加上專有名詞及邊際字彙，可以在三種版本的高中英文課本語料庫及大學入學考試學測及指考閱讀測驗試題語料庫中達到95% 的閱讀理解(字彙涵蓋率)；而英國國家語料庫(BNC)中至少要有14,000字族加上專有名詞及邊際字彙，才可以在兩個語料庫中達到98% 的閱讀理解(字彙涵蓋率)。

    The present study aims to explore and compare the most frequently used words, the overlapping rate, the general words, academic words, and lexical coverage between senior high school English textbooks and the reading comprehension tests of the Joint College Entrance of Examination (JCEE).
    Two corpora were compiled: one corpus is the textbook corpus (henceforth referred to as the Textbook Corpus), consisting of three sets of Taiwanese senior high school English textbooks－San Min (henceforth referred to as TA), Far East (henceforth referred to as TB), and Lunteng (henceforth referred to as TC); the other one is the JCEE Corpus, containing the reading comprehension tests of JCEE from 2001 to 2014. Three corpus software, AntConc, AntWordProfiler, and Range were used for data analysis. Based on the results of this study, the researcher pointed out the right directions for senior high school students to prepare for General Scholastic Ability Test (GSAT) and Department Required Test (DRT) of the college entrance examinations, and the shortage of vocabulary provided by senior high school English textbooks. The author also puts forward several suggestions for learners, teachers, and textbook publishers to end up this thesis.
    Major findings are summarized as follows: (1) There are 67% of function words and 33% of content words in the top 100 words of the Textbook Corpus. There are 60% of function words and 40% of content words in the top 100 words of the JCEE Corpus. An increasing number of the content words were found as we explore more frequency bands. (2) The overlapping rate of the Textbook Corpus word list and the JCEE Corpus word list is 88.9%. (3) The Textbook Corpus contains 1,915 general words in the GSL, accounting for 96% of the GSL; it contains 492 academic words in the AWL, accounting for 86% of the AWL. The JCEE Corpus contains 1,510 general words in the GSL, accounting for 76% of the GSL; it contains 381 academic words in the AWL, accounting for 67% of the AWL. Add Additionally, to reach 95% lexical coverage, 5,000 BNC word families plus proper nouns and marginal words are needed. To reach 98% text comprehension, at least 14,000 BNC word families plus proper nouns and marginal words are needed.

    TABLE OF CONTENTS Chinese Abstracti English Abstractii Acknowledgementsiii Table of Contentsv List of Tablesviii List of Figuresx CHAPTER 1 INTRODUCTION1 1.1 Background and Motivation1 1.2 Purpose of the Study and Research Questions3 1.3 Significance of the Study4 1.4 Definition of Key Terms4 1.5 Organization of the Thesis6 CHAPTER 2 LITERATURE REVIEW7 2.1 Corpus Linguistics7 2.1.1 Definition of Corpus7 2.1.2 Unit of Measurement –Tokens, Lemmas, and Families8 2.2 Word Frequency Lists10 2.2.1 Word Frequency Lists and Textbooks11 2.2.2 Word Frequency Lists and Reading Comprehension18 2.3 Lexical Coverage20 2.3.1 Lexical Coverage and Textbooks22 2.3.2 Lexical Coverage and Reading Comprehension27 2.3.3 Lexical Coverage and Listening Comprehension30 2.4 Chapter Summary33 CHAPTER 3 METHODOLOGY34 3.1 Materials34 3.1.1 Taiwanese Senior high School English Textbooks－the Textbook Corpus34 3.1.2 Reading Comprehension Tests of JCEE－the JCEE Corpus35 3.1.3 Steps Taken in Developing Corpora37 3.2 Instruments38 3.2.1 AntConc39 3.2.2 AntWordProfiler40 3.2.3 Range41 3.2.3.1 Range with GSL (1,000/2,000) and AWL (570) Family Lists42 3.2.3.2 Range with BNC (14,000) Family Lists…43 3.3 Procedure44 3.4 Data Analysis46 CHAPTER 4 RESULTS AND DISCUSSIONS47 4.1 Research Question 1: What are the most frequently used words in the Textbook Corpus and the JCEE Corpus?47 4.1.1 Frequently Used Words of the Textbook Corpus47 4.1.2 Frequently Used Words of the JCEE Corpus49 4.1.3 Discussion of RQ151 4.2 Research Question 2: To what extent do the most frequently used words overlap in the Textbook Corpus and the JCEE Corpus?53 4.2.1 Comparisons between the Textbook Corpus and the JCEE Corpus53 4.2.2 Discussion to the Overall Overlapping Words62 4.2.3 Discussion of RQ266 4.3 Research Question 3: In what frequency do general words, academic words and lexical coverage in the Textbook Corpus and the JCEE Corpus?68 4.3.1 GSL and AWL Family Lists of the Textbook Corpus and the JCEE Corpus68 4.3.2 A Comparison of the General Words and Academic Words between the Textbook Corpus and the JCEE Corpus69 4.3.3 Lexical Coverage of the Textbook Corpus and the JCEE Corpus70 4.3.4 Comparisons of the Lexical Coverage between the Textbook Corpus and the JCEE Corpus 72 4.3.5 Discussion of RQ376 CHAPTER 5 CONCLUSION80 5.1 Summary of Major Findings80 5.2 Pedagogical Implications83 5.3 Limitations of the Study and Suggestions for Future Research86 REFERENCES90 APPENDIXES A. Samples of the Reading Comprehension Test of the JCEE98 B. The Most Frequently Used Words (Top 500) of Textbook Corpus 100 C. The Most Frequently Used Words (Top 500) of JCEE Corpus108 D. The Overlapping Content words between the Textbook Corpus and the JCEE Corpus116 E. Words in the JCEE Corpus but Not in San-min English Textbooks 127 F. Words in the JCEE Corpus but Not in Far-East English Textbooks 132 G. Words in the JCEE Corpus but Not in Lungteng English Textbooks 137 H. Words in the JCEE Corpus but Not in Any English Textbooks 142 I. The Overlapping Content Words between Two Corpora and its Corresponding BNC Word-family Lists from the 1st 1,000 to the 16th 1,000 145 J. The General and Academic Words of the Textbook Corpus154 K. The General and Academic Words of the JCEE Corpus163 LIST OF TABLES Table 2.1 A Summary of Research on Word Frequency Lists and Textbooks16 Table 2.2 A Summary of Research on Word Frequency Lists and Reading Comprehension21 Table 2.3 Vocabulary Sizes Needed to Get 95% and 98% Coverage (including Proper Nouns and Marginal words) of Various Textbooks26 Table 2.4 Vocabulary Sizes Needed to Get 95% and 98% Coverage (including Proper Nouns) of Written Texts29 Table 2.5 Vocabulary Sizes Needed to Get 95% and 98% Coverage (Including Proper Nouns and Marginal Words) of Various Spoken Texts32 Table 3.1 Tokens, Types, and Word Families of the Sub-Textbook Corpus35 Table 3.2 A Statistics of Reading Comprehension Tests of GSAT, and DRT (2001~2014)36 Table 3.3 Description of the JCEE Corpus and the Textbook Corpus37 Table 3.4 A summary of Instrument, Purpose and Source Information44 Table 3.5 A summary of Research Questions and Data Analysis46 Table 4.1 Distributions of the Top 100 Words of the Textbook Corpus48 Table 4.2 Top 50 Content Words of the Textbook Corpus49 Table 4.3 Distributions of the Top 100 Words of the Textbook Corpus50 Table 4.4 Top 50 Content Words of the JCEE Corpus51 Table 4.5 Top 100 Overlapping Content Words of the JCEE Corpus and the Textbook Corpus54 Table 4.6 The Overlapping Rate and Cumulative Percentage of the Content Words between the JCEE Word List and the Textbook Word List55 Table 4.7 The Overlapping Content Words (Top 20) between Individual Textbook Corpus and the JCEE Corpus60 Table 4.8 The Overlapping Rate and Cumulative Percentage of the Content Words between the JCEE Word List and TA, TB, TC Word List62 Table 4.9 A Sample of the Overlapping Words and its Corresponding BNC Word Families64 Table 4.10 The GSL and AWL Family Lists of the Textbook Corpus68 Table 4.11 The GSL and AWL Family Lists of the JCEE Corpus69 Table 4.12 A Comparison of the General Words and Academic Words between the Textbook Corpus and the JCEE Corpus69 Table 4.13 The GSL and AWL Family Lists of TA, TB and TC70 Table 4.14 The Lexical Coverage of the Textbook Corpus71 Table 4.15 The Lexical Coverage of the JCEE Corpus71 Table 4.16 Comparisons of the Lexical Coverage between the Textbook Corpus and the JCEE Corpus73 Table 4.17 The Lexical Coverage of TA, TB and TC74 Table 5.1 A Summary of the Main Findings for Research Questions82 LIST OF FIGURES Figure 3.1 An Interface of AntConc39 Figure 3.2 An Interface of AntWordProfiler40 Figure 3.3 An Interface of Range41 Figure 3.4 A summary of instrument, purpose and source information45 Figure 4.1 A Snapshot of the Overlapping Rate of the 1st 1,000 Content Words between the JCEE Corpus and the Textbook Corpus55 Figure 4.2 A Snapshot of the Overlapping Rate of the 2st 1,000 Content Words between the JCEE Corpus and the Textbook Corpus56 Figure 4.3 A Snapshot of the Overlapping Rate of the 3st 1,000 Content Words between the JCEE Corpus and the Textbook Corpus56 Figure 4.4 A Snapshot of the Overlapping Rate of the 4st 1,000 Content Words between the JCEE Corpus and the Textbook Corpus57 Figure 4.5 A Snapshot of the Overlapping Rate of the last 388 Content Words between the JCEE Corpus and the Textbook Corpus57 Figure 4.6 The Overlapping Rate of Individual Textbook Corpus by the JCEE Corpus58 Figure 4.7 Required BNC Word Families and Lexical Coverage of TA, TB and TC75

    References

    Adolphs, S. & Schmitt, N. (2003). Lexical Coverage of Spoken Discourse. Applied Linguistics, 24 (4), 425-438.
    Anthony, L. (2005). AntConc: Design and development of a freeware corpus analysis toolkit for the technical writing classroom. Professional Communication Conference, 2005. IPCC 2005. Proceedings. International, 729-737.
    Anthony, L. (2013). AntWordProfiler (1.4.0.1) [Computer Software]. Tokyo, Japan: Waseda University. Retrieved March 5, 2014, from http://www.antlab.sci.waseda.ac.jp/
    Anthony, L. (2013, July). Developing AntConc for a new generation of corpus linguists. Proceedings of the Corpus Linguistics Conference (CL 2013, July), 22-26. Lancaster University, UK, 14-16.
    Anthony, L. (2014). AntConc (3.4.1) [Computer Software]. Tokyo, Japan: Waseda University. Retrieved March 5, 2014, from http://www.antlab.sci.waseda.ac.jp/
    Bauer, L., & Nation, I. S. P. (1993) Word families. International Journal of Lexicography 6 (4), 253-279.
    Biber, D., Conrad, S., & Reppen, R. (1988). Corpus linguistics: Investigating language structure and use (Cambridge Approaches to Linguistics.). London: Cambridge University Press.
    Brown, D. (2011).What aspects of vocabulary knowledge do textbooks give attention to? Language Teaching Research, 15 (1) , 83-97.
    Chao, H., Marcella H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign language, 13 (1), 403-430.
    Chiang, H. H. (2004). The relationship between field sensitivity/field independence and the use of vocabulary learning strategies of EFL university students in Taiwan. Unpublished doctoral dissertation, College of Graduate Studies Texas A&M University-Kingsville, 184-188. (UMI No: 3143596)
    Chujo, K., Anthony, L., Oghigian, K., & Uchibori A. (2012). Paper-Based, Computer-Based, and Combined Data-Driven Learning Using a Web-Based Concordancer. Language Education in Asia, 3 (2), 132-145.
    Chung, T. & Nation, I. S. P. (2003). Technical vocabulary in specialised texts. Reading in a Foreign Language 15 (2), 103-116. Retrieved May 7, 2014, from http://nflrc.hawaii.edu/rfl
    Chung, T., & Nation, I. S. P. (2004). Identifying technical vocabulary. System, 32 (2), 251-263.
    Coxhead, A. (2000). AWL selection: Principles of selection used in developing the AWL. Retrieved May 5, 2014, from http://www.victoria.ac.nz/lals/resources/academicwordlist/information/principles
    Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34 (2), 213-238.
    Coxhead, A. (2010). Grabbed early by vocabulary: Nation’s ongoing contributions to vocabulary and reading in a foreign language. Reading in a Foreign Language, 22 (1), 1-14.
    Dang, T. N. Y., & Webb, S. (2013). The lexical profile of academic spoken English. English for Specific Purposes, 33, 66-76.
    Fang, L. M. (2004). A study of vocabulary frequency in senior high school English textbooks. Unpublished master’s thesis, National Chengchi University: Taipei.
    Gilmore, A. (2009). Using online corpora to develop students' writing skills. ELT Journal: English Language Teachers Journal, 63 (4), 363-372.
    Grant, L. & Nation, I. S. P. (2006). How many idioms are there in English? ITL International Journal of Applied Linguistics.
    Graves, C. and Warren, M. (2007). What can a corpus tell us about multi-word units?
    Han, W. Y. (2008). A study of the vocabulary size and recycling frequency in elementary school and junior high school English textbooks. Unpublished master’s thesis. National Taiwan Normal University: Taipei.
    Hilde, V. Z., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34 (4), 457-479.
    Hirsh, D. & Nation, I.S.P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8 (2), 689-696.
    Hsu, F. H. (2010). A comparative analysis of vocabulary size in elementary school English textbooks in Taiwan. Unpublished master’s thesis, South Taiwan University of Science and Technology: Tainan.
    Hsu, P. T. (2009). The Correlation between Senior High School Student's Vocabulary Size and Reading Performance. Unpublished master’s thesis, National Taiwan Normal University: Taipei.
    Hsu, W. (2011). The vocabulary thresholds of business textbooks and business research. English for Specific Purposes, 30 (4), 247-257.
    Hsu, W. (2013). Bridging the vocabulary gap for EFL medical undergraduates: The establishment of a medical word list. Language Teaching Research, 17 (4), 454-484.
    Hsu, W. (2014). Measuring the vocabulary load of engineering textbooks for EFL undergraduates. English for Specific Purposes, 33, 54-65.
    Hu, M. & Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language 13 (1), 403-430.
    Huang, Y. L. (2011). A Study on the Vocabulary in Junior and Senior High School English Textbooks: Distribution, Frequency, and Overlapping. Unpublished master’s thesis, National Changhua University of Education: Changhua.
    Iliana, A. M., Silvia, C. B., & Carolina, B. P. (2009). Academic vocabulary in agriculture research articles: A corpus-based study. English for Specific Purposes, 183-198.
    Kilgarriff, A., Rychly, P. Smrz, & Tugwell, D. The Sketch Engine. Proc EURALEX 2004, Lorient, France, 105-116. Retrieved July 4, 2014, from http://www.sketchengine.co.uk
    Laufer, B. (1988a). What percentage f text-lexis is essential for comprehension?
    Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, Vol. 22 (1).15-30.
    Leung, C. Y., & Andrews, S. (2012). The mediating role of textbooks in high-stakes assessment reform. ELT Journal: English Language Teachers Journal, 66.
    Lin, S. Y. (2009). The Effects of Memorizing Word Lists on Vocabulary Learning and Reading. Unpublished master’s thesis. National Taiwan Normal University: Taipei.
    Lu, C. F. (2005). The Effects of Reading Articles and Memorizing Word Lists on EFL High School Students’ Reading and Vocabulary Abilities. Unpublished master’s thesis, National Taiwan Normal University: Taipei.
    Luo, S. Y. (2014). A corpus-driven approach in relation to the wordlists and vocabulary coverage for the entrance exam and textbooks of vocational high school. Unpublished master’s thesis, National Taiwan University of Science and Technology: Taipei.
    Matsuoka, W., & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language. 22 (1), 56-70.
    Miller, D. (2011). ESL reading textbooks vs. university textbooks: Are we giving our students the input they may need. Journal of English for Academic Purposes, 10 (1), 32-46.
    Nation, I. S. P. (2001). Using small corpora to investigate learner needs: two vocabulary research tools. In M. Ghadessy, A. Henry and R.L. Roseberry (eds.) Small Corpus Studies and ELT Amsterdam: John Benjamins.
    Nation, I. S. P. & Meara, P. (2002). Vocabulary. In N. Schmitt (ed.) An Introduction to Applied Linguistics. Edward Arnold: 35-54.
    Nation, I. S. P. (2003). The role of the first language in foreign language learning. Asian-efl-journal.com
    Nation, I. S. P. (2004). A study of the most frequent word families in the British National Corpus. In P. Bogaards & B. Laufer (eds.) Vocabulary in a Second Language: Selection, Acquisition and Testing Amsterdam: John Benjamins, 3-13.
    Nation, I. S. P. (2005). Teaching and learning vocabulary. In E. Hinkel (ed.) Handbook of Research in Second Language Teaching and Learning. Mahwah, N.J.: Lawrence Erlbaum, 581-595.
    Nation, I. S. P. (2005) Ten best ideas for teaching vocabulary. The Language Teacher, 29 (7), 11-14.
    Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63 (1), 59-82.
    Nation, I.S.P. & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31 (7), 9-13.
    Nation, I. S. P., & Webb, S. (2011). Researching and Analyzing Vocabulary. Boston: Heinle Cengage Learning.
    Nation, I. S. P. (2012). Range. Retrieved March 7, 2014, from httpwww.victoria.ac.nzlalsaboutstaffpaul-nation
    Nation, I. S. P. (2012). The Vocabulary Size Test. Retrieved March 7, 2014, from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/Vocabulary-Size-Test-information-and-specifications.pdf
    NativLang. (2011). What is linguistics? How do linguists study language? Retrieved July 4, 2014, from http://www.youtube.com/watch?v=VwquqNIsv8s
    Nordquist, R. Retrieved July 1, 2014, from http://grammar.about.com/od/c/g/contentwordterm.htm and http://grammar.about.com/od/fh/g/functionword.htm
    O’Keeffe, A., McCarthy, M. and Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge University Press, England.
    O’Keeffe, A. & McCarthy, M. (2010). The Routledge handbook of corpus linguistics. (eds). Routledge.
    Pennebaker, J. W. (2011). Secret Life of Pronouns. London: Bloomsbury Press.
    Reppen, R. (2012). Using Corpora in the Language Classroom: A lecture by Randi Reppen. Retrieved June, 9, 2014, from http://www.youtube.com/watch?v=Qf46lOnMCfs
    Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
    Schmitt, N., Jiang, X. & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. Modern Language Journal, 95 (1), 26-43.
    Shih, Y. S. (2014). Integrating Data-Driven Learning into Vocabulary Teaching at the Vocational High School Level. Unpublished master’s thesis, National Taiwan University of Science and Technology: Taipei.
    Shin, D. & Nation, I. S. P. (2008). Beyond single words: the most frequent collocations in spoken English. ELT Journal 62 (4), 339-348.
    Someya, Y. (1998). Lemma list. Retrieved April 6, 2014, from http://www.antlab.sci.waseda.ac.jp/antconc_index.html
    Staehr, L. S. (2009). Vocabulary Knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31 (4), 577-607.
    Stirling, L. (2012). Linguistics and Applied Linguistics. Retrieved July 4, 2014, from http://www.youtube.com/watch?v=Ehna4GtkgMo.
    Tu, P. N. (2013). A corpus-based study of research article abstracts in relation to lexical item, formulaic language and rhetorical structure. Unpublished master’s thesis, National Taiwan University of Science and Technology: Taipei.
    Vongpumivitch, V., Huang J. Y, & Chang Y. C. (2009). Frequency analysis of the words in the Academic Word List (AWL) and non-AWL content words in applied linguistics research papers. English for Specific Purposes, 28 (1), 33–41.
    Wang, K. & Nation, I. S. P. (2004). Word meaning in academic English: Homography in the Academic Word List. Applied Linguistics 25 (3), 291-314.
    Waring, R. & Nation, I. S. P. (1997). Vocabulary size, text coverage, and word lists. In Vocabulary: Description, Acquisition and Pedagogy. Schmitt, N. & McCarthy, M. (eds.). Cambridge University Press, Cambridge: 6-19.
    Waring, R. & Nation, I. S. P. (2004). Second language reading and incidental vocabulary learning. Angles on the English Speaking World, 4, 97-110.
    Webb, S. & Nation, P. (2008). Evaluating the vocabulary load of written text. TESOLANZ Journal 16: 1-10.
    Webb, S. & Rodgers, M. (2009a). The Lexical Coverage of Movies. Applied Linguistics, 30 (3), 407-427.
    Webb, S. & Rodgers, M. (2009b). Vocabulary Demands of Television Programs. Language Learning, 59 (2), 335–366.
    Webb, S. (2010). Using glossaries to increase the lexical coverage of television programs. Reading in a Foreign Language. 22 (1), 201-221.
    West, M. (1953). A general service list of English words. London: Longman, Green.
    Wu, T. J. (2012). Corpus-based approaches in relation to wordlists and formulaic sequences in the redesigned TOEIC. Unpublished master’s thesis, National Taiwan University of Science and Technology, Taipei.
    Xue, G. & Nation, I. S. P. (1984). A university word list. Language Learning and Communication 3 (2): 215-229.
    Yang, C. Y. (2007). An analysis of the English reading comprehension tests in the basic competence test and the instruction of the reading skills and strategies in class. Unpublished master’s thesis, National Chengchi University, Taipei.
    Yeh, I. C. (2006). The effects of reading strategies instruction on junior high school students’ reading comprehension in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei.
    Yeh, H. C. (2011). Analyzing and comparing the readability and lexical coverage of Taiwanese junior high English textbooks and children’s storybooks. Unpublished master’s thesis, National Taiwan Normal University, Taipei.
    鄭恆雄、張郇慧、程玉秀、顧英秀等，《大考中心高中英文參考詞彙表》編修研究計畫報告（第二期），大學入學考試中心，台北，(2001)。

    QR CODE