"EFL学习者词汇匮乏是一个亟待解决的问题。为帮助外语学习者学习词汇,本书描述了作者博士论文的研究成果:设计一个电子词典增强下的词汇学习模式(EDEVOL Model)。该词汇学习模式旨在:(1)帮助学生学习目标词的词义;(2)帮助学生学习目标词的拼写形式。本研究表明EDEVOL Model可以作为帮助     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?                There are many people to whom I would like to express my gratitude on the journey of my doctoral work. The completion of this work could never have been possible without their support, help and encouragement.?     First and foremost, my deep gratitude goes to my supervisor, Dr. Sarit Srikhao, for his support. His offered me patient guidance, tremendous assistance and sound encouragements throughout the way. ?     I want to express my sincere appreciation to the members of my doctoral committee: Dr. Sirinthorn Seepho, Dr. Dhirawit Pinyonatthagarn, Assoc. Prof. Dr. Kanit Khaimook, and the external examiner, Prof. Dr. Chaiyong Brahmawong, for their help, insightful comments and valuable suggestions.?            Many thanks are extended to Assoc. Prof. Dr. Jeremy Ward, Assoc. Prof. Songporn Tachareornsak, Asst. Prof. Dr Siriluck Usaha, Asst. Prof. Dr. Channarong Intraraprasert, Asst. Prof. Dr. Pannathon Sangarun, and the other instructors and the staff in the School of English, Suranaree University of Technology (SUT) for their knowledge and their kind help.?     Appreciation is also extended to my unforgettable friends kept encouraging me and helping me throughout difficulties during my stay in Thailand: Yurong Li, Li Liu, May An, Chunzhi You, Shengchang Chen, Huimin Shi, Li Li, etc. ?     I am indebted to all of the students participated in the pilot studies and the main study. I appreciate their cooperation very much. I would express my deepest thanks to my colleagues in the Guizhou Finance and Economics College who offered me great support and help in the course of collecting data. My special gratitude goes to Liyin Liu, who took care of much stuff for me at the school during the years.?     I wish to acknowledge my parents and sisters who have stood by me and given me their love, emotional support and encouragement all over the years. ?            Last but not the least, I would like to express my heartfelt and utmost appreciations to my husband, Qi He, for his understanding, patience, encouragement, assistance and the laughers he brought to me in difficulties and hardships. ?     "