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Vocabulary Acquisition among Taiwanese Learners: A Comparison of the Effects
of Input Presented in Word Lists and in the Context of Literature

[PP: 31-44]
Feng-Ru Chang
The University of Queensland
Brisbane, Australia
ABSTRACT
Under the influence of globalization through cultural and technological exchange, English viewed as a
medium of international communication enjoys its privileged status around the world. In Taiwan, English is
the only foreign language tested in the entrance examinations and English is the most popular foreign
language which Taiwanese people desire to master. However, many learners in Taiwan agree the fundamental
and crucial role vocabulary plays in the language learning, but they think learning vocabulary is very difficult
under the current method of instruction based on the use of word lists. This study aims to investigate the
learning outcomes of presenting vocabulary in contexts, specifically in the contexts of literature and
imaginative texts, and compare them with the use of word lists only. In the present research, two experiments
were designed to investigate Taiwanese learners’ attitudes and perceptions concerning the way in which
vocabulary is presented and compare their opinions about the effect of the use of word lists and literature in
the foreign language classroom respectively. Questionnaires were used in both of these two experiments. The
results indicated that most of the learners’ opinions agreed that the delayed presentation of words is not
helpful for them in vocabulary learning as well as showed that the use of literature in the foreign language
classroom is perceived as a productive and valuable resource for vocabulary learning. Implications were
drawn concerning the design of textbooks used in Taiwan and also for curriculum and methodological
innovation.
Keywords: Simultaneous presentation, Delayed presentation, Guessing strategy, Vocabulary learning,
Learners’ perception
ARTICLE The paper received on: 20/10/2015 , Reviewed on: 17/01/2016, Accepted after revisions on: 06/02/2016
INFO
Suggested citation:
Chang, F. (2016). Vocabulary Acquisition Among Taiwanese Learners: A Comparison of the Effects of Input Presented
in Word Lists and in the Context of Literature. International Journal of English Language & Translation Studies. 4(1),
31-44. Retrieved from http://www.eltsjournal.org
1. Introduction enjoys its privileged status. Despite its

Under the influence of globalization global status, the mastery of English is also
through cultural and technological related to an individual’s development (Lu
exchange, English viewed as a medium of 2011) and associated with national
international communication (Crystal 2003) competitiveness (Lin 2012). In response to
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
the important status and function of curriculum in the secondary and tertiary
English, Taiwan government announced education, including junior, senior high
many English education policies in order to school and the first year of Freshman
improve Taiwanese people’s English English. Additionally, in Taiwan, English is
competence and English is viewed as the the only foreign language tested in the
most popular foreign language that entrance examinations, Comprehensive
Taiwanese people desire to master (Tsou Assessment Program for Junior High
2013). With regard to language acquisition, School Students and College Entrance
it is generally agreed that lexis plays a Examination (Chen and Tsai 2012).
crucial, essential and central role in the Learners’ reading comprehension and
process of language learning. West (1930) writing ability are the primary concern of
noted that the primary thing in learning a these entrance examinations, which further
language is the acquisition of vocabulary implies the crucial role vocabulary plays in
and practice in using it (p.514). West’s Taiwan English education system due to the
claim is also supported by Zimmerman close connection between vocabulary
(1997a) who considered that vocabulary is knowledge and reading comprehension.
central to language and of critical (Zhang and Annual 2008). In order to
importance to the typical language learner improve English competency of Taiwanese
(p.5). Nation (1990), similarly, suggested people, some educational policies have
that giving attention to vocabulary is been made, but there is no obvious change
unavoidable and states that vocabulary is in the presentation of words in textbooks
seen as a very important element in used in Taiwan. Words are still arranged in
language learning by both researchers and word lists, teachers still adopt the traditional
students (p. 2). method to lead learners to learn vocabulary
Learning vocabulary is considered to and students still feel it difficult to learn
be the most crucial and important key point vocabulary.
in mastering a language. However, Shen Due to the crucial and central role that
(2003) pointed out that when it comes to vocabulary plays in the language learning
learning a foreign language, many students process and the difficulties Taiwanese
think that learning vocabulary is learners suffer from, this study aimed to
fundamental, important, but difficult. Most investigate the learning outcomes of
of the English learners in Taiwan voiced presenting vocabulary in contexts,
that it is difficult to learn vocabulary. specifically in the contexts of literature and
Reasons why Taiwanese English learners imaginative texts, and compare it with the
feel that learning vocabulary is an area of use of word lists only. Two experiments
concern and difficulty are as follows: the were designed to investigate Taiwanese
differences in the writing system of learners’ attitudes and perceptions
learners’ first language and target language, concerning the way in which vocabulary is
the organization of vocabulary in textbooks, presented and compare their opinions about
the traditional teaching method used in the effect of the use of word lists and
vocabulary instruction, and the assessment literature in the foreign language classroom
methods within the educational system in respectively.
Taiwan. Learning English in Taiwan has 2. Literature Review
long been a compulsory part of the
Cite this article as: Chang, F. (2016). Vocabulary Acquisition Among Taiwanese Learners: A Comparison of
the Effects of Input Presented in Word Lists and in the Context of Literature. International Journal of English
Language & Translation Studies. 4(1), 31-44. Retrieved from http://www.eltsjournal.org
Page | 32
Vocabulary Acquisition Among Taiwanese Learners: A Comparison of the Effects of Input…... Chang, Feng-Ru
2.1 The relationship between reading and Despite the association between
vocabulary learning reading and vocabulary learning, the
The relationship between reading and presentation of words also influences
vocabulary learning is very close and they effects of vocabulary learning. Though
seem to have a reciprocal impact on each word lists are one of the most common ways
other. As Grabe and Stoller (1997) pointed to arrange words in books, some researchers
out, reading can develop vocabulary still argue the effects of the use of words
knowledge and then vocabulary knowledge lists. Nation (1982) concluded in his study
can support reading improvement. In that word lists are effective for learning a
addition, reading is regarded as an effective great deal of vocabulary in a short time.
way to assist learners to learn vocabulary. However, Schouten-van Parreren (1989)
Krashen (1989, 1991, 1993a, 1993b) gave some criticisms of providing the
suggested that reading is the most helpful following arguments against presenting
and effective method to acquire new words. lists of isolated words to learners.
In Zimmerman’s study (1997 b), he also (1) Words which are presented as isolated
indicated that ‘reading is one way that elements provide no support and no cognitive
learners gain lexical knowledge’ (p.123). hold for learners. They are quickly forgotten
2.2 The connection with reading and again though there is some considerable
incidental vocabulary acquisition learning effort.
(2) If the words are presented in word lists either
Second and foreign language learners in thematically or in alphabetically order,
are believed to have to acquire their first learners will often suffer from interference.
few thousand words intentionally since (3) In most cases, the meaning of a word is partly
beginner learners lack enough proficiency defined by the context. However, isolated
in the target language to just pick up the words do not present a linguistic reality.
meanings of new words (Alavi and (4) Despite a linguistic reality, isolated words or
Keyvanshekouh 2012). Moreover, with the words in isolated sentences do not provide a
basic knowledge of the target language, psychological reality because a message is not
learners’ vocabulary size is developed carried by them. For this reason they cannot
through some unconscious ways, such as evoke emotions or involvement in the learner,
a factor which plays an often underestimated,
reading activities. Nation (1997) and
but yet important part in long-term acquisition.
Shokouhi (2009) pointed out the close (Schouten-van Parreren 1989)
relationship between reading and incidental She continued to argue that texts, in
vocabulary acquisition. Nation (1997) also contrast, present a linguistic and
emphasized that teachers can help promote psychological reality for learners to learn
their students' incidental vocabulary vocabulary and words presented in the
learning by involving the learners in tasks context of a text can provide support and
such as listening or reading. Shokouhi reduce the interference caused by
(2009) also claimed that learners acquired separating words from the context (Hedge
vocabulary incidentally in other activities- 2000). Based on Schouten-van Parreren’s
especially those related to reading, research, it seems that the best way to learn
intensive or extensive- during the later words is to present them in the context of a
learning process. text rather than isolate them in word lists.
2.3 The presentation of vocabulary However, it could also be argued that it is
not totally negative to learn vocabulary
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from word lists since in fact we know that context of the text to help themselves guess
words taught in isolation are retained very the meanings of unknown words and it can
well indeed both in large quantities and over make their learning faster and help them
long period of time (Nation 1982: 22). retain words longer. But the guessing can
Besides, it will be meaningless for learners only be successful if the foreign word form
to learn vocabulary by using the context of gives learners a good clue to its meaning,
a text if the context itself is not rich enough such as the foreign and native words are
with clues to enable them to guess (Schmitt cognates or the word form and its
and McCarthy 1997) and it is not selected translation have been previously seen
carefully to meet learners’ language level. together (Nation 1982). Nation’s study
With respect to the arrangement of (1982) implied that the guessing involved in
vocabulary in the textbooks, looking back at the use of delayed presentation of words
early studies, Lado, Baldwin and Lobo’s will not be effective and successful for
research (1967) suggested that words learners in Taiwan because of the
accompanied with the meanings in the completely different writing systems of
learners’ first language are consistently Chinese and English and lack of shared
superior for learners to learn them than cognates.
those presented through the foreign Under the assumption concluded by
language alone by the use of a synonym or Nation (1982) mentioned above, it is not
definition. As Mishima (1967) pointed out, reasonable to include the delayed
at the beginning stages of learning new presentation of words in textbooks used in
words, translations will be more meaningful Taiwan for learners whose first language
and helpful for learners because they can shares no common features with the target
provide more association for them. In language. Furthermore, words in Taiwanese
addition to the accompanying with the teaching materials are presented by using
translation in learners’ first language, how ‘delayed presentation’ in which the words
to present the translation with the words are accompanied with only the
also affects the effects of vocabulary pronunciations but no Chinese translations
learning. The ‘simultaneous presentation’ and words with Chinese translations are
means that the word and its meaning are provided in the vocabulary index at the end
presented simultaneously to the readers, of the textbook. I think the presentation of
and the ‘delay presentation’ means that the words in textbooks used in countries of
word and its meaning will not be presented which first language shares almost nothing
at the same time to the readers (Nation with English affects the learning outcomes
1982). of learners a lot. Hence, I would like to find
According to some studies, they out the effects of the delayed presentation of
indicated that ‘if there is a delay between words used in Taiwanese textbooks and
the presentation of a word form and its argue that the use of delayed presentation of
meaning, learners have an opportunity to words has limited effects on learners’
make effort to guess the meaning, and vocabulary learning. Therefore, Experiment
presumably this extra effort will result in 1 of this study intended to investigate
faster and longer retained learning’ (Nation Taiwanese learners’ attitudes towards the
1982:21). In other words, learners will have use of the delayed and simultaneous
more chances to use the clues from the presentation of words in reading
Page | 34
comprehension and investigate whether 1982:530). In other words, literature can not
they can infer the meanings of unfamiliar only expand students’ linguistic knowledge
words under the delayed presentation but also provide clear explanation about
methodology. how to use the language correctly and
2.4 Use literature in ESL/EFL appropriately, which can assist learners to
In addition to the organization of develop both the level of usage and the level
vocabulary, there are numbers of other of use of linguistic knowledge (Widdowson
factors affecting the acquisition of 1978:3). Learners can not only develop the
vocabulary learning. Hedge divided these knowledge of linguistic rules but also know
numerous factors into three areas, features how to use them accurately and properly.
of input, the relationship between input and Thirdly, literature also supplies the
storage, and cultural factors (Hedge 2000). affective, attitudinal and experiential
How to overcome the difficulties caused by factors which will motivate learners to read
these factors is always a significant part in and their reading proficiency will be
the field of learning and teaching language. fostered (McKay 1982), which further
Moreover, the use of literature in the second indicates that the use of literature can
language classroom can not only increase learners’ motivation in language
compensate these factors affecting learners’ learning. Concerning the merits of the use
vocabulary learning but also foster the of literature in language learning, the other
development of vocabulary acquisition. The part of this study aims to explore Taiwanese
value, importance and various merits of learners’ perception to the advantages of
using literature in the second language using literary works in the vocabulary
classroom are described below. learning process.
Much research has suggested that 2.5 Research Questions
literature does indeed have a place in the Assuming that the contexts of texts
ESL classroom (McKay 1982). First of all, provide more useful information for
as Povey (1972) indicated, ‘literature will learners to use guessing strategies well to
increase all language skills because infer the meanings of unfamiliar words,
literature will extend linguistic knowledge then it certainly would follow that learners
by giving evidence of extensive and subtle find it difficult to learn words presented in
vocabulary usage, and the complex and word lists. This study investigated learners’
exact syntax’ (p.187). Literature can be opinions on the learning outcomes of
viewed as a starting point to develop presenting vocabulary in the contexts of
learners’ entire language skills. literary texts, specifically, in the contexts of
Secondly, ‘literature is ideal for literature and imaginative texts, and made a
developing an awareness of language use’ comparison with the traditional method, the
because ‘literature presents language in use of word lists only. Four research
discourse in which the parameters of the questions were addressed below.
setting and role relationship are defined and (1) Does the delayed presentation of words
language used in literature illustrates a accompanying the reading text help
particular register or dialect which is learners to deal with the meanings of the
embedded within a social context which unknown words?
provides a basis for students to determine (2) Which method, word lists or textural
contexts, helps Taiwanese students learn
why a particular form is used’ (McKay vocabulary more effectively?
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(3) Based on carefully selected texts, are the unfamiliar words in unsimplified texts only
textural contexts of texts helpful for when the coverage is comparatively high.
Taiwanese learners at the beginning level to Thus in Liu and Nation’s study (1985),
successfully use guessing strategies to infer they indicated that learners need a
the meanings of unfamiliar words? vocabulary of around 3,000 words
(4) Word lists or contexts: which one is more
providing coverage of at least 95 per cent of
useful for learners in Taiwan to develop
receptive or productive vocabulary a text before they can learn from context
knowledge? with unsimplified text effectively. Since the
3. Methodology aim of Experiment 2 was to investigate if
A survey aiming to explore Taiwanese learners whose English competence is at the
English learners’ attitudes towards the beginner level (in possession of fewer than
influence of different presentations of two or three thousand vocabulary words)
words and the use of literature on can use the guessing strategy effectively in
vocabulary learning was conducted at a reading a carefully selected simplified
public junior high school in Tainan, literary text, participants were limited to
Taiwan. Two experiments of this study, students who have not passed the
Experiment 1 and Experiment 2, were elementary level of GEPT (General English
designed in order to answer the four Proficiency Test: a language test developed
research questions which have been to test people’s English language
identified above. The data were collected proficiency). According to the GEPT word
through the use of questionnaires. lists for elementary level announced by
3.1 Description and selection of subjects LTTC (2003), learners need to acquire at
The purpose of Experiment 1 was to least 2263 words to pass the elementary
explore Taiwanese English learners’ level of GEPT. Hence, thirty-one students
attitudes towards the influence of the who have not passed the elementary level of
different presentations of words, with GEPT were chosen to participant in
Chinese translation or pronunciation only, Experiment 2.
on the reading comprehension and the effect 3.2 The procedure of this research
of the delayed presentation of words in In Experiment 1, one text abstracted
vocabulary guessing. The participants of from a textbook used in Taiwan was used to
Experiment 1 were limited to learners who investigate Taiwanese English learners’
have learned English in Taiwan and have opinions about the presentation of
been instructed under the use of the vocabulary accompanying the reading text
textbooks in which words are arranged by in the reading comprehension and the
delayed presentation. There were eighty relation between the presentation of
participants in Experiment 1. vocabulary and vocabulary learning. Two
My investigation is a response to versions of the same text were showed to
Nation’s suggestion that the guessing the participants to explore English learners’
strategy could only be applied to a group of opinions on the connection between the
students in possession of at least two or ways how vocabulary is presented and the
three thousand vocabulary items (Nation efficiency of vocabulary learning.
1990), which emphasizes that learners can Vocabulary with Chinese interpretation,
successfully guess the meanings of Taiwanese learners’ first language, was
presented with the text together
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(simultaneous presentation) in one version the Chinese translations provided in both

while vocabulary with English spellings the reading comprehension and vocabulary
and phonetic symbols was presented in the lists to comprehend the meanings of new
other version (delayed presentation). words. They voiced that it is difficult and
The aim of Experiment 2 was to often impossible for them to guess the
investigate the possibility of whether meanings of unfamiliar words successfully
Taiwanese learners at the beginning level only based on the pronunciations and
can apply the guessing strategy effectively written forms provided. Students’
and successfully to improve vocabulary perception gained in this questionnaire also
learning under the assistance of a carefully corresponded to what Nation (1982)
selected simplified literary text. In the proposed in his research: the delayed
beginning, one literary text was distributed presentation of words accompanying the
to students to read individually and no word reading text is not helpful for learners
list was provided with it. After that, students whose first language shares nearly nothing
were requested to complete the with the target language to deal with the
questionnaire 2 comparing the traditional meanings of the unknown words and the
way of using word lists to learn vocabulary, first research question was answered based
and the other approach of vocabulary on this finding. Additionally, most of the
learning, namely making use of the context participants agreed that they cannot benefit
of a literary text. from the way in which words are presented
4. Results and Discussion solely by pronunciation, which indicated
The results of the questionnaire 1 and 2 that the way by which vocabulary is
were presented below under two broad presented in Taiwanese textbooks is not
themes of the presentation of vocabulary helpful for learners.
and the benefits of acquiring vocabulary in Table 2: Learners’ opinions towards the
the literary texts. The results were relationship between reading and vocabulary and
the role of vocabulary in language learning.
summarized as following. Moreover, this
study was designed to be primarily
descriptive, so the numerical data from the
questionnaire were not intended to be
strictly quantitative and they were presented
by percentage.
Table 1: Learners’ perception on the presentation of
vocabulary.
The results of the questions on

exploring learners’ opinions towards the
role of vocabulary in language learning
showed that they generally agreed
vocabulary plays a crucial, fundamental,
and essential role in reading
comprehension. Moreover, in response to
Based on the results presented in Table the relationship between reading and
1, Taiwanese learners depended heavily on vocabulary learning, more than half of the
Page | 37
participants responded that reading is vocabulary learning. According to the

helpful for them to learn vocabulary. analysis from questions 7 to 14, most of the
Table 3: Learners’ opinions about learning subjects still agreed that there are many
vocabulary through word lists and context of the advantages of using word lists to improve
reading text.
vocabulary learning even though they did
not agree that memorizing words presented
in the word lists is the best way to learn
vocabulary. In terms of the result of
question 16, participants responded that
they benefitted from the repetition of
vocabulary in the text. The contexts of
literary texts can create more repetition of
words than word lists. The repetition indeed
improves learners’ vocabulary learning as
what Waring and Takaki (2003) and Brown,
Waring and Donekaewbua (2008) claimed
in their research that the retention might not
last longer than 3 months if a word does not
been met ten to fifteen times or more.
Moreover, based on their responses to
questions 8, 13, and 14, they also agreed
that word lists are indeed beneficial for
learners to expand their vocabulary size in
some ways. For example, in terms of the
result of question 8, nearly two thirds of
them voiced that they can learn a number of
words in a short time and retain them well,
which indicated that learners, especially
beginners, can still benefit from the use of
word lists. Also, from the results of
questions 13 and 14, subjects voiced that the
use of word lists is beneficial to develop
both receptive and productive knowledge.
More participants responded that they
can better use a word which is learned
through the context of the literary text than
through the use of word lists based on
comparing the results of questions 13 and
24. The comparison also illustrated that
The purpose of section two of the most learners agreed that it would be more
questionnaire 2 was to investigate the effective to encourage the development of
participants’ opinions towards the use of both receptive and productive knowledge
word lists and literary contexts in by the use of literary contexts rather than
word lists, which further supports the
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advantages of the use of literature in the to the contexts, which corresponds to the
second and foreign language classroom claims of previous research: personal
discussed earlier. In short, based on the involvement and emotional responses to the
results of questions from 7 to 14, texts can facilitate the development of
participants did agree on the values of the vocabulary learning (Maley 1989; Carter
use of word lists as Nation’s claim (1982): and Long 1991; Hedge 2000). However, the
word lists are useful for beginners to expand advantages of the use of literary contexts do
their vocabulary size in a short time and not imply the use of word lists is completely
retain them well, but they still pointed out worthless. For example, the responses to
that word lists are not the best way to learn questions 8, 13, and 14 indicated that the
vocabulary. Moreover, participants use of word lists is still helpful for learners
responded that the use of literary texts can to expand their vocabulary size in a short
assist them to learn vocabulary in a more time, which corresponds to Nation’s (1982)
interesting, enjoyable, effective, and suggestion that word lists are effective for
motivating way because they can get learning a great deal of vocabulary in a short
involved in the literary text, make responses time. As well, the participants also pointed
to it and reduce the burden caused by out that they can retain the words they learn
cultural differences, which decreases the from word lists well, which is against
difficulty in vocabulary learning. Schouten-van Parreren’s (1989) criticism of
4.1 Findings word lists: words presented as isolated
Based on the results gained from the elements without any ‘cognitive hold’ are
questionnaires, the participants indicated quickly forgotten. Though the participants
that the effect of the delayed presentation of agreed that they can benefit from the use of
words accompanying the reading text is word lists, they did not agree that
very limited for learners whose native memorizing words presented in the word
language shares almost nothing with lists is the best way to learn vocabulary.
English. This finding corresponds to In terms of the possibility of applying
Nation’s (1982) claim that the delayed the guessing strategy, the result of question
presentation of words is not helpful for 25 suggested that the participants in this
learners whose first language has nothing in study voiced that they can still apply the
common with the target language as well as guessing strategy to infer the meanings of
the first research question of this study was unfamiliar words in a carefully selected
also answered. literary text even though their vocabulary
According to the result of question 19, size is limited, which answered my third
the second research question was answered research question: Based on carefully
and from learners’ perspectives, it is more selected texts, are the textural contexts of
effective to learn vocabulary by the use of texts helpful for Taiwanese learners at the
the context of a reading text instead of beginning level to successfully use guessing
following word lists. Moreover, they strategies to infer the meanings of
suggested that the textual contexts can assist unfamiliar words? Nevertheless, this
them to learn vocabulary in a more finding suggests that learners with a smaller
interesting, enjoyable, effective, and vocabulary size can still benefit from the
motivating way in terms of getting involved guessing strategy to improve vocabulary
in the texts and having emotional responses learning as long as the reading material is
Page | 39
carefully selected to meet their English of the participants agreed that they did not
level. Therefore, I think the focus of the benefit from the words presented with its
design of the curriculum for beginners pronunciation solely and they also
should not be limited to expand their consented that both the pronunciation and
vocabulary size by the use of word lists Chinese translation are needed in the word
only, but encouraging learners to do some lists accompanying the reading text. With
reading meeting their level to learn is also regard to the results from Experiment 2,
important. most of the participants agreed that learning
Drawing on the results of questions 13 vocabulary through the context of the
and 24, the participants showed the use of literary text is more effective, enjoyable,
literary contexts is more effective for them interesting, and motivating than word lists.
to develop not only the receptive but also Additionally, they can still apply the
productive knowledge rather than the use of guessing strategy to infer the meanings of
word lists, which also supports unfamiliar words in the carefully selected
Widdowson’s (1978: p. 3) claim: literature literary text under the indirect learning
can not only expand student’ linguistic approach even though their vocabulary size
knowledge but also provide clear is limited. Although most of them in
explanation about how to use the language Experiment 2 admitted the values of the use
correctly and appropriately. For example, of literature in second language classroom,
they can use the words learned from literary they also thought that word lists are also
texts appropriately in writing and speaking. beneficial for them to learn a number of
Hence, based on the participants’ words in a short time and retain them well.
perspectives, the last research question was Moreover, the results showed that the
answered: the use of literary texts is more use of either word lists or the literary
useful to facilitate both the development of contexts can foster the development of not
receptive and productive vocabulary only the receptive but also productive
knowledge. Moreover, the result of knowledge. However, the results of
question 13 also pointed out that learners question 13 and 24 showed that learners’
(48%) responded that they can also use the opinions indicated that they can better use a
words they learned from word lists properly word if they learn it in the literary texts
in writing. This further illustrated that rather than meet it in a word list, which
learners can still benefit from the use of suggests that the use of literature improving
word lists, which contradicts Schouten-van the effects of vocabulary learning should be
Parreren’s (1982) criticisms of presenting encouraged. Moreover, based on the
lists of isolated words to learners. Hence, findings, apparently, word lists are not as
though the participants in this study voiced useless as Schouten-van Parreren’s claim
that the use of literary texts is more effective (1989) presented in the literature review.
for them to develop both receptive and 5.1 Implications for the compilation of the
productive vocabulary knowledge, they textbooks used in Taiwan
also indicated that word lists are not In order to improve learners’
completely useless and worthless. vocabulary learning efficiency, two
5. Conclusion suggestions were made here to achieve this
According to the discussion above, the goal. Firstly, it is necessary to include word
results of Experiment 1 indicated that most lists in textbooks used for beginners since
Page | 40
they can help learners to expand their on the results of Experiment 2, learners
vocabulary size in a short time. Both the voiced that learning vocabulary becomes
pronunciation and the Chinese translation more interesting, enjoyable, effective and
should be included in the word lists based motivating by the use of literary texts so that
on the opinions expressed by the the use of literature in the second and
participants in Experiment. Furthermore, foreign language classroom can stimulate
the phonetic transcriptions of words are not the increasing development of learners’
needed in the future since more and more motivation, thus encouraging learners to
students are taught to pronounce words by enjoy learning through reading rather than
the use of phonics and it is likely to suppose being forced to learn. With the great value
that they know nothing about the phonetic of the use of literature in the second
transcriptions. In addition, there should be language classroom, including some
some semantic relationship among words literary texts in the textbooks is
presented in the word lists because words recommended.
are not stored in isolation (Richards 1985) 5.2 Pedagogical implications
and it would be more helpful and effective In terms of pedagogy, two pedagogical
to learn vocabulary with the help of implications are suggested as follows.
semantic association among words. Firstly, the participants in this study agreed
Secondly, some literary texts are that the relationship between reading and
suggested to be included in textbooks for vocabulary learning is very close, so
beginners but the literary texts should be encouraging extensive reading is one of the
carefully selected to meet learners’ most effective ways to help learners to
language level. This recommendation is improve their vocabulary learning ability.
based on the results gained from Moreover, the reading materials are
Experiment 2, which indicated that learners suggested to be literature in accordance
can apply the guessing strategy to infer the with most of the participants’ positive
meanings of unknown words successfully opinions about the advantages of the use of
even though their vocabulary size is very literature from Experiment 2. According to
limited. Additionally, the literary texts the results of the questionnaire 2 discussed
selected to be included in the textbook above, the data showed that most
should be rich in contexts, such as to participants believed that the use of
facilitate learners’ engagement with it, literature in the language classroom is
make personal or emotional responses to it beneficial for them to learn vocabulary
or link it to their prior life experience, all of more successfully and effectively. Hence,
which can not only improve vocabulary teachers are suggested to encourage
learning but also foster learners’ learners to read extensively outside the
motivation. The rich contexts of literary classroom and they can assist learners to
texts create more opportunities for learners choose the literary texts which are suitable
to meet an item several times, which is one for their language levels instead of forcing
of the best ways to assist learners to learn all the students to read the same literary
vocabulary more effectively. As Hedge book. Also, teachers should give students
(2000) pointed out, ‘repetition of words in more freedom to choose what they are
materials can aid the process of lexical really interested in, which can cultivate
inferencing’ (p.119). Similarly, depending their learning autonomy, increase their
Page | 41
learning motivation and expand their comparisons, more reliable and objective
vocabulary size in a more effective and implications about the compilation of the
enjoyable way. textbooks and curriculum development
Secondly, teachers should be aware could be provided.
that the focus on the use of literary texts Secondly, the questionnaire is the only
should be regarded as a kind of teaching instrument used in this study to investigate
material that is used to foster learners’ learners’ opinions towards the effect of the
language motivation to learn instead of use of word lists and literature respectively.
asking students to study the language used And the findings in this study are based on
in them. Therefore, during the teaching students’ perceptions, not ability. As it is
process, teachers should encourage learners widely known, the questions in the
to get involved into literary texts, make their questionnaire are necessarily limited and it
personal or emotional responses to them is difficult for researchers to find out more
and express their own opinions towards in-depth reasons for some questions. For
them, which can encourage the depth of this reason, in the further research, both the
semantic processing further making questionnaire and the interview can be
vocabulary learning more effectively as adopted simultaneously.
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when a deeper level of semantic processing perception only. I think it would be worthy
is required. exploring both teachers’ and students’
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suggestions for future research them in the future research, which can make
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Vocabulary Acquisition among Taiwanese Learners: A Comparison of the Effects

of Input Presented in Word Lists and in the Context of Literature

1. Introduction enjoys its privileged status. Despite its

(simultaneous presentation) in one version the Chinese translations provided in both

The results of the questions on

participants responded that reading is vocabulary learning. According to the

Povey, J. (1972). Literature in TESL programs: West, M. (1930). Speaking-vocabulary in a

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