透過英文閱讀途徑非刻意所習得的單字(Incidental vocabulary learning) 已成為成人終身學習中常見的一環;因此，我們經常鼓勵第二外語學習者培養泛讀(extensive reading)習慣以增進單字能力。然而，第二外語學習者在閱讀時卻常因為認字率不高而無法準確猜出新單字的意思，或因為新單字重複率低而難以對新單字有再次遇見及深入的瞭解和認識的機會。準備適合不同單字程度之學習者以及新單字重複率高的閱讀教材一直是英語教學界的一大挑戰。隨著字彙表相關研究以及量化語料庫分析的進步，適合不同學習者且具有i+1可理解輸入(comprehensible input)的閱讀教材可經由電腦分析以更快速準確的方式篩選出來。此研究旨在研發一線上閱讀環境，內含自動選文功能，融入種種線上單字學習工具，以提供學習者認字率高且新單字重複率高的閱讀教材。我們並測試受試者使用此教材的單字學習狀況。
我們的研究問題包含（一）將此線上閱讀環境融入課程之可行性，（二）受試者對於自動篩選線上閱讀教材之反應，（三）在線上閱讀教材自動篩選系統的學習環境中，學習者對於學會新單字所需的接觸次數。自動篩選系統根據四種字彙表 (The General Service Word List, 大學入學考試中心高中英文參考字彙表，The University Word List, Sinorama Frequent Word List)將文章排序。系統篩選後，將較為簡單且新單字重複率高的文章排序列為優先。此外，我們也將三種線上工具：中文註解、雙語索引工具、以及以不同顏色標明文章中新單字，融入該線上閱讀的學習環境中。38位大一非英文系學生參與此實驗，在約12週內閱讀16篇由自動篩選系統所選出來的文章。實驗進行前，受試者填寫一份背景問卷。所有受試者的字彙學習情況皆接受前測及後測評量。實驗結束後，受試者填寫一份線上評估問卷及一份紙筆評估問卷。
資料分析結果，顯示第一、結合種種線上工具及自動篩選過之閱讀教材對於單字學習是可行的，學生對單字認識有顯著的進步。第二、問卷結果顯示受試者對利用線上閱讀教材自動篩選系統抱持著正面的態度，並肯定其學習單字的功能。第三、在此閱讀環境中，15次的新單字接觸次數尚不足讓學生將新單字用於理解及表達。
本研究結果顯示利用英文線上閱讀教材自動篩選及泛讀學習可提升英文單字能力。此外，我們認為該線上閱讀教材自動篩選系統有助於教師融合課堂中顯性教學(explicit teaching)的精讀(intensive reading)課程以及課外隱性學習(implicit learning)的泛讀練習，使學習者的單字學習更為有效。最後，此研究提供了利用線上閱讀教材自動選文系統的教學建議以及未來系統設計修正方向。

Incidental vocabulary learning while extensive reading has been regarded as common for adults’ life-long learning of a foreign language. Extensive reading is therefore encouraged to L2 learners for enhancing vocabulary ability. However, while reading, L2 learners often struggle with their lack of sufficient word knowledge necessary for precise guessing of word meanings and the ample opportunities to encounter words repeatedly within various contexts required for more complicated word development. Preparing texts reaching adequate familiar word coverage for specific groups of learners and at the same time ensuring sufficient repetition for target words is often challenging. With the help of word lists research and the advances of quantitative corpus analyses using word frequency computer programs, texts with i+1 (comprehensible input) are easier to obtain. By incorporating various online tools, an effectiveness research study of using an online extensive reading program with careful control of vocabulary difficulty and repetitive target word exposure was conducted.
This study originated from an exploratory issue of what happens to the English teaching process when we incorporate an online extensive reading syllabus with graded texts for vocabulary acquisition purposes. The online extensive reading syllabus was developed by graded texts, gloss, a bilingual concordancer, and highlights of target words. With four word lists, the General Service Word List, the Senior High Student’s Word List in Taiwan, the University Word List, and a high frequent word list, a text grader program filtered articles based on vocabulary difficulty out of the original 5008 articles of a parallel corpus, Sinorama. Easier texts were sequenced first to provide texts with i+1 and repetitive exposure of target words was ensured to induce quality incidental vocabulary acquisition. The online reading program was furthermore enhanced with gloss, a bilingual concordancer, and highlights of target words. Thirty-eight English-as-a-foreign-language college freshmen learners were recruited to read 16 sequenced texts using the online extensive reading syllabus within a period of 12 weeks. A pretest, a posttest, a background questionnaire, an online evaluation questionnaire, and an in-class evaluation questionnaire were used as instruments for data collection. In addition to feasibility, our second concern is to which extent learners liked the online extensive reading syllabus. Finally, the study takes an interest in exploring the issue of the amount of exposure required for successful receptive and productive incidental vocabulary acquisition while reading extensively.
Through data analyses, the following findings were obtained. First, technically, though manual efforts were laborious during certain steps in the selection and sequencing processes, texts with comprehensible vocabulary were successfully chosen and arranged with various online tools. Second, pedagogically, learners’ word gains were found and their attitudes towards the online extensive reading syllabus were mostly positive after reading online. Yet, learners’ inexperience in extensive reading was observed to somewhat impede the meaning making process during reading. Third, no definite answer was found with regards to the amount of exposure necessary for receptive and productive vocabulary acquisition. It is estimated that, with texts of such difficult level in the study, in order for learners to recall meanings of target words, an exposure amount of at least 15 times are needed in an online extensive reading environment.
The results of the study showed that the online extensive reading syllabus could foster incidental vocabulary learning while reading. Moreover, it is suggested that accompanied with in-class explicit instruction, the online extensive reading syllabus with implicit learning material, could serve as a bridge linking explicit teaching and implicit learning for learners’ quality vocabulary acquisition.
Finally, teaching implications recommended teachers’ input on reading strategy training, word instruction, and evaluation for better incorporation of explicit teaching and implicit learning using the online extensive reading syllabus. With regards to directions for future refinements on developing an online extensive reading syllabus, tools which foster learner interaction were encouraged for effective incidental vocabulary learning.

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