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3 10 Problems and Solutions（第1页）

3.10problemsandsolutions

thissectionpresentsproblemsinthepilotstudyanddiscussesthesolutionstotheseproblemssoastoavoidsimilaroccurrenceinthemainstudy.

（a）administrationorderofthevocabularypost-tests

thevocabularypost-testswereoriginallyplannedtobeexecutedintheorderoftheproductiontest，theformtest，andthereceptiontest.however，inanattempttomakethetestseasierandtheparticipantsmoreconfident，theresearcherchangedthetestorderandputthemostdifficulttest（theproductiontest）aftertheformandreceptiontests.althoughthischangeintreatmentwaspedagogicallyreasonable，statisticallyitbroughtuncontrollablefactorstothetestresults.aftertheparticipantsfinishedtheformandthereceptiontests，theywouldeitherbecomefamiliarwiththespellingandmeaningofthewordsbeingtestedorrememberthewordsforfurthertesting，andthustheparticipantswereapttoworkoutthewordsintheproductiontestbetterthantheycouldhavedoneiftheproductiontestwasgivenfirst.

toavoidpedagogicalinterventioninresearchadministration，themainstudywillstrictlyadministertheoriginalorderofthevocabularyposttests，i.e.，theproductiontest，theformtest，andthereceptiontest.

（b）theparticipants'differentorientationforlisteningtasktwo

asplanned，whentheparticipantsfinishedlisteningtaskone，theyweregiventhevocabularypost-teststochecktheirincidentalvocabularyacquisition.andthesameprocedurewasusedinthefollowingweekwithlisteningtasktwo.aftertheparticipantsreceivedthefirstroundoflisteningtasksandthevocabularypost-tests，theymayverypossiblybecomeawareofthe“listeningtask+vocabularyposttests”formulaandperhapswouldrealizethatthesameprocedurewouldrepeatinthenextweek.thus，whenlisteningtasktwowasadministered，theparticipantsmaytendtoprepareforthevocabularypost-testsafterthelisteningtask.theparticipantscouldpayspecialattentiontothevocabularyitemswhilelistening，whichwouldshiftthe“incidental”vocabularyacquisitiontoan“intentional”one.thestatisticshaveshownthattheparticipantsscoredhigherinalmostallthevocabularyposttestsafterlisteningtasktwothantaskone，whichmightreflectthepurposefulnoticetakentothevocabularyinlisteningtasktwo.

therefore，todetertheparticipantsfromfocusingonadifferenttaskorientation，onepossiblesolutionistoasktheparticipantstofirstfinishbothofthetwolisteningtasksinarow，andthendothevocabularyposttestsimmediately.

（c）unpredictedinstrumentalfactors

withanaimtotestingtheparticipants'incidentalvocabularyacquisitionofthetentargetwords，thepilotstudydeliberatelychosesomewordsunlikelytobeknownbytheparticipants.inthevocabularypre-test，thestudentswereaskedtocircleanumberonafive-pointscaletoindicatehowwelltheyknewthetargetedwords（e.g.4=iknowthewordwellandcanuseitcorrectly;0=idonotknowthewordatall）.table32showstheaverageoftheparticipants'self-reportedknowledgeofthewordstargetedforincidentalvocabularyacquisition.unexpectedly，theaverageknowledgeoftwowords（availableandoptimistic）wasabove2，whichmeanshalfofthestudentsmayhavealreadyknownthesetwowordsbeforethepilotstudy，sothestatisticaldatamaynotreflectthetruevocabularyacquisitionandthusresultedinunreliableanalysis.

table32theparticipants'averageknowledgeaboutthetargetwords

tosolvethisunexpectedproblem，thescoresofthevocabularyposttestswerereportedintermsofpercentage，fromwhichthealreadyknownwordsweresubtracted.toavoidasimilarprobleminthemainstudy，thesefamiliarwordswillbereplacedwithsynonymsoflowerwordfrequency.

（d）lackofadelayedvocabularyposttest

adelayedvocabularyposttestcanprovideabetterpictureoftheretentionofvocabularyacquisition.thiswasnotinthedesignofthepilotstudy，becausethetimeforthepilotstudywasratherlimited.toreflecttheretentionofthevocabularyacquisition，somedelayedvocabularyposttestswillbeincludedinthedesignofthemainstudy.

（e）toofewtargetwords

thenumberofwordstargetedforthestudyofincidentalvocabularyacquisitionwasonlyteninthepilotstudy，whichwastoosmall.thenumberofthetargetwordswillbedoubledforthemainstudy.

（f）lackofacontrolgroup

thepilotstudyinvolvedonlythreeexperimentalgroupsandnocontrolgroup.inthemainstudy，fourgroupsofparticipantswillbeengaged，withthreegroupsactingastheexperimentalgroupsandoneasthecontrolgroup.thecontrolgroupwillreceivethepre-testandposttests，butnotreatment.

（g）nopointinlisteningatdifferentspeeds

theeffectsoflisteningthreetimesatdifferentspeedsdidn'tseemtoberelatedtotheresearchquestions.duetothefactthattheoriginaldesignoflisteningthreetimesatdifferentspeedsdidnotyieldanyinterestingresults，alllisteningwillbeadministeredatnormalspeedinthemainstudy.

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