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/> 3.2.1 Studies on CCALED's examples from its design features.......18
3.2.2 Studies on the distinct features of examples in CCALED.......19
3.2.3 Relation between CCALED's examples and definitions.......20
3.2.4 Relation between CCALED's examples and other content information.......21
3.3 Evaluation of CCALED's examples by source and selection.......22
3.3.1 Evaluation of examples by source.......23
3.3.2 Evaluation of examples by selection.......24
3.4 Case studies of several individual examples in CCALED.......25
3.5 Summaryiv.......26
Chapter Four: An Empirical Study of Examples of CCALED.......28
4.1 Introduction.......28
4.2 Results and Analyses.......30
4.3 Comments from CCALED,s users about examples.......35
4.4 Summary.......37
Chapter Five: Conclusion.......38
5.1 Findings.......38
5.2 Limitations and Suggestions.......40

Chapter Four: An Empirical Study of Examples ofCCALED

4.1 Introduction
This part will give an introduction to the empirical study conducted by the author.It is a questionnaire survey aiming at evaluating the decoding and encoding functions aswell as the degree of difficulty of CCALED's examples，by making a comparison withexamples of OALECD. The OALECD could be regarded as a traditional dictionary with‘controlled，(Humble, 1998) examples. Also, the author plan to verify Liz Potter's view:invented examples could be suitable for the use of pre-intermediate learners.The subjects of this survey are two freshman classes of vocational college studentsin the major of business management. Altogether 63 students joined the survey and thevalid questionnaires are 41. A point should be mentioned that though the subjects arehigh school graduates，they are weak in English. Half of them are at intermediate level,and the other are still at beginner's level (according to their English scores in CollegeEntrance Examination).The questionnaire is made up of 15 items about the examples of 15 common wordsas have been discussed in 3.3 Case studies of Individual Examples. Each item containstwo examples respectively from CCALED and OALECD, exemplifying the samemeaning of the target word. After the two examples, there are three questions about theexamples' decoding, encoding functions and the degree of difficulty. All the 15 wordsare new words that have been taught in class but most subjects have not mastered them.The author believes that it is a prerequisite for testing the encoding function of theexamples.
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Conclusion

This thesis has made an overall analysis on the effectiveness of the examples ofCCALED. The perspectives of this research include the examples' classification, effects,theoretical criteria, the design features of the dictionary, the source and selection，alongwith the case studies on some individual examples and empirical studies. After carefulanalysis and discussion, this thesis has drawn a series of conclusions as follows:Speaking from the design feature, the CCALED,s examples are authentic onesfrom corpus with occasional minor modification. Thus，they are contemporary,international and multivariate. Specifically, the examples go well with other contentinformation, especially the def本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。