The Teaching of Academic Vocabulary to Science Students at Thai Universities
Kornwipa Poonpon Somchoen Honsa Jr. Robert A. Cowan The Academic Word List comprises 570 word families that are not in the General Service List but occur reasonably frequently over a wide range of academic texts. Knowledge of these 570 word families can considerably increase students ability to understand textbooks written in English. This study set out to discover if academic words were emphasized in the teaching materials used in English for Science courses at Mahidol and Khon Kaen Universities by using the concordancing software WordSmith Tools to determine frequency data. Introduction Vocabulary acquisition is an essential component of learning English. Students with inadequate vocabulary knowledge have difficulty in both receptive and productive use of the language (Nation, 1990; Kang, 1995). In particular, vocabulary knowledge is crucial for reading comprehension (Hill, 1997; Hall, 2000). Huckin, Haynes and Coady (1993) have shown that students improvement in reading proficiency parallels the increase in their vocabulary knowledge. In Thailand, student difficulties in reading English have been found to stem primarily from a limited vocabulary (Limtrakarn, 1999). It is self-evident that a student of English needs to learn first the words that occur most commonly in the written language. For many years the General Service List (West, 1953, Bauman and Culligan, 1995) has been used to provide the most frequently encountered words. Nation and Hwang (1995) have shown that the most frequent 2000 words remain the best starting point for any student embarking on academic study at university or college. The GSL has been criticised on account of its age, but in recent years, the most frequently used words identified from the analysis by computer of large corpora of written English texts have been found to be similar to the GSL.

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Academic textbooks in a variety of subject areas have around 80% coverage by the 2000 word families of the GSL (Nation, 2001). If students were to know all 2000 word families in this high frequency group, they would know four out of every five words they encountered when reading. Of the remaining 20% of words, an important group are technical words, which are related to the subject area of the text. These are often words which the specialist subject teacher will introduce to the students, for example in an economics course, or in medical studies of biochemistry, surgery or pediatrics. It is generally agreed that it is not the job of the English language teacher to teach these technical words. Also in the 20%, are some of the biggest group of words in the English language, the so-called low frequency words. There are many thousands of these in English, although they are not encountered often when reading. Xue and Nation (1984) identified a group of words that occurred relatively frequently in academic textbooks, but not in non academic texts such as novels or newspapers. They suggested that it would be appropriate for students in higher education to learn these words, to help their reading comprehension of academic texts. This list of words was called the University Word List. Coxhead (1998, 2000) refined this idea and has published the Academic Word List, using a corpus of 3,500,000 words from science, arts, commerce and law texts. The AWL contains 570 word families that are not in the GSL but occur reasonably frequently over a wide range of academic texts. Knowledge of these 570 word families can increase comprehension of the total vocabulary of an academic text by 8.5% (Nation, 2001). It would appear that consideration must be given to teaching the AWL to university level students. We sought to discover if these words were being presented to our science students in the materials used in the English for Science courses at Mahidol and Khon Kaen universities in Thailand. Materials and Methods The texts analysed in this study were materials taken from English for Science courses for first and second year science students at Mahidol University (MU) and Khon Kaen University (KKU). The MU materials were from the two English courses (Introductory University English I and II) for the first year science students, and those from English Courses for Science Students in the two semesters of the second year. The KKU materials were taken from the texts in

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General English I and II courses for the science students in the two semesters of the first year, and Technical English for Science and Technology Students I and II for the second year students. The analysed course materials included those used in the classroom (intensive materials) as well as extensive (outside) reading assignments and associated exercises of each course in the 2001-2002 academic year. The intensive course materials included reading texts, vocabulary focus sections, questions, instructions, activities, and exercises. The extensive course materials comprised reading texts, comprehension questions, and vocabulary focus sections and exercises. Vocabulary that was specifically taught was listed manually after scanning the course materials. A Pentium II computer with 32 MB SDRAM and running Windows 95, a Genius ColorPage-View Pro scanner, and TextBridge Classic 2.0 optical character recognition (OCR) software, were used to convert all course materials into plain text (*.txt) files. These were then analysed by the concordancing software, WordSmith Tools, created by Mike Scott in 1996 and now distributed by Oxford University Press (http://www1.oup.co.uk/cite/oup/elt/software/wsmith/). All printed parts of every section of all the student materials for English for Science courses were analysed for vocabulary input. Each text file was exported into Microsoft Word 97 as a Word document and the spelling of all words in the text was checked by using the spell-checker. Each of these files represented a small corpus made up from all the text content of course materials. A word frequency list was produced from each corpus using the Wordlister tool. The word list provided the frequency of each word in both alphabetical and frequency order. The tool also counted the numbers of running words (tokens, or every word occurring in a text) and types of words (every different word form occurring in a text) in each file automatically. The Lemmatisation tool was used to join several entries in the word list together. A lemma consists of a head word and some of its inflected and reduced forms.The search strings used in this process included: *s and *es for plural and third person singular present tense, *d and *ed for past tense and past participle, *ing for present participle, *er for comparative, *est for superlative *'s for possessive, and *'ll; *'ve; *re; *'n't; *'s for reduced forms. Variant spellings (color, colour; realise, realize) were included as part of the same lemma. Although the auto-joining menu speeded up the

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lemmatisation process, some entries in the word lists were not covered. So the word list had to be completely lemmatised manually when words were sorted at a later stage. Words in the lemmatised list were then included under the same word families, by analysing each list manually. A word family consists of the base word with inflected and derived forms, and includes prefixes and suffixes as well. The revised version of the GSL list constructed by Bauman and Culligan (1995) was downloaded from the website http:// www.auburn.edu/~jiangna/eng16240/slistgen.htm, and converted into a Word document with the base words in alphabetical order. Similarly, the AWL list was obtained from the website http://www.vuw.ac.nz/ lals/div1/awl. The base words of the 570 families in the AWL were listed in alphabetical order. Both GSL and AWL lists were displayed on screen together with the alphabetical Wordlister output from the course materials corpus being analysed. This made it easy to see which words were in the GSL and which were in the AWL. Words that were not in either of these lists were grouped as Others. Coverage by words from each list was calculated as a percentage of total tokens of the text:
Coverage by a word list (%) = the total number of running words from each list x 100 the total number of running words in the corpus
Results The size and the vocabulary content of each corpus made from course materials are shown in Table 1. Table 1: Size and Vocabulary Content of Each Corpus Corpus MUIR1 MUER1 MUIR2 MUER2 KKUIR1 KKUER1 KKUIR2 KKUER2 Key:
MUIR1 MUER1 = Mahidol University classroom materials, first year = Mahidol University extensive reading materials, first year
Tokens 55,442 30,310 64,321 35,675 66,160 12,116 41,978 11,671
Types 6,160 3,204 6,807 5,881 5,537 2,957 5,369 2,712
Lemmas 4,335 2,266 4,808 4,263 3,911 2,282 3,805 2,059
Families 3,750 2,065 3,768 3,600 3,449 2,077 3,242 1,832

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MUIR2 MUER2 KKUIR1 KKUER1 KKUIR2 KKUER2
= Mahidol University classroom materials, second year = Mahidol University extensive reading materials, second year = Khon Kaen University classroom materials, first year = Khon Kaen University extensive reading materials, first year = Khon Kaen University classroom materials, second year = Khon Kaen University extensive reading materials, second year
The first year classroom materials from Khon Kaen University were the longest with 66,160 running words or tokens, although the second year Mahidol corpus with 64,321 running words contained the most word families (3,768). The extensive reading corpora from Khon Kaen University were the smallest, the second year materials (KKUER2) comprising just 11,671 tokens (1,832 families). Table 1 also illustrates that written texts contain a number of word families that occur more frequently than others. New words are encountered less often the more a reader reads. The largest corpus (KKUIR1) was made up of only twice the number of word families than the shorter compilation of texts (e.g. KKUER2), despite containing more than five times the number of running words. The vocabulary in word focus and language focus sections represented words that were specifically taught to the students, and was distinct from the incidental vocabulary that students encountered when reading their course materials (Table 2). Table 2: Word Families of "Taught" Vocabulary in Each Corpus

Groups GSL AWL Others Total MUIR138 MUER201 MUIR451 KKUIR194 KKUIR121
The extensive reading materials from Khon Kaen University and the second year Mahidol University extensive reading corpora did not have specific vocabulary input. The classroom materials for second year students from Mahidol had the most taught vocabulary with 451 families, representing 12% of the total of 3,768 word families encountered. Some AWL words were specifically taught in these materials but it is clear that no specific emphasis was placed on teaching AWL vocabulary in any of the courses. Vocabulary instruction covered high frequency words, and also technical and low frequency words, as well as words from the Academic Word List.

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The coverage in each corpus by common words, represented by the GSL, and by academic words, represented by the AWL, is shown in Tables 3-10. Table 3: Word families, frequency and coverage in the MUIR1 Corpus
Word Groups GSL AWL Others Total Word Families 1,1,804 3,750 Word Occurrences 46,238 3,112 6,092 55,442 Coverage 83.4 % 5.6 % 11.0 % 100 %
Table 4: Word families, frequency and coverage in the MUER1 Corpus
Word Groups GSL AWL Others Total Word Families 1,577 2,065 Word Occurrences 26,3,008 30,310 Coverage 88.0 % 2.1 % 9.9 % 100%
Table 5: Word families, frequency and coverage in the MUIR2 Corpus
Word Groups GSL AWL Others Total Word Families 1,1,653 3,768 Word Occurrences 53,528 5,164 5,629 64,321 Coverage 83.2 % 8.0 % 8.8 % 100 %
Table 6: Word families, frequency and coverage in the MUER2 Corpus
Word Groups GSL AWL Others Total Word Families 1,1,752 3,600 Word Occurrences 27,888 2,361 5,426 35,675 Coverage 78.1 % 6.7 % 15.2 % 100%

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Table 7: Word families, frequency and coverage in the KKUIR1 Corpus
Word Groups GSL AWL Others Total Word Families 1,1,593 3,449 Word Occurrences 59,479 1,307 5,374 66,160 Coverage 89.9 % 2.0 % 8.1 % 100%
Table 8: Word families, frequency and coverage in the KKUER1 Corpus
Word Groups GSL AWL Others Total Word Families 1,747 2,077 Word Occurrences 10,1,364 12,116 Coverage 85.3 % 3.5 % 11.2 % 100%
Table 9: Word families, frequency and coverage in the KKUIR2 Corpus
Word Groups GSL AWL Others Total Word Families 1,1,355 3,242 Word Occurrences 35,019 2,973 3,986 41,978 Coverage 83.4 % 7.1 % 9.5 % 100 %
Table 10: Word families, frequency and coverage in the KKUER2 Corpus

Word Groups GSL AWL Others Total Word Families 1,557 1,832 Word Occurrences 9,1,313 11,671 Coverage 82.7 % 6.0 % 11.3 % 100 %
GSL words accounted for most of the tokens in each corpus. Looking at the 1st year Mahidol course materials as an example, of the total 2,284 families in the GSL, 1,618 appear at least once, and these words represent 83.4% of all the words that students encounter (or more than 4 out of every five words in the materials). AWL words accounted for 5.6% coverage of the MUIR1 corpus. More than a half

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of the words in the AWL, 328 out of the 565 families, were present in the corpus. Not all the AWL words occurred with the same frequency. The AWL words which appeared with high frequency (more than once per 1000 words) in the different corpora are listed in Table 11. Table 11: The most frequent AWL words in the course materials
MUIR1 text instruct paragraph individual method indicate chart definite function process data MUIR2 paragraph technology text environment resource topic research economy MUER1 area MUER2 research percent process KKUIR1 job team tense maximise appropriate clause edit KKUIR2 energy paragraph process compute area major environme nt clause nuclear define passive KKUER2 compute communicate paragraph intelligence research transmit area code
Key: This list comprises words occuring with a frequency of 1:1000 or greater. No AWL words in the corpus of 1st year extensive reading materials at KKU occurred with a frequency of 1:1000. Some AWL words were found in both the first and second year Mahidol corpora. The first year students met 369 families and in second year they encountered 498 families. Of the latter, 349 had been encountered in the first year, and 149 were new. At Khon Kaen the first year students encountered 327 AWL words, and 275 of these were met again together with 146 new words in the second year. Thirty four families in the AWL never occurred in any of the eight corpora. Examples of absent AWL words were behalf, currency, ethnic, domain, incline, invoke, norm, paradigm, parameter, subordinate, terminate, and unify.

Discussion

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It was not unexpected to find that words from the General Service List occurred most often in teaching and learning materials from English for Science courses for both first and second year students at Mahidol University and Khon Kaen University. Studies by Laufer (1989), Sutarsyah, Nation, and Kennedy (1994), and Worthington and Nation (1996) have shown that GSL words account for 80% or more words in different text genres. The differences observed here clearly reflect the content of the course materials. The intensive course materials for first year Khon Kaen students (89.9%) and the extensive course materials for first year Mahidol students (88.0%) contained the most GSL words simply because they were composed of predominantly graded English materials. At KKU these were the Inside Out series published by Macmillan Heinemann English Language Teaching in 2000. At Mahidol an intermediate short story, Officially Dead, by Richard Prescott (Heinemann ELT Guided Readers Series for upper level) was the main outside reading assignment. That is not to say that such materials should not be included in our courses. As Waring (2001) points out, graded readers or graded course books emphasise comprehension in order to develop learners' reading fluency and confidence so most of the vocabulary must necessarily be that which the student is expected to know. Nation and Hwang (1995) and Nation (2001) showed that the coverage by the GSL in graded books was around 85% of the running words and around 90% in fiction texts. The finding from this study that GSL words account for around 80% of all the words in course materials derived from a wide variety of sources shows the importance of these words. It can be concluded that GSL words should be the priority for second language learners, even for those taking EST courses. Coxhead (1998, 2000) claimed that the 570 AWL word families account for around 10% of the total tokens in an academic corpus. It follows that, after acquiring GSL words, knowing academic words should be the subsequent goal for learners wishing to study at university where they need the ability to read their subject textbooks in English. In our study, the intensive course materials for second year science students at Mahidol University and Khon Kaen University had coverage by AWL words at levels of 8% and 7.1% respectively. Although this figure fell short of Coxhead's 10% coverage of academic texts, it was not far from her specific findings on the coverage of vocabulary in science disciplines by the AWL of 9.1%. These course materials had been specially prepared for science students to read English in science contexts, and even though they contained much material written for magazines, newspapers and web sites, it was

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reassuring to see that academic vocabulary featured prominently. In contrast, the extensive reading for first year students at Mahidol University and the classroom materials for first year at Khon Kaen University had the smallest coverage by the AWL (2.1% and 2.0%, respectively). This shows that AWL words are not associated with fiction or non-academic texts (Coxhead, 2000). At Mahidol University then, first year course materials, both in the classroom and for extensive reading, contained a larger amount of the GSL than second year course materials. In second year, language in science contexts was more strongly emphasized. So second year students met less of the GSL but a greater amount of the AWL. This indicated that the course materials for second year science students became more academic and that vocabulary in the first year course materials provided a basis for that in second year materials. The intensive and extensive course materials from Khon Kaen University followed a similar pattern; the first year course materials for KKU science students focused on GSL words but rarely included words in the AWL. The coverage by AWL words in second year materials was dramatically higher than in first year materials. We conclude that there was an appropriate sequence of vocabulary input in English course materials for first and second year science students in both Mahidol University and Khon Kaen University. Several research studies have suggested that high frequency words or words in the General Service List should be taught to language students before they move on to do more academic or specific study (Nation & Hwang, 1995; Nation, 2001). A major limitation of word frequency studies of vocabulary content is that understanding language does not depend on knowledge of individual words. Frequency counts tell us nothing about collocation (words that commonly occur together) or polysemantic words (words with different meanings in different contexts). Studies of collocation have been carried out by Hill (1997), Leech (1997), and Mallikamas (1999). An example of the polysemantic problem is the word 'found'. This word occurs in our corpora as the past tense of the verb to find (which is in the GSL), and also in the AWL word family to found (something). The raw output from the concordancing software had to be consulted manually in this instance to ensure that occurrences of this word were allocated correctly to either the GSL or AWL. As a further example, the word 'present' has multiple meanings in different functions. The noun, 'present', has three meanings: one refers to a gift, one means time, and one can refer to a form of a verb

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tense. As a verb, 'present' means to give something to someone else or to give a talk in front of an audience. As an adjective, 'present' is defined as existing or being considered now. These two sentences illustrate two different usages: "Vitamin D is naturally present in breast milk. I will present more information about this important vitamin in my next lecture." Which meanings and functions does the word 'present' have in these sentences? The study of word frequency together with their meanings can tell which meanings and functions of each word are most common. Concordancing software can be used to study polysemanticism (Fuentes, 2001), and this would be the logical extension of the current work. A further limitation is that English for Science course materials may, and indeed should be, updated every year or two in the light of new research and scientific advances. The study analysed only the course materials in the 2001-2002 academic year but its purpose was to see whether teachers or materials designers took account of vocabulary content as one of the factors in designing English teaching and learning courses. The results show that studies of word frequency could be particularly useful in redesigning teaching materials in the future. Acknowledgements We would like to acknowledge the help and encouragement of our colleagues who have over many years put together the course materials used by English for Science students at Mahidol and Khon Kaen Universities. We are also grateful to Maurice Broughton for his helpful advice and comments on the manuscript. References Bauman, J. & Culligan, B. (1995). General service list [Online]. Available on: http://plaza3.mbn.or.jp/~bauman/gsl.html [2001, July 21]. Coxhead, A. (1998). A new academic word list [Online]. Available: http://www.vuw.ac.nz/lals/div1/awl.html [2001, June 6]. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34 (2), 213-238.

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Fuentes, A. (2001). Lexical behavior in academic and technical corpora: Implications for ESP development. Language Learning & Technology, 5(3), 106-129. Kang, S. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43-55. Hall, B.T. (2000). Issues in teaching vocabulary [Online]. Available: http://www.suite101_com.htm [2001, Feb 25] Hill, J. (1997). Collocation [Online]. Available: h t t p : / / w w w. d i s a l. c o m. b r / nroutes/nr6/pgnr6_03.htm [2001, March 25].

Huckin, T., Haynes, M. & Coady, J. (Eds). (1993). Second language reading and vocabulary learning. Ablex. Laufer, B. & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. Leech, G. (1997). Teaching and language corpora: a convergence. In C.N. Candlin (Ed.), Teaching and language corpora (pp. 1-39). New York: Addison Wesley Longman, Inc. Limtrakarn, S. (1999). Getting Thai students to read effectively. ELT Collaboration: Towards excellence in the new millienium (the 4th CULI international conference), Bangkok, Thailand. Mallikamas, P. (1999). Applications of corpora in language teaching. ThaiTESOL Bulletin, 12(1), 1-17. Nation, I. S. P. (1990). Teaching and learning new vocabulary. New York: Newbury House. Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press. Nation, I. S. P. and Hwang K. (1995) Where would general service vocabulary stop and special purposes vocabulary begin? System, 23, 35-41

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Sutarsyah, C., Nation, P., & Kennedy, G. (1994). How useful is EAP vocabulary for ESP?: A corpus based case study. RELC Journal, 25(1), pp. 34-50. Waring, R. (2001). How should teachers incorporate vocabulary teaching into their classsroom? [Online]. Available: http://www1.harenet.ne.jp/~waring/ papers/eltnews.html [2002, April 3]. West, M. (1953). General service list of English words. London: Longman, Green & Co. Worthington, D. & Nation, P. (1996). Using texts to sequence the introduction of new vocabulary in an EAP course. RELC Journal, 27(2), 1-11. Xue G. and Nation, I.S.P. (1984) A university word list. Language learning and communication, 3, 215-229. About the authors Kornwipa Poonpon is an English teacher in the Department of Foreign Languages, Faculty of Humanities and Social Sciences, Khon Kaen University. This work formed part of her thesis in the Masters of Applied Linguistics Program at Mahidol University. Somchoen Honsa Jr. is an assistant professor at the Department of Foreign Languages, Faculty of Science, Mahidol University. She got her masters degrees in English from Chulalongkorn University, Thailand and Humboldt State University, USA. She has been teaching English to university students for 19 years. Her interests and experiences include mythology, women writers, folklore in literature, self-access material development, test writing, and alternative assessment.
Robert A. Cowan taught Clinical Chemistry and Biochemistry to medical and science students at the University of Glasgow, Scotland for 25 years. He is currently Visiting Professor in the Department of Foreign Languages, Faculty of Science, Mahidol University.

Conventions of this Guide

Bold ALL CAPS

Important note or first use of an important term in a chapter. Represents commands or contents on your computer screen.
A Note about Icons This guide uses the following icons to point out information that deserves special attention.
Danger: A procedure that must be followed carefully to prevent injury, or accidents. Danger
Caution: Information that, if not followed, may result in data loss or damage to the product. Caution Pay Special Attention: Instructions that are important to remember and may prevent

mistakes.

Attention

System Requirements

! ! ! ! ! ! ! Windows/Intel Compatible Personal Computer Pentium CPU or above CD-ROM Drive 64 MB RAM (128 MB Recommended) 160 Free Hard Disk Space (260 MB Recommended) USB Port Microsoft Windows Me/98/2000 NOTE: Windows NT 4.0 does not support Universal Serial Bus (USB) connectivity. Video card that supports 16-bit color or greater
Genius ColorPage-HR7LE Package Contents
2. 3. 4. 5. Scanner Power Adapter (24V 550mA) USB Cable Quick Installation Guide CD-ROM in 1 pcs Setup / Application CD-ROM includes the following application programs: Scanner Setup Program Genius TWAIN Program NewSoft PageManager Program NewSoft ImageFolio (Imaging Editing Software) NewSoft Mr. Photo (Photo Management Software) BridgeWell Page abc (Web Editing Software) ABBYY FineReader Sprint 4.0 (Text Recognition Software) This Users Guide (Electronic Version)
Genius ColorPage-HR7X Package Contents
1. 2. 3. 4. 5. Scanner Power Adapter (24V 550mA) USB Cable Quick Installation Guide CD-ROM in 1 pcs Setup / Application CD-ROM includes the following application programs: 6. Scanner Setup Program Genius TWAIN Program NewSoft PageManager Program NewSoft ImageFolio (Imaging Editing Software) NewSoft Mr. Photo (Photo Management Software) BridgeWell Page abc (Web Editing Software) ABBYY FineReader Sprint 4.0 (Text Recognition Software) This Users Guide (Electronic Version)

Frame Holder

Chapter I. Installing Genius ColorPageHR7LE/HR7X USB Scanner

Before installing your scanner, please verify that you have all of the proper components. A list of
the package contents is provided page 5 of this guide.

Software Requirements

Genius ColorPage-HR7LE/HR7X USB comes with scanner body, scanners install driver, Genius TWAIN program, NewSoft PageManager program, NewSoft ImageFolio image-editing software, NewSoft Mr. Photo photo management software, ABBYY FineReader Sprint 4.0 OCR software, BridgeWell Page abc web editing software. All of these programs use approximately 160 megabytes of hard disk space after installing into your computer. To ensure ample room for the installation, as well as for scanning and saving images, a minimum of 260 megabytes of hard disk space is recommended.

Hardware Requirements

Genius ColorPage-HR7LE/HR7X USB scanner connects to your computer through the Universal Serial Bus (USB) which supports hot Plug and Play. To determine whether your computer is USB-capable, you must check the rear of your PC. Upon examination, you should find one or two rectangular USB ports. If you dont find such USB ports on your computer, then you need to purchase a certified USB interface card to add USB capabilities to your computer.
Installing and Setting up the Scanner
Please follow the step-by-step procedures described below to install the Genius ColorPageHR7LE/HR7X USB scanner.
VERY IMPORTANT Unlock Your Scanner First To unlock the scanner, move restraint located on the rear of the scanner toward the unlock position. If you need to transport the scanner, please lock it to prevent any scanner damage. For best image quality, be sure the cover is closed before scanning.
Please take a moment to study Figure 4.
Figure 4. Installing the ColorPage-HR7LE/HR7X USB Scanner
Plug the power adapter into the scanners power receptor which can be identified by the symbol on its top (see Figure 4, Step 2).
Plug the other end of the power adapter into a standard AC power outlet (see Figure 4, Step 3).
Plug the square end (Type B connector) of the included USB cable to the USB port at the rear of the scanner (see Figure 4, Step 4). You can find a USB sign connector at the rear of the scanner. beside the USB

Plug the rectangular end (Type A connector) of the USB cable to the USB port on the back of your computer (see Figure 4, Step 5).
If there is another USB device connected to the computer, connect the scanner to an available USB port.

Type A Connector

Type B Connector
6. If you plan to connect your scanner to a USB hub , make sure that the hub is connected to the USB port in your computer. Next, connect the scanner to the USB hub (see Figure 4, Step 6).
If you do not have a USB port available, you might need to buy a USB port. When possible, we recommend using the 4 foot (1.2 meters) USB cable provided with your scanner. If you wish to use a different USB cable, make sure that it is a fully rated twisted-pair USB cable and has a Type A connector at one end and a Type B plug on the other.

Software Installation

1. If the USB components on your computer are functioning correctly, they will automatically sense a new device connected to the USB port causing the following window to appear on your screen. Note: If your computer was off when you connected the scanner, the message below will be displayed when you turn the computer on and when Windows starts.
2. Please click on the NEXT button to continue. The following window will appear: 3. Choose SEARCH FOR THE BEST DRIVER FOR YOUR DEVICE [RECOMMENDED] and click on the NEXT button again, opening the following window:
Next, please insert the Setup/Application CD-ROM, included with your scanner, into your CDROM drive. Click the CD-ROM DRIVE box once, causing a check to appear in it as shown above and then click on the NEXT button again. The following window will appear:
Click on the NEXT button to continue. Follow the on-screen instructions to install all software that your new USB scanner requires.
After the software is installed, close all open applications and click on the FINISH button to restart your computer now. Please consult the following chapter for information on how to test, configure and use your new scanner.
Installing Additional Software
Your scanner is TWAIN compliant and functions with virtually all available TWAIN compatible program. If you purchase additional program to be used with your scanner, please make sure that it conforms to the TWAIN standard.

Uninstalling the Scanner

Windows 98/Me/2000 provides an Uninstall Wizard for uninstalling your scanner software driver and application programs:

Uninstall from the Start Menu (Uninstall Wizard)
1. From the Windows Start menu, select Programs, followed by the name of your scanner. 2. From the drop-down menu, select Uninstall. 3. A window will pop up, asking you to confirm the deletion of the selected application and all of its components. Click OK and the UninstallShield program will run automatically and delete the scanner software driver.
4. Once completed, restart Windows.
Chapter II. Usage and Maintenance
Using the Transparency Adapter (For Genius ColorPage-HR7X Only)
When scanning transparencies or photo negatives, it is necessary to use the transparency adapter included with your scanner. The adapter changes the light source for scanning from inside the scanner to the lid. In order to do this, you must plug in the transparency adapter. After this is done, transparencies can be scanned much like normal images. Be sure to change the SOURCE setting in the TWAIN window to Transparency.

The Frame Holders

When scanning photo negatives or slides, you must use a frame holder. The illustrations below instruct you on the precise usage of these important tools. There are two types of frame holders (see Figure below). The one with the large, single opening is for slides. The holder with the two smaller openings is for photo negatives. The frame holders guarantee the correct position of the slide or filmstrip while being scanned. To prevent misplacing this important tool and ensure that it is always available, be sure to replace it in the specially designed compartment under the lid.

Figure: Frame Holders

Next, insert the negative or slide into the appropriate holder (see Figure below). There will be a small rectangular opening that is not covered by the film. Do not cover this opening. The opening is very important for calibration.

Figure: Inserting Film

Finally, place the frame holder onto the scanner glass. There are two notches in the frame of the scanner surrounding the scanner glass (see Figure Below). The two tabs on the frame holder should be fit into the notches. When this is done, the film is perfectly positioned for scanning.

Figure : Placement

Important Notes about Scanning Film
Make sure the film is properly loaded into the frame holder and the frame holder is correctly positioned on the scanner glass (see above). Make sure you adjust the SOURCE in the TWAIN window to the appropriate TRANSPARENCY or NEGATIVE setting (see the TWAIN section of this manual for more detailed information about scanner settings) Since photo negatives and slides are almost always enlarged, make sure you use a higher scanning resolution for example, 600 dpi (see the TWAIN section of this manual). Remember to replace the frame holders in the document cover when you are finished using them.
Scanner Utility Program The Scanner Utility Program can help you get your new scanner up and running. In addition, it
contains a number of other features to help you tailor and control the scanner. Most significantly, the Scanner Utility Program checks to make sure that the scanner software is properly installed and the scanner and computer are communicating with each other. Two other features of the Scanner Utility program are the scanning lamp controls and the scanning position alignment utility. The Scanner Utility allows you to turn the scanning lamp on and off, and define an idle time for the scanning lamp to automatically turn itself off. Also, it allows you to define the exact position on the scanning glass where scanning will begin. The scanner lock was designed to hold the scanning lamp in place during shipping, but some refinement of the initial scanning position may still be necessary.

Turn Lamp On/Off

Verify
Alignment Source (Not available to this scanner.)

Alignment Window

Alignment Position
Figure 6. Scanner Utility
Attention The Scanner Utility program does NOT affect the quality of scanned images. It is only used to establish a connection with the scanner. Settings that affect the scanned image (i.e., color, size, readability, clarity, etc.) can be found in the scanner software programs and especially the TWAIN interface.

Connection Status

The first step to take when troubleshooting connection problems with your scanner is to check all physical connections. Make sure your scanner is plugged in and the USB cable is fit snugly into the rear of your scanner and computer. Secondly, determine the status of your USB hardware and software configuration. To do this, please run the Scanner Utility program as described below: 1. Click on the START button, then choose PROGRAMS, ColorPage-HR7LE/HR7X USB and then SCANNER UTILITY. Once the Scanner Utility window is open, locate and click on the USB button shown below:
This will check the status of your USB hardware and software configuration. 3. If there is a problem with the installation, the following message will appear:
If the connection is OK, the following window will be displayed:

Aligning the Scanner

In most cases, the scanner doesnt need to be aligned but there are instances when the alignment might be required. You need to align the scanner only if parts of the scanned document are missing from any of its edges. For example, the heading of a document might be missing from the top edge after the document has been scanned. To align the scanner, follow the steps below: 1. Place a photograph on the top right side of the scanner glass (near the back of the scanner). Please note that only part of the photograph will be scanned. Click on the SCAN button. Part of the photograph will be displayed in the ALIGNMENT window. Click on the ALIGN POSITION buttons until the top left corner of the scanned photograph aligns with the top left corner of the preview window. Click on the check mark button when the alignment has been completed.

Lamp Control

The scanners lamp may be turned ON and OFF manually in the Scanner Utility program. While there, you can also set a timer to turn the lamp off after the scanner has been idle for a designated amount of time. To do this, click on the Windows START button and choose PROGRAMS, ColorPageHR7LE/HR7X USB, SCANNER UTILITY. In the window that opens, find the Lamp Control section shown below:
Click on the On/Off switch at the far right of the section to immediately turn the scanning lamp on or off. You may also set the default time for the lamp to automatically turn off after a scan by clicking the up or down arrows next to the area that reads minutes to turn off lamp.
Testing the Scanner The following test procedure checks to see if the scanner is properly functioning with your
computer and the scanning program. Before testing your scanner, check to make sure that all connections are securely fastened.
To properly test your scanner, please perform the following steps:
1. 2. 3. Open the paper cover and place a picture face down onto the scanner glass, then close the paper cover. Open Presto! PageManager or other within image-editing software. By using Presto! PageManager image-editing software / By using other TWAIN compliant image-editing software NewSoft Image Folio Choose Select Source in the File menu # the Select Source dialog appears # Select the name of the scanner Genius ColorPage-HR7 LE USB # The dialog box closes # Choose Acquire in the File menu, and the Genius TWAIN window opens. 4. 5. Select the appropriate scan mode and resolution. To Scan, click the SCAN button. To preview image, click the PRESCAN button. When scanning completely, click the CLOSE button to close the Genius window, process and view the image.

Scan and Image Editing

ColorPage-HR7LE/HR7X USB scanner provides two different ways for scanning:
From SCAN Hotkey -1. 2. 3. 4. 5. 6. Open the paper cover and place a picture face down onto the scanner glass and close the paper cover. Pressing the Scan hot key button on the front site of scanner body. The Presto! PageManager software will be launched, then Genius TWAIN window will appear and starts to automatically scan. (refer to Figure 9. Genius TWAIN) You may select the appropriate scan mode and resolution. To Scan, click the SCAN button from Genius TWAIN window. The scanned image will be saved into PageManager software while completing scan. You may click the CLOSE button to close the Genius TWAIN window and review the scanned image under the folder of INBOX in PageManager software.
From image-editing software -1. 2. Open the paper cover and place a picture face down onto the scanner glass and close the paper cover. Open NewSoft ImageFolio 4.0 LE or other within image-editing software. Open the Genius TWAIN window. Choose Select Source in the File menu # the Select Source dialog appears # Select the name of the scanner Genius ColorPage-HR7LE/HR7X USB # The dialog box closes # Choose Acquire in the File menu, and the Genius TWAIN window opens. 4. Select the appropriate scan mode and resolution. To Scan, click the SCAN button. To preview image, click the PRESCAN button. 5. When scanning completely, click the CLOSE button to close the Genius TWAIN window, process and view the image. If an image appears on your screen, your scanner is working properly. If the image doesnt appear to your liking, dont worry. You only need to adjust some settings in the Genius TWAIN window. To learn how to adjust scanner settings, please refer to the Genius Help by clicking on the Help button in the Genius TWAIN window.
Figure 9. Genius TWAIN Interface
Chapter III. How to Use Quick Function Buttons
Function Buttons Setting Before setting scanner buttons, please make sure to install the required application software
from the installation selection window firstly.

"Scan" Button

$ Note: PageManager. 2. Make sure to install NewSoft Presto! PageManager software before you using the Scan hotkey. $ To set up NewSoft Presto! PageManager as the default Application Program system tray. Or click on mouse RIGHT button and enter Setting 2. Click on the Scan ICON in the Scan Manager Setting window. 3. Choose NewSoft PageManager as the application Program in drag-down menu. 4. To select automatically scan after preview for flatbed scanning, if necessary. 5. Click on Close to complete setting. $ To use Scan Button 1. Place a document or picture face down on the scanning glass. 2. Press the Scan Button 3. PageManager Window displayed 4. Genius TWAIN displayed 5. Automatically scanning 6. Automatically saving file under the folder of INBOX in PageManager software. 1. Open the Scan Manager Setting window by double-clicking the ICON of KYE Scan from 1. The automatically scan and file saving function is only to work under NewSoft Presto!

"Email/Web" Button
$ Note (supporting MAPI protocol) or BRIDGEWELL Page abc software in your computer. 2. To use Email button, please make your Email program as the default application before you using the Email button. 3. To use Web button, please make BRIDGEWELL Page abc as the default application before you using the Web button. $ To set a default Simple MAPI client (i.e. Outlook Express) 1. Before using this function, please make sure you already installed Email program
1. In the Start Menu choose Program 2. Enter Internet Explorer 3. Find Outlook Express 4. In the drag-down menu of Tools, select options # Select Make Outlook Express as my default email program and Make Outlook Express as my default Simple MAPI client. $ 1. 2. 3. 4. 5. $ 1. 2. 3. 4. To set up "Email/Web" Button as Scan to Email function Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click on mouse RIGHT button and enter Setting. Click on the Email/Web ICON in the Scan Manager Setting window. Choose Email as the default application in drag-down application menu. To adjust or select proper scanning attributes for scanning Reflection Object, if necessary. Click on Close to complete setting. To use "Email/Web" Button for Scan to Email function Place a document or picture face down on the scanning glass. Press the Email/Web Button Automatically scanning Automatically saving image file and transfer image file as an attachment of new mail in Email software. $ 1. 2. 3. 4. 5. $ 1. 2. To set up Email/Web Button as Scan to Web function Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click on mouse RIGHT button and enter Setting Click on the Email/Web ICON in the Scan Manager Setting window. Choose Page abc software in drag-down application menu. To adjust or select proper scanning attributes for scanning Reflection Object, if necessary. Click on Close to complete setting. To use Email/Web Button for Scan to Web function Place a document or picture face down on the scanning glass. Press the Email/Web Button
Automatically scanning Automatically saving image file and transfer image file into Page abc Web Editing software.

"Text/OCR" Button
Please install and set up ABBYY FineReader Sprint 4.0 OCR software before you using this function. $ 1. 2. 3. 4. 5. $ 1. 2. 3. 4. 5. To set up Editor Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click on mouse RIGHT button and enter Setting. Click on the Text/OCR ICON in the Scan Manager Setting window. Choose your word processor by drag-down Editor menu. To adjust or select proper scanning attributes for scanning Reflection Object, if necessary. Click on Close to complete setting. To use Text/OCR Button Place a typewritten text document face down on the scanning glass. Press the Text/OCR Button Scanner starting to automatically scanning Choose Yes or No for Next Page to do OCR. Word processing software will be launched and recognized Text will be transfer to default word processing software.
"Print/Copy" Button
Please install and set up printer driver before using this function. $ 1. 2. 3. 4. 5. $ 1. 2. 3. 4. 5. To set up Printer Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click on mouse RIGHT button and enter Setting. Click on the ICON of Print/Copy. Select the proper printer from the drag-down menu. To adjust or select proper scanning attributes for scanning Reflection Object Click Close to exit Scan Manager Setting To use Print/Copy Button Place a document or picture face down on the scanning glass. Press the Print/Copy Button Scanner starting to automatically scan Choose Yes or No for Next Page to Copier Copying
"File/Fax" Button
To use Fax button function, please install PC Fax software before setting Fax button. To use File button function, please install NewSoft PageManager before setting File button. $ 1. 2. 3. 4. 5. $ 1. 2. 3. 4. 5. 6. 7. $ 1. 2. To set up PC Fax software Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click mouse RIGHT button and enter Setting Click on the ICON of File/Fax Choose PC Fax software in drag-down application menu. To adjust or select proper scanning attributes for scanning Reflection Object. Click Close to complete setting. To use File/Fax Button as Scan to File function Place a document or picture face down on the scanning glass. Press the File/Fax Button Scanner starting to automatically scan Choose Yes or No for Next Page to Fax Copying Fax Application Window Open Following the screen instruction to proceed fax transmission. To set up File software Open Scan Manager Setting window by double-clicking the ICON of KYE Scan from system tray. Or click mouse RIGHT button and enter Setting. Click on the ICON of File/Fax
3. 4. 5. 6. $ 1. 2. 3. 4. 5. 6.
Choose File Software (Scan Manager) in drag-down application menu. Select the proper folder from the drag-down filing folder menu. To adjust or select proper scanning attributes for scanning Reflection Object. Click Close to complete setting. To use File/Fax Button as Scan to File function Place a document or picture face down on the scanning glass. Press the File/Fax Button Scanner starting to automatically scan Choose Yes or No for Next Page to scan. PageManager Window Open. Scanned Image will be filed into the default folder of PageManager.

Maintenance

To keep your scanner working smoothly, take a moment to review the following maintenance tips. Caution Avoid using the scanner in a dusty environment. When it is not in use, keep the scanner covered. Dust particles and other foreign objects may damage the unit. Do not attempt to disassemble the scanner. There is danger of an electrical shock and opening your scanner will void your warranty. Do not subject the scanner to excessive vibration. It may damage the internal components. Be sure not to bump or knock the scanner glass as it is fragile and could break. Clean the scanner glass by lightly spraying a non-abrasive glass cleaner onto a lint-free cloth. Then, wipe the glass thoroughly with the cloth. DO NOT SPRAY CLEANER DIRECTLY ONTO THE SCANNER GLASS. Excess liquid residue may fog or damage the scanner.
Your scanner operates best in temperatures between 10 C to 40 C (50 F to 104 F).
Appendix A: Genius ColorPage-HR7LE/HR7X Specifications
Genius ColorPage-HR7LE General
Physical dimensions: Weight: Operating Temperature: Scan Area: Scan Method: Scan Mode: Resolution: TWAIN Connection: Warranty: Lamp type: Power adapter: Power Consumption: EMI: 440 x 260 x 102 mm 2.1 kgs (4.62 lbs) 10 C to 40 C (50 F to 104 F) 8.5 x 11.7 in. (216 mm x 297 mm) Single-Pass 42-Bit Color / 48-Bit Color for program enhancement 14-Bit Grayscale 1-Bit Line-art (Black & White) Optical 1200 x 2400 dots per inch (24000 x 24000 program interpolated) Full TWAIN Compliance USB Port 1 Year Warranty (from date of purchase) Cold Cathode Lamp Power Output DC 24V, 550mA Operation 13.2 watts maximum Idle 6 watts FCC Class B
Genius ColorPage-HR7X General
Physical dimensions: Weight: Operating Temperature: Scan Area: Scan Method: Scan Mode: Resolution: Transparency Adapter TWAIN Connection: Warranty: Lamp type: Power adapter: Power Consumption: EMI: 440 x 260 x 102 mm 2.1 kgs (4.62 lbs) 10 C to 40 C (50 F to 104 F) 8.5 x 11.7 in. (216 mm x 297 mm) Single-Pass 42-Bit Color / 48-Bit Color for program enhancement 14-Bit Grayscale 1-Bit Line-art (Black & White) Optical 1200 x 2400 dots per inch (24000 x 24000 program interpolated) Slides: 35 mm film Negatives: 24 x 36 mm Full TWAIN Compliance USB Port 1 Year Warranty (from date of purchase) Cold Cathode Lamp Power Output DC 24V, 550mA Operation 13.2 watts maximum Idle 6 watts FCC Class B
Appendix B: Customer Service and Warranty
If you encounter problems with your scanner, please review the installation instructions
and troubleshooting suggestions contained in this guide. For further assistance call our customer support phone number listed on the last page of this guide. To avoid any delay, please have the following information available before calling: Scanner name and model number Scanner serial number (located at rear of scanner near port connectors) A detailed description of the problem Your computer manufacturer and its model number The speed of your CPU (Pentium 133, etc.) Your current operating system and BIOS (optional) Name of program package(s), version or release number and manufacturer of the program Other USB devices installed

We are continuously enhancing the performance of our product drivers. To check for the updated device driver you may visit our Web Site. (Please refer to the section of Contacting Genius on the last page of this manual.).
Statement of Limited Warranty
This Statement of Limited Warranty applies only to the options you originally purchase for your use, and not for resale, from an authorized reseller. The manufacturer warranty period for this product is one year from the date of Original Purchase as shown on your receipt, and includes all parts and labor. You should keep the receipt as it establishes Proof of Original purchase. You will need it to obtain warranty service. If you transfer this product to another user, warranty service is available to that user for the remainder of the warranty period. You should give your proof of purchase to that user. We warrant that this machine will be in good working order and will conform to its functional descriptions in the documentation provided. Upon provision of proof of purchase, replacement parts assume the remaining warranty of the parts they replace. Before presenting this product for warranty service, you must remove all programs, data and removable storage media. Products returned without program will be replaced without program. This Limited Warranty service does not provide for carry-in exchange when the problem results from accident, disaster, vandalism, misuse, abuse, unsuitable environment, program modification, Electro Static Discharge (ESD) damage, another machine or non-vendor modification for this product. If this product is an optional feature, this Limited Warranty applies only when the feature is used in a machine for which it was designed. If you have any questions about your Limited Warranty, contact Genius. THIS LIMITED WARRANTY REPLACES ALL OTHER WARRANTIES, EXPRESS OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF MERCHANTABLITY AND FITNESS FOR A PARTICULAR PURPOSE. HOWEVER, SOME LAWS DO NOT ALLOW THE EXCLUSION OF IMPLIED WARRANTIES. IF THESE LAWS APPLY, THEN ALL EXPRESS AND IMPLIED WARRANTIES ARE LIMITED IN DURATION TO THE WARRANTY PERIOD. NO OTHER WARRANTIES APPLY AFTER THAT PERIOD. Some jurisdictions do not allow limitations on how long an implied warranty lasts, so the above limitation may not apply. Under no circumstances are we liable for any of the following:
1. Third party claims against you for losses or damages. 2. Loss of, or damage to, your records or data; or 3. Economic consequential damages (including lost profits or savings) or incidental

damages, even if we are informed of their possibility. Some jurisdictions do not allow the exclusion or limitations of incidental or consequential damages, so the above limitation or exclusion may not apply to you. This Limited Warranty gives you specific legal rights, and you may also have other rights that vary from jurisdiction to jurisdiction.
FCC Radio Frequency Statement
This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to part 15 of the FCC rules. These limits are designed to provide reasonable protection against harmful interference in a residential installation. This equipment generates, uses and can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference will not occur in a particular television reception (which can be determined by turning the equipment off and on), the user is encouraged to try to correct the interference by one or more of the following measures: Reorient or relocate the receiving antenna. Increase the separation between the equipment and receiver. Connect the equipment to an outlet on a circuit different from that which the receiver is connected. Shielded interconnect cables and shielded power cord which are supplied with this equipment must be employed with this equipment to ensure compliance with the pertinent RF emission limits governing this device. Consult the dealer or an experienced radio/TV technician for help if the conditions persist. Changes or modifications not expressly approved by the manufacturer or authorized service center could void the users authority to operate this equipment.

Contacting Genius

USA & CANADA KYE International Corp. Latin America th Suite 110, 8400 NW 25 St., Miami, FLONDA 33162, U.S.A. Tel 305-468-9250 Fax305-468-9251 Web Site: http://www.genius-kye.com EUROPE KYE Systems UK Ltd. Unit 4, 131 Beddington Lane, Croydon, Surrey. CR0 4TD. UK Tel (44) 2727 (sales) (44) 2739 (Tech. Support) Fax(44) 2721(sales) (44) 2740(Tech. Support) Web Site: http://www.kye.co.uk ASIA PACIFIC KYE Systems H.K. Corp. Ltd. th Unit 1701, 17 Floor, Aitken Vanson Centre, No.61 Hoi Yuen Road, Kwun Tong, Kowloon, Tong, Hong Tel (852)Fax(852)Web Site: http://www.geniusnet.com.hk EUROPE

KYE Systems Europe GmbH

Karl Benz Str. 9 D-40764 Langenfeld, Germany Tel (49) 9743-44 Fax(49) 21 73-9743-17 Web Site: genius@kye.me.uunet.de
ASIA PACIFIC KYE Systems Corp. No.492Chung Hsin Rd., Sec.5, San Chung, Taipei Hsien 241, Taiwan, R.O.C. Tel (886) 2 2995-6645 Fax(886) 2 2995-6649 Web site: http://www.geniusnet.com.tw
ASIA PACIFIC KYE Systems (M) SDN BHD NO. 2, Jalan BK 1/12, Kinrara Industrial Park Bandar Kinrara, 6 1/2 Miles,Jalan Puchong, 58200 Kuala Lumpur, Malaysia Tel (603) Fax(603) / 6962 Web site: sales_kye@kye-systems.com.my