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研究生: 連振傑
Alec
論文名稱: 聽與讀對於台灣高中生非刻意字彙學習效益之比較研究
Comparing the Effects of Listening and Reading on the Incidental Vocabulary Acquisition of EFL Senior High Students in Taiwan
指導教授: 陳齊瑞
Chen, Chyi-Ruey
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2007
畢業學年度: 95
語文別: 英文
論文頁數: 78
中文關鍵詞: 字彙學習聽力閱讀
英文關鍵詞: Vocabulary Learning, Listening, Reading
論文種類: 學術論文
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  • 本研究旨在比較聽與讀兩種學習方式對於非刻意字彙習得成效的影響。參與研究者為台北某公立高中六十四位高一女學生,隨機分派為閱讀與聽力組。本實驗研究共為期八週。第一週實施全民英檢測驗,接下來六週,每週一次,閱讀與聽力兩組以理解文章內容為目的,聽或讀一篇記敘文,並隨後立即回答單字測驗以及文章理解測驗問題。兩週之後,參與研究者再接受同樣的單字測驗,並回答有關對聽讀這兩種學習方法的看法之問卷。
    統計方法獨立樣本T檢定顯示,閱讀組不管是在前後測,單字習得量均顯著優於聽力組。本研究結果發現,在所選文章易於理解、有足夠的上下文線索、並且內容吸引讀者的情形下,藉由聽來學習單字的成果亦會相當可觀。

    This study aimed to compare the effects of aural and written input on incidental vocabulary learning. The participants were 64 EFL first-year high school female students from a public senior high school in Taipei, who were randomly assigned to be the reading group and the listening group. The whole experiment lasted for 8 weeks. A general proficiency test was administered in the first week. In the following six weeks, once a week, they were instructed to listen to or read for overall text comprehension a narrative passage, followed by a set of comprehension questions and a vocabulary gain test on the target words. Two weeks later, the participants were tested on the same words again for retention, and were given a questionnaire inquiring their opinions on the two learning conditions. Independent-samples t-tests show that the reading group outperformed the listening group in both the vocabulary gain and retention tests.
    Other major findings are as follows: (1) the findings suggest a significant and positive interrelating relationship between text comprehension and L2 vocabulary acquisition in the listening learning condition, but not in the reading one; (2) It is revealed that the role of L2 proficiency proved relevant to incidental vocabulary acquisition and retention for Group L, but not for Group R; (3) The findings show that word exposure frequency had an insignificant effect on incidental vocabulary acquisition and retention.
    To conclude, the research findings suggest that though overall written input proved significantly more conducive to incidental vocabulary acquisition than aural input, the lexical learning results from listening to narratives could be almost as fruitful, provided that the texts selected are moderately comprehensible, sufficiently rich in contextual clues, and appealing to learners.

    TABLE OF CONTENTS ABSTRACT (Chinese)………………………………………………………….……..i ABSRACT (English)………………………………………………………………….ii ACKNOLWDGEMENTS…………………………………………………………….iii TABLE OF CONTENTS……………………………………………….…………….iv LIST OF TABLES………………………………………………...…………………..vi LIST OF FUGURES…………………………………………………..……………..vii 1. Introduction……………………………………………………………………......1 1.1 Background and Motivation…………………….…………………………..1 1.2 Purpose of the Present Study………………………………………………..3 1.3 Key Terms in the Study……………………………………………………..4 2. Literature Review………………………………………………………………….5 2.1 Nature of L2 Vocabulary Learning…………………………...………….....5 2.2 Construct of Incidental Vocabulary Learning……………………………....6 2.3 Incidental Vocabulary Acquisition through Reading……………………….7 2.4 Incidental Vocabulary Acquisition through Listening…………………….13 2.5 Differences and Similarities between Reading and Listening……….…....18 2.6 Research Hypotheses and Research Questions………..……………….....22 3. Method…………………………………………………………………………...24 3.1 Participants……………………………………………………………...…24 3.2 Instruments…………………………………………………...……………24 3.2.1 Reading and Listening Texts………………………………………..24 3.2.2 Comprehension Test………………………………………………...26 3.2.3 Pretest and Posttest of the Target Words…………………………....26 3.2.4 Vocabulary Knowledge Scale…………………………………….…27 3.2.5 Questionnaire……………………………………………………….29 3.3 Procedures…………………………………………………………………30 3.3.1 Reading and Listening Proficiency Tests………………………...…30 3.3.2 Pre-test………………………………………………………………30 3.3.3 Treatment: Experimental Reading and Listening…………………...30 3.3.4 Immediate Tests on Comprehension and Vocabulary Gain………....30 3.3.5 Retention Test…………………………………………………….…31 3.3.6 Time Span…………………………………………………………...31 4. Results …………………………………………………………………………...33 4.1 Overall results of Listening Group and Reading Group…………………..33 4.1.1 Overall Results of Listening Group……………………………...…33 4.1.2 Overall Results of Reading Group………………………………….34 4.2 Comparisons of Pre, Immediate, and Delayed Test Scores between Group L and Group R……………………………………………………......…….35 4.2.1 Comparisons of the Gain and Retention scores of the 10 TWs between Group L and Group R………………........………………………...36 4.3 The Relationship between Comprehension and Vocabulary Gain Scores…………...………………………………………………………38 4.4 Vocabulary Acquisition and Learner Proficiency Level……..…………….40 4.5 Vocabulary Acquisition and Effects of Frequency……….……...………...42 4.6 Participants’ Response to the Questionnaires…..………………………….43 5. Discussion……………………………………………………………………..…49 5.1 Effects of Spoken and Written Input on Incidental Vocabulary Acquisition…………………………………………………………….…49 5.2 Correlation between Text Comprehension and Vocabulary Acquisition…………………………………………………………...…..52 5.3 Proficiency and Vocabulary Acquisition……………………...……….......53 5.4 Frequency of Exposure and Vocabulary Acquisition……..……………….54 6. Conclusion………………………………………………………………………....57 6.1 Summary of the Major Findings…………………………………………...57 6.2 Pedagogical Implications…………………………………………………..58 6.3 Limitations of the Study and Suggestions for Future Research…………....60 References……………………………………………………………………………61 Appendix A: A Narrative Text ( New Hearing Aids)………………………………...67 Appendix B: A Narrative Text (Nails in the Door)…………………………………..68 Appendix C: A Narrative Text (How Far Can You See)……………………………..69 Appendix D: A Narrative Text (A Bad Driver)………………………………………70 Appendix E: A Narrative Text (Twenty-Five Cent Coins)…………………………...71 Appendix F: A Narrative Text (A Grumpy Customer)……………………………….72 Appendix G: Comprehension Test for Group R……………………………………...73 Appendix H: Comprehension Test for Group L……………………………………...74 Appendix I: VKS for Group R……………………………………….………………75 Appendix J: VKS for Group L……………………………………….………………76 Appendix K: Questionnaire for Group L……………………………...……………..77 Appendix L: Questionnaire for Group R……………………………….……………78

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