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研究生: 呂敏絹
Min-chuan Lu
論文名稱: 臺灣國中生英語字彙學習策略訓練效益之研究
A Study of the Effects of Vocabulary Learning Strategy Instruction on Junior High School Students in Taiwan
指導教授: 陳純音
Chen, Chun-Yin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2002
畢業學年度: 91
語文別: 英文
論文頁數: 112
中文關鍵詞: 英語教學字彙策略教學國中生字彙理解策略使用字彙學習外語習得
英文關鍵詞: TESOL, Vocabulary, Strategy instruction, Junior high school students, Vocabulary comprehension, Strategy Use, Vocabulary learning, Second / Foreign language acquisition
論文種類: 學術論文
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  • 本研究旨在探討字彙教學對不同英文程度的國中生,在單字記憶、理解方面有無顯著效益。本實驗對象為十五位台北縣立三重高中國中部的國三學生。在接受字彙教學策略之前,受試者先進行一項有關單字理解的前測,再就前測中的標的字彙者受試者描述自己的記憶方式,最後填寫一份有關其語言學習背景及之前已知學習策略之問卷。實驗階段歷時四個月,在此期間受試者接受研究者由文獻中所選擇的九種學習策略,並且融入學校課程中學習。在受教之後,受試者再進行另一項有關單字理解的後測、同時描述其記憶策略,並填寫與前試相同之問卷。所有實驗階段所得資料再由研究者進行 「質」與「量」的分析。
    研究發現,在接受字彙教學後,高低成就組的國中學生都能從字彙策略教學中受益,並且較偏愛使用認知策略。而第一語言的轉移與可理解的語言輸入是受試者大幅利用實驗階段習得之記憶策略的兩大因素。受試者的策略使用與單字理解情形有相互關係作用,而其英文單字理解能力與其英文整體能力只有部分相關。此外,字彙策略教學的運用能使學生提高對英文的興趣。因此,本研究建議英文教師應將字彙策略教學及訓練儘早融入課程中,使學生能輕鬆的學習外語及培養獨立學習的習慣。

    This experimental study aims to explore the effects of instruction of the selected vocabulary learning strategies for junior high school students of different levels of English proficiency. Fifteen third-year junior high students from San-chung Comprehensive High School were recruited for this study. Two reading passages and a questionnaire were used in the pre-test and post-test. The data collected in the experimental period were analyzed through qualitative and statistical examinations.
    The results show that the subjects of different English proficiency indeed benefited from the instruction of vocabulary learning strategies. They tended to prefer the Cognitive strategies than the Memory strategies. L1 knowledge and comprehensible input were the two forces that contribute to the subject’s practicing those learning methods in learning L2 vocabulary. Besides, it was found that strategy use and vocabulary comprehension was correlated; the subjects’ abilities in vocabulary recognition were also found partially related to their English proficiency level, especially for the low-proficiency learners. It was also found that the employment of the strategies could motivate the subjects. Thus, English teachers are encouraged to integrate the vocabulary learning strategy training into their syllabus so as to facilitate the learners’L2 learning.

    Acknowledgements i Abstract (English) ii Abstract (Chinese) iii Table of Contents iv List of Tables viii List of Figures x Chapter One: Introduction 1 1.1 Motivation 1 1.2 Research Questions 2 1.3 Definition of the Terms 3 1.4 Organization of this Thesis 7 Chapter Two: Literature Review 8 2.1 Vocabulary Teaching 8 2.1.1 The Grammar Translation Method 8 2.1.2 The Direct Method 9 2.1.3 The Reading Method / Situational Language Teaching 10 2.1.4 The Audio-lingual Method 11 2.1.5 The Communicative Language Teaching Approach 12 2.1.6 The Natural Approach 13 2.1.7 Current Perspectives on Lexical Issues 14 2.2 Previous Studies of Vocabulary Learning Strategy Instruction 16 2.2.1 Lin (1999) 17 2.2.2 Jiang (2001) 20 2.2.3 Chen (2000) 24 2.2.4 Li (1998) 28 2.3 Summary of Chapter Two 31 Chapter Three: Experimental Design and Results 32 3.1 Subjects 32 3.2 Materials and Methods 33 3.3 Procedures 35 3.3.1 Pre-test 35 3.3.2 Treatment 37 3.3.3 Post-test 39 3.3.4 Scoring 40 3.4 Results 40 3.4.1 Qualitative Analysis 40 3.4.1.1 Vocabulary Comprehension 40 3.4.1.2 Learner’s Strategy Use 42 3.4.1.3 Alterations of the English Proficiency in Both Groups 52 3.4.1.4 Summary of the Qualitative Analysis 54 3.4.2 Quantitative Analysis 54 3.4.2.1 Vocabulary Comprehension 55 3.4.2.2 Learner’s Strategy Use 56 3.4.2.3 A Comparison of the English Proficiency in Both Groups 60 3.4.2.4 Summary of the Quantitative Analysis 60 3.5 Summary of Chapter Three 61 Chapter Four: Discussion 62 4.1 Effects on Vocabulary Comprehension 62 4.2 Effects on L2 learner’s Strategy Use 64 4.3 The Essence of the Selected Strategies 69 4.4 Distributions of the Strategy Use on the Parts of Speech 71 4.5 Correlation Between Variety of Strategy Use and Vocabulary Comprehension 76 4.6 Correlation Between English Proficiency and Vocabulary Comprehension 81 4.7 Summary of Chapter Four 86 Chapter Five: Conclusion 88 5.1 Major Findings 88 5.2 Pedagogical Implications 89 5.3 Limitations of the Present Study and Suggestions for Further Study 90 Bibliography 93 Appendices 101 Appendix A 101 Appendix B 103 Appendix C 104 Appendix D 105 Appendix E 106 Appendix F 107 Appendix G 108 Appendix H 109 Appendix I 110 Appendix J 111 Appendix K 112

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