研究生: |
吳芷嫣 Wu, Chih-Yen |
---|---|
論文名稱: |
諧音法對英語單字的學習與記憶影響效益研究-以台北市一所國中為例 The Effects of the Mnemonic Keyword Method on the Acquisition of Novel Vocabulary:A Case Study of a Junior High School in Taipei City |
指導教授: |
劉宇挺
Liu, Yeu-Ting |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2017 |
畢業學年度: | 106 |
語文別: | 英文 |
論文頁數: | 102 |
中文關鍵詞: | 視覺輔助 、遺忘速度 、諧音法 |
英文關鍵詞: | encoding cue, forgetting rate, the keyword method |
DOI URL: | https://doi.org/10.6345/NTNU202203123 |
論文種類: | 學術論文 |
相關次數: | 點閱:196 下載:68 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
第二語言學習的研究者常指出,諧音法能夠幫助學習者記憶單字。然而,針對如何有效減緩學習者遺忘單字的速度之研究仍相當缺乏。因此,本研究旨在探討如何減緩諧音法學習者的遺忘速度,以及文字或圖像何者為更佳的視覺輔助。本研究包含為期五周的實驗、個別訪談,以及研究者在課堂中的觀察紀錄,研究對象為四個班共111名八年級生。研究結果顯示調整諧音法的教學順序能夠減緩學生對單字的遺忘速度,且文字為更佳的視覺輔助。總結而言,此研究希望能解釋諧音法如何促進學生單字學習並如何減緩諧音法的遺忘速度,英語教師也可藉此進一步了解在教室中使用諧音法的相關資訊。
關鍵字:視覺輔助、遺忘速度、諧音法
Researchers in second language learning have often suggested that the keyword method would likely facilitate learners’ vocabulary learning. However, research on how to effectively reduce the steepness of the forgetting rate is scant. Therefore, this study explores how to make the acquired vocabulary more robust and investigates which encoding cue, word or picture, facilitates learners’ later retrieval. This research involved a five-week experiment, several interviews, and the researcher’s classroom observations. Four classes of 111 eighth graders were recruited for the study. The results of this study revealed that the adjusted teaching sequence of the keyword method made the acquired vocabulary more robust, and that word encoding cues worked better than picture encoding cues. To conclude, this study may be of importance in explaining how the keyword method facilitates junior high school students’ English vocabulary learning, as well as in providing English teachers with a better understanding when adopting the keyword method in their classrooms.
Key words: encoding cue, forgetting rate, the keyword method
REFERENCES
Ashouri, P., & Moghadam, M. (2015). The effect of instructing mnemonic devices on immediate versus delayed vocabulary retention. International Journal of Language Learning and Applied Linguistics World, 8(1), 87-102.
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American
Psychologist, 30(8), 821.
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual
Review of Psychology, 63, 1-29.
Baleghizadeh, S., & Ashoori, A. (2010). The effect of keyword and word-list methods
on immediate vocabulary retention of EFL learners. Pakistan Journal of Social
Sciences (PJSS), 30(2), 251-261.
Campos, A., González, M. A., & Amor, A. (2003). Limitations of the
mnemonic-keyword method. The Journal of General Psychology, 130(4),
399-413.
Campoy, G., & Baddeley, A. (2008). Phonological and semantic strategies in
immediate serial recall. Memory, 16(4), 329-340.
Campoy, G., Castellà, J., Provencio, V., Hitch, G. J., & Baddeley, A. D. (2015).
Automatic semantic encoding in verbal short-term memory: Evidence from
the concreteness effect. The Quarterly Journal of Experimental Psychology,
68(4), 759-778.
Carney, R. N., & Levin, J. R. (1998). Do mnemonic memories fade as time goes by?
Here's looking anew! Contemporary Educational Psychology, 23(3), 276-297.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational
Psychology Review, 3(3), 149-210.
Conrad, R., & Hull, A. J. (1964). Information, acoustic confusion and memory
span. British Journal of Psychology, 55(4), 429-432.
Davoudi, M., & Yousefi, D. (2016). The Effect of Keyword Method on Vocabulary
Retention of Senior High School EFL Learners in Iran. Journal of Education
and Practice, 7(11), 106-113.
De Groot, A. M., & Van Hell, J. G. (2009). The learning of foreign language
vocabulary. Handbook of Bilingualism, 9.
Dolean, D. D. (2014). Using the keyword method in the classroom: Is the interacting
imagery necessary? System, 45, 17-26.
Dufour, R., & Kroll, J. F. (1995). Matching words to concepts in two languages: A test
of the concept mediation model of bilingual representation. Memory &
Cognition, 23(2), 166-180.
Farley, A., Pahom, O., & Ramonda, K. (2014). Is a Picture Worth a Thousand Words?
Using Images to Create a Concreteness Effect for Abstract Words: Evidence
from Beginning L2 Learners of Spanish. Hispania, 97(4), 634-650.
Farley, A. P., Ramonda, K., & Liu, X. (2012). The concreteness effect and the
bilingual lexicon: The impact of visual stimuli attachment on meaning recall
of abstract L2 words. Language Teaching Research, 16(4), 449-466.
Jarrold, C., & Citroën, R. (2013). Reevaluating key evidence for the development of
rehearsal: phonological similarity effects in children are subject to
proportional scaling artifacts. Developmental Psychology, 49(5), 837.
Johnson, C. T. (2015). Priming Effects on Word Recognition in Students with Dyslexia. University of Northern Colorado.
Karpicke, J. D., & Smith, M. A. (2012). Separate mnemonic effects of retrieval
practice and elaborative encoding. Journal of Memory and Language, 67(1),
17-29.
Lawson, M. J., & Hogben, D. (1998). Learning and recall of foreign-language
vocabulary: Effects of a keyword strategy for immediate and delayed
recall.Learning and Instruction, 8(2), 179-194.
Levin, J. R., Johnson, D. D., Pittelman, S. D., Levin, K. M., Shriberg, L. K., Toms‐
Bronowski, S., & Hayes, B. L. (1984). A comparison of semantic- and mnemonic-based vocabulary‐learning strategies.
Reading Psychology: An International Quarterly, 5(1-2), 1-15.
Levin, J. R., Levin, M. E., Glasman, L. D., & Nordwall, M. B. (1992). Mnemonic
vocabulary instruction: Additional effectiveness evidence. Contemporary
Educational Psychology, 17(2), 156-174.
Lian, A., Karlsen, P. J., & Winsvold, B. (2001). A re-evaluation of the phonological
similarity effect in adults' short-term memory of words and
nonwords. Memory, 9(4-6), 281-299.
Little, A., & Kobayashi, K. (2015). Vocabulary Learning Strategies of Japanese Life
Science Students. TESOL Journal, 6(1), 81-111.
Luna, D., & Peracchio, L. A. (1999). What’s in a bilingual’s mind?: How bilingual
consumers process information. NA-Advances in Consumer Research Volume
26.
McGivern, J. E., & Levin, J. R. (1982). The keyword method and children's
vocabulary learning: An interaction with vocabulary
knowledge. Contemporary Educational Psychology, 8(1), 46-54.
Nation, I. S. (2008). Teaching Vocabulary: The Big Picture 2. Vocabulary and
Listening 3. Vocabulary and Speaking 4. Vocabulary Learning and Intensive
Reading 5. Vocabulary Learning Through Extensive Reading 6. Vocabulary
and Writing 7. The Deliberate Teaching and Learning of Vocabulary 8.
Specialized Vocabulary 9. Testing Vocabulary Knowledge 10. Planning the
Vocabulary of a Language Course. Heinle.
Nation, I. S., & Webb, S. A. (2011). Researching and analyzing vocabulary. Heinle,
Cengage Learning.
Nation, P., & Newton, J. (1997). Teaching vocabulary. Second language vocabulary
acquisition, 238-254.
Nimmo, Lisa M., & Roodenrys Steven (2005). The phonological similarity effect in
serial recognition. Memory, 13(7), 773-784
Paivio, A. (2013). Dual coding theory, word abstractness, and emotion: a critical
review of Kousta et al.(2011).
Peters, E. E., & Levin, J. R. (1986). Effects of a mnemonic imagery strategy on good and poor readers' prose recall. Reading Research Quarterly, 179-192.
Rummel, N., Levin, J. R., & Woodward, M. M. (2003). Do pictorial mnemonic
text-learning aids give students something worth writing about? Journal of
Educational Psychology, 95(2), 327.
Savill, N., Ellis, A. W., & Jefferies, E. (2017). Newly-acquired words are more phonologically robust in verbal short-term memory when they have associated semantic representations. Neuropsychologia, 98, 85-97.
Shapiro, A. M., & Waters, D. L. (2005). An investigation of the cognitive processes
underlying the keyword method of foreign vocabulary learning. Language
Teaching Research, 9(2), 129-146.
Siriganjanavong, V. (2013). The mnemonic keyword method: Effects on the
vocabulary acquisition and retention. English Language Teaching, 6(10), 1.
Wang, A. Y., & Thomas, M. H. (1992). The effect of imagery‐based mnemonics on
the long‐term retention of Chinese characters. Language Learning, 42(3),
359-376.
Wang, A. Y., & Thomas, M. H. (1995). Effects of keyword on long-term retention:
Help or hindrance? Journal of Educational Psychology, 87(3), 468.
Wang, A. Y., Thomas, M. H., & Ouellette, J. A. (1992). Keyword mnemonic and
retention of second-language vocabulary words. Journal of Educational
Psychology, 84(4), 520.
Wyra, M., Lawson, M. J., & Hungi, N. (2007). The mnemonic keyword method: The
effects of bidirectional retrieval training and of ability to image on foreign
language vocabulary recall. Learning and Instruction, 17(3), 360-371.
Yao, H. (1992). Image System for Memorizing English Words. Shanghai, PRC:
Shanghai Academy of Social Sciences Press.