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研究生：	胡慧怡 Nancy Hui-yi Hu
論文名稱：	台灣高職學生英語字彙學習策略之研究 An Investigation into Taiwanese Vocational High School Students' Use of Vocabulary Learning Strategies
指導教授：	陳秋蘭 Chen, Chiou-Lan
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：	96
語文別：	英文
論文頁數：	123
中文關鍵詞：	字彙學習策略、英文閱讀能力
英文關鍵詞：	vocabulary learning strategies, English reading proficiency
論文種類：	學術論文
相關次數：	點閱：302 下載：56
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本研究旨在探討台灣高職學生的英語字彙學習策略，除了解各種不同字彙學習策略的使用頻率之外，也探討字彙學學習策略使用頻率和英文閱讀能力之間的關係。高閱讀能力及低閱讀能力受試者的字彙學習策略使用情形也加以探討。研究對象為106 位台灣北部某高職的高三學生，這些學生在填寫字彙學習策略問卷及接受英文閱讀能力測驗之後，根據量化統計資料分析，研究結果如下：
1.高職學生並不常使用字彙學習策略，最常使用的是決定策略，而最少使用的是社會策略。
2.高職學生傾向於注重單字的字形及字義，勝過於對單字使用方法的了解；他們亦偏愛機械化的學習策略。
3.高職學生的字彙學習策略使用頻率與其英文閱讀能力之間有顯著正相關，其中決定策略、記憶策略、及後設認知策略的使用尤其和英文閱讀能力有關。
4.英文閱讀能力較高的學生和閱讀能力較低的學生，在使用字彙學習策略的頻率方面有達到顯著差異，尤其是在決定策略及後設認知策略的使用上。閱讀能力較低的學生只有在忽略策略上，使用頻率顯著高於閱讀能力較高的學生。而在本研究中，忽略策略和閱讀能力之間是達到顯著負相關。
綜上所述，研究者建議應該要把以學習者為中心的學習策略教學，納入英文課程設計之中，如此才能提升語言學習者對自己字彙學習策略的認知，進而促進其語言學習的效率。此外，和英文閱讀能力達顯著正相關的字彙學習策略也應該提倡教導，以促進學習者英文閱讀能力的進步。

This study investigated Taiwanese vocational high school students’ use of vocabulary learning strategies and their relationship with students’ English reading proficiency. A total of 106 third-year vocational high school students in northern Taiwan filled out a vocabulary learning strategy questionnaire and took a reading proficiency test at the end of the first semester of school year 2006. The data collected were analyzed through quantitative and statistical examinations.
The following are the major findings of the study.
1.Vocational high school students did not use vocabulary learning strategies very often. Determination strategies were reported as the most frequently used strategies while social strategies were reported as the least used ones.
2.Students tended to focus on the form and meaning rather than the usage of a word; mechanical strategies and rote learning were also favored.
3.There was a significant positive correlation between vocabulary learning strategies use and students’ reading proficiency; determination, memory, and metacognitive strategies were found to be correlated to students’ reading proficiency.
4.There was a significant difference between high and low reading proficiency students’ use of vocabulary learning strategies, especially determination and metacognitive strategies. The only strategy that was used significantly more often by low reading proficiency students, i.e., skipping or passing strategy, was found to be negatively correlated to reading proficiency.
Based on the findings, the researcher suggests that the learner-centered strategy instruction should be incorporated into curriculum design to raise students’ awareness toward their use of vocabulary learning strategies and to facilitate the efficacy of language learning. Besides, vocabulary learning strategies related to reading proficiency should also be advocated to improve learners’ English reading ability.

TABLE OF CONTENTS
                          page
CHINESE ABSTRACT……………………………………………………………………i
ENGLISH ABSTRACT………………………………………………………..…………ii
ACKNOWLEDGEMENTS............................................................................................... iii
TABLE OF CONTENTS....................................................................................................iv
LIST OF TABLES.............................................................................................................viii
LIST OF FIGURES………………………………………………………………….……x
CHAPTER ONE  INTRODUCTION…...........................................................................1
Background and Motivation…....................................................................................1
Research Questions…………......................................................................................3
Significance of the Study.............................................................................................3
Organizations of the Thesis.........................................................................................4
CHAPTER TWO  LITERATURE REVIEW....................................................................5
Knowledge of a Word…..............................................................................................5
The Importance of Vocabulary Knowledge in Reading Proficiency...........................7
Language Learning Strategies...................................…...............................................8
Definition of Language Learning Strategies........................................................8
Studies on Language Learning Strategies...........................................................10
Classification of Language Learning Strategies.................................................11
Vocabulary Learning Strategies….............................................................................14
The Need for Research into Learners’ Vocabulary Learning Strategies...........14
Studies on Vocabulary Learning Strategies.......................................................14
Classification of Vocabulary Learning Strategies……………………………..17
    Studies Based on Schmitt’s Classification of Vocabulary Learning Strategies……24
        Studies Conducted in Japanese EFL Context…………………………………24
        Studies Conducted in Taiwanese EFL Context……………………………….26
Summary…………………………………………………………………………....30
CHAPTER THREE  METHODOLOGY........................................................................32
Participants………….................................................................................................32
Instruments.................................................................................................................33
      English Reading Proficiency Test……………………………………………..33
      Vocabulary Learning Strategy Questionnaire…………………………………34
Data Collection Procedures........................................................................................35
Analysis……………..................................................................................................36
CHAPTER FOUR  RESULTS.........................................................................................38
Vocabulary Learning Strategies Used by Vocational High School Students............38
The Frequency of Use of Overall Vocabulary Learning Strategies...................39
The Frequency of Use of Individual Strategies………………………………..40
The Frequency of Use of Vocabulary Learning Strategy Categories…………43
    Determination Strategies…………………………………………………44
    Social Strategies………………………………………………………….46
    Memory Strategies….................................................................................48
    Cognitive Strategies……………………...………………………………50
    Metacognitive Strategies………...…………………………………………53
The Eleven Most Frequently Used Vocabulary Learning Strategies……….....54
The Eleven Least Frequently Used Vocabulary Learning Strategies…………57
    Vocabulary Learning Strategies Use and Reading Proficiency…………………….60
        Correlation Between Overall Strategy Use and Reading Proficiency………...60
        Correlations Between Strategy Categories Use and Reading Proficiency……61
        Correlations Between Individual Strategies Use and Reading Proficiency…..62
        Correlation Between Vocabulary Learning Strategies Use and Reading Comprehension………………………………………………………………..63
            Strategy Categories Use and Reading Comprehension………………….63
            Individual Strategies Use and Reading Comprehension………………...64
    High and Low English Reading Proficiency Students’ Use of Vocabulary Learning
Strategies……………………………………………………………………………65
    Overall Strategy Use Between High and Low Reading Proficiency Students
…………………………………………………………………………………66
        Strategy Categories Use Between High and Low Reading Proficiency Students
        …………………………………………………………………………………67
        Individual Strategies Use Between High and Low Reading Proficiency Students………………………………………………………………………..68
        The Ten Most Frequently Used Strategies by High and Low Reading Proficiency Students…………………………………………………………..70
        The Ten Least Frequently Used Strategies by High and Low Reading Proficiency Students…………………………………………………………..73
        Strategies Used Significantly Differently by High and Low Reading Proficiency Students…………………………………………………………76
    Summary……………………………………………………………………………80
CHAPTER FIVE  DISCUSSION OF RESULTS………...............................................84
    Summary of the Results…………………………………………………………….84
Discussion..................................................................................................................86
    General Profile of Vocabulary Learning Strategies Reported in Use…………86
    Vocabulary Learning Strategy Categories Use………………………………..90
        The Use of Vocabulary Learning Strategy Categories by All Participants
        ……………………………………………………………………………90
        Vocabulary Learning Strategy Categories Correlated with Reading Proficiency……………………….………………………………………92
    Vocabulary Learning Strategies of Most and Least Use……………………...94
    Individual Vocabulary Learning Strategies……………………………….…..99
        Note- taking Strategy…...………………………………………………..99
        Guessing Strategy…...………………………………………………….100
        The Use of Dictionary…………………………………………………..100
        Repetition Strategies...………………………………………………….102
Skipping or Passing Strategy…………………...………………………103
CHAPTER SIX  IMPLICATIONS, LIMITATIONS, AND CONCLUSIONS............104
    Pedagogical Implications….....................................................................................104
    Limitation of the Study and Suggestions for Future Studies……………………...106
Conclusions..............................................................................................................107
REFERENCES................................................................................................................108
APPENDIX  A  Vocabulary Learning Strategy Questionnaire (Chinese Version).....117
APPENDIX  B  Vocabulary Learning Strategy Questionnaire (English Version)......120
LIST OF TABLES
Table 1    Oxford’s Taxonomy of Learning Strategies………………………………..13
Table 2    Schmitt’s Taxonomy of Vocabulary Learning Strategies…………………..21
Table 3    Nation’s Taxonomy of Vocabulary Learning Strategies…………………...23
Table 4    The Distribution of the Strategy Items in the Strategy Categories in the Questionnaire……………………………………………………………….35
Table 5    Key to Understanding SILL Averages……………………………………...39
Table 6    The Frequency of Use of Overall Vocabulary Learning Strategies………...39
Table 7    The Frequency of Use of Discovery and Consolidation Strategies………...40
Table 8    Strategy Items in the Three Frequency Levels……………………………..40
Table 9    The Frequency of Use of Individual Strategies…………………………….41
Table 10   The Frequency of Use of Vocabulary Learning Strategy Categories……….43
Table 11   The Frequency of Use of Determination Strategies………………………...44
Table 12   The Frequency of Use of Social Strategies…………………………………46
Table 13   The Frequency of Use of Memory Strategies……………………………....49
Table 14   The Frequency of Use of Cognitive Strategies……………………………..51
Table 15   The Frequency of Use of Metacognitive Strategies………………………..53
Table 16   The Eleven Most Frequently Used Vocabulary Learning Strategies……….55
Table 17   The Eleven Least Used Vocabulary Learning Strategies…………………...58
Table 18   Correlation Between Overall Strategy Use and the Reading Proficiency Test
          ………………………………………………………………………………60
Table 19  Correlations Between Overall Strategy Use and the Sub-sections in the Reading Proficiency Test…………………………………………………...61
Table 20   Correlations Between Strategy Categories Use and Reading Proficiency…61
Table 21   Significant Correlations Between Individual Strategies Use and Reading
Proficiency………………………………………………………………….62
Table 22   Correlations Between Strategy Categories Use and Reading Comprehension
          ………………………………………………………………………………64
Table 23   Significant Correlations Between Individual Strategies Use and the Reading Comprehension Test...………………………………………...….…………64
Table 24   High and Low Reading Proficiency Students’ Scores on the Reading Proficiency Test………………………………………………………..……66
Table 25   Overall Strategy Use Between High and Low Reading Proficiency Students
          ………………………………………………………………………………67
Table 26   Strategy Categories Use Between High and Low Reading Proficiency Students……………………………………………………………………..68
Table 27   Strategy Items in the Three Frequency Levels Used by High and Low Reading Proficiency Students………………………………………………69
Table 28   Ten Most Frequently Used Strategies by High English Reading Proficiency Students……………………………………………………………………..71
Table 29   Ten Most Frequently Used Strategies by Low English Reading Proficiency Students……………………………………………………………………..71
Table 30   Ten Least Frequently Used Strategies by High English Reading Proficiency Students……………………………………………………………………..74
Table 31   Ten Least Frequently Used Strategies by Low English Reading Proficiency Students…………………………………………………………………......74
Table 32   T-test Results of Strategies Used Significantly Differently by High and Low English Reading Proficiency Students……………………………………...77
LIST OF FIGURES
Figure 1    Percentage of strategy categories of the eleven most frequently used vocabulary learning strategies……………………………………………55
Figure 2    Percentage of the strategy categories of the 11 least frequently used
                                

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