研究生: |
邱淑伶 Shu-Ling Chiu |
---|---|
論文名稱: |
註解模式與進行活動時間對於臺灣國中學生英語字彙辨識學習之效益研究 Gloss Types, Time-on-task, and Their Effects on Word Recognition: A Study of Taiwanese Junior High School Learners of English |
指導教授: |
吳美貞
Wu, Mei-Chen |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2012 |
畢業學年度: | 100 |
語文別: | 英文 |
論文頁數: | 94 |
中文關鍵詞: | 註解型式 、多重註解 、實驗時間 、字彙辨識 |
英文關鍵詞: | Gloss types, Multiple-choice glosses, Time-on-task, Word recognition |
論文種類: | 學術論文 |
相關次數: | 點閱:155 下載:15 |
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 |
本研究目的在探討國中學生在閱讀情境中,輔以單一註解或多重註解後,對於英語單字字彙之辨識學習成效以及對於多重註解的感知;另外也提出對於不同註解可能所需不同操作時間的實驗方法作檢定;希望能透過合理的實驗時間設定,進一步了解學生在閱讀情境中,何種註解方式能帶給學生最大的單字辨識學習效益。本研究提出三個研究問題:(一)對於國中學生,何種註解方式在單字辨識學習上有較大的助益?(二)在多重註解的實驗設計中,施測時間長度是否會影響單字的學習效果?(三)國中學生對於多重註解的感知為何?本研究以北台灣某國中三個班級共96位九年級學生為實驗對象,將此三個班級分為單一註解、多重註解、及延長時間多重註解共三個組別。所有學生均參與字彙前測,在確定學生都不會目標單字後,閱讀測驗活動開始實施;三個組別均閱讀相同文章及回答相同理解問題,不同組別接受不同類型的單字註解,而延長時間組別則可多獲得3分鐘的閱讀活動時間,閱讀活動進行完後即接受立即後測;實驗結束的二個星期後,則接受延宕後測。多重註解組及延長時間多重註解組的學生需另填一份問卷;最後再視學生的回答能力,從這兩組中各挑出5名學生作為焦點訪談團體,以進一步了解國中學生對於多重註解的感知。
量化資料顯示,在相同的閱讀時間下,多重註解不見得會比單一註解產生較多的字彙辨識學習效益;但若給予多重註解組足夠的閱讀時間,學生多能善用時間在推論過程,進而使多重註解組明顯地產生較高的字彙辨識學習效益;本實驗結果符合了Hulstijn 和Laufer提出的專注量假說(Involvement Load Hypothesis),亦即能引發較高專注量的學習活動通常能產生較高的字彙學習量;而引發較高專注量的學習活動通常也需花費較多的時間。另外,由質化資料分析得知,約有七成的研究對象,對於在國中階段使用多重註解於閱讀練習中抱持正面或不排斥的態度;深入分析訪談後,多重註解組的學生們認為在閱讀中使用多重註解 (1)能使字意推測變得較容易;(2)能強化學生對於單字的印象;(3)是能引起學習動機且具有挑戰性的。
最後,針對本研究結果,作者認為融合多重註解進入國中生的閱讀練習中在字彙認識上有一定的幫助,但仍需就課程實施者的目的、時間與實施情境來考量,因此提出幾項建議作為國中教學實務及未來研究上的參考。
The purpose of the current study was to investigate the effects of two gloss types (single-translation gloss and multiple-choice gloss) on word recognition. The factor “time-on-task” (experiment time) was of concern because multiple-choice glosses, which involve more mental effort, were supposed to be more time consuming. Since multiple-choice glosses were new to the junior high participants, their perceptions towards multiple-choice glosses were also investigated. By manipulating different time-on-task and gloss types, the current study attempted to find out whether multiple-choice glosses generate better effects on word recognition in junior high learners.
Three research questions were proposed: (a) Does multiple-choice glosses (MCG) generate better effects on word recognition than single-translation glosses (STG)? (b) Does the factor ‘time-on-task’ have any effects on multiple-choice glossed groups in terms of word recognition? (c) What are the perceptions towards MCG of the learners from the MCG and MCG-E groups? 96 ninth-graders from three intact classes in a junior high school in northern Taiwan participated in the research. They were distributed into three groups: single-translation group (STG), multiple-choice group (MCG), and multiple-choice group with extended time (MCG-E). All three groups received the same reading material and vocabulary pre-test, but with different gloss types or time-on-task. An unexpected immediate posttest and a two-week delayed posttest were administrated to collect data. An independent sample t-test was conducted to obtain the quantitative results. Participants in the MCG and MCG-E groups accomplished a survey about their experiences and perceptions towards multiple-choice glosses. In-depth focus-group interviews were conducted to have a further understanding of their perceptions.
The findings suggest that adopting multiple-choice glosses in reading is indeed more time-consuming but has better effects on word recognition. That is, teachers might consider giving junior high learners more time to process multiple-choice glosses in reading, and the ‘time investment’ will turn into a fertile learning effect. The qualitative data reveal that most of the participants showed positive attitude towards incorporating multiple-choice glosses in their reading exercises. Their reasons for liking the multiple-choice gloss includes: (a) it makes the inferencing more accessible (b) it serves as reinforcement, reinforcing the lexical learning and retention; and (c) it is a challenging and motivating task for junior high learners. Some pedagogical implications were proposed for instructors and learners.
Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: The MIT Press.
Baddely, A. (1978). Human memory: Theory and practice (revised edition). Hove, UK: Psychology Press.
Brown, D. H. (2007). Principles of Language Learning and Teaching. NY, US: Pearson Education.
Chen, Y. M. (2004). The effect of marginal glosses on reading comprehension and vocabulary learning (Unpublished master thesis). National Taiwan Normal University, Taiwan.
Chou, H. T. (2005). The effects of input and output tasks on incidental vocabulary acquisition (Unpublished Master Thesis). National Ching-Huan University, Taiwan.
Coterrall, S. (1995). Readiness for autonomy: Investigating learner belief. System, 23(2), 195-205
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104 (3), 268-294
Craik, F. I.M, & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Davis, J. N. (1989). Facilitating effects of marginal glosses on foreign reading. The Modern Language Journal, 73(1), 41-58.
Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.
Dupuy, B., & Krashen, S. D. (1993). Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 4, 55-63
Ellis, R. (1991). The interaction hypothesis: a critical evaluation. In E. Sadtono (Eds.), Second language acquisition and the second/foreign language classroom, (pp. 179-211), RELC Anthology: Series 28.
Ellis, N. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. In J. Hulstijn & Schimidt (Eds.), Consciousness in Second Language Learning (pp. 37-56). AILA Review. Vol. 11
Eysenck, M. W. (1978). Levels of processing: A critique. British Journal of Psychology, 69, 157-169.
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading, SSLA, 21, 225-241
Haynes, M. (1993). Pattern and perils of guessing in second language reading. In Huckin, T., Haynes, M., & Coady, J. (Eds) Second Language Reading And Vocabulary Learning, Norwood: Ablex.
Hill, M., & Laufer, B. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. IRAL, International Review of Applied Linguistics in Language Teaching, 41(2), 87-106
Holley, F.M., & King, J.K. (1971). Vocabulary glosses in foreign language reading materials. Language Learning, 21, 213–219.
Horst, M., Cobb T., and Meara, P. (1998). Beyond A Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language 11 (2), 207–223.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud, & H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125).
Hulstijn, J.H. (In press). Incidental Learning in Second Language Acquisition. In: C. A. Chapelle (Ed.). The encyclopedia of applied linguistics. Published by Wiley-Blackwell. The encyclopedia will go online in November 2011.
Hulstijn, J. H., Hollander, M., Greidanus, T. (1996). Incidental Vocabulary Learning by Advanced Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Reoccurrence of Unknown Words, The Modern Language Journal, 80, (3), 327-339
Jacobs, G. M. (1991). Second language reading recall as a function of vocabulary glossing and selected other variables (Unpublished doctoral dissertation). University of Hawaii, Manoa.
Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). L1 and L2 glosses in reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17, 19-28
Ke, Y.-s. (2003). The effects of input modification on incidental vocabulary learning. The Proceedings of the Twelfth International Symposium on English Teaching (pp. 208-215). Taipei, Taiwan: Crane.
Kelly, P. (1990). Guessing: no substitute for systematic learning of lexis. System, 18, 199–207.
Knight, S. (1994). Dictionary use while reading: the effects on comprehension and vocabulary acquisition for students of different verbal abilities, The Modern Language Journal, 78, (3), pp. 285-299
Ko, M. H. (2005). Glosses, comprehension, and strategy use, Reading in a Foreign Language, 17, (2), pp. 125-143
Krashen S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 440-464.
Laufer, B., Elder, C. Hill, K. & Cogndon, P. (2004). Size and strength: do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202–26.
Laufer, B., and Hulstijn, J. (2001). Incidental Vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement, Applied Linguistics, 22, (1), 1-26
Lin, C. C., & Huang, H. M. (2008). Meaning-inferred gloss and meaning-given gloss on incidental vocabulary learning. 師大學報:人文與社會類, 53(2), 87-116
Lin, H. S. (2010), Effect of manipulating the exposure frequency of glosses words on vocabulary learning and text comprehension: A study of Taiwanese vocational high school learners of English (Unpublished Master Thesis). National Taiwan Normal University, Taiwan.
Liu, N. & Nation, I.S.P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16, 33–42.
Mondria, J-a. (2003). The effects of inferring verifying and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition, 25(4), 473-499
Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32(4), 469-479.
Nassagi, H. (2003). L2 vocabulary learning from context: strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37(4), 645-670.
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253
Nagy, W. (1997). On the role of context in first and second language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64-83). Cambridge: Cambridge University-Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. New York: Cambridge University Press.
Nation, I. S. P. (1983). Testing and teaching vocabulary. Guidelines, 5, 12–25.
Nelson, T. O. (1977). Repetition and depth of processing. Journal of Verbal Learning and Verbal Behavior, 16, 151-171.
Paribakht, T. S. & Wesche, M. (1999). Reading and incidental L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224
Paribakht, T.S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady and T. Huckin (Eds.). Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press.
Park, J. (1986). The effect of vocabulary glossing on ESL reading comprehension. Unpublished manuscript, University of Hawaii at Manoa.
Parry, K. (1997). Vocabulary and comprehension: Two portraits. In T. Huckin & J. Coady(Eds.), Second Language Vocabulary Acquisition (pp. 55-68). Cambridge: Cambridge University Press.
Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11(2), 36-58
Pitts, M., White, H., & Krashen, S. D. (1989). Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign language, 5, 271-276
Postman, L., & Keppel, G. (1969). Verbal learning and memory. Middlesex, UK: Penguin Books.
Rott, S. (2005). Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened, Reading in a Foreign Language, 17 (2), 95-124
Rott, S., & William, J. (2003). Making form-meaning connection while reading: A qualitative analysis of word processing. Reading in a Foreign Language, 15, 45-75
Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. C. Ellis (Ed.), Implicit and explicit learning of language (pp. 165-210). London: Academic Press.
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge: Cambridge University Press.
Schmitt, N. (1997). Vocabulary learning strategies. In Schmitt, N. and McCarthy, M. (Eds.) Vocabulary: Description, Acquisition, and Pedagogy. Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual. Basingstoke, UK: Palgrave Press.
Schouten-van Parreren, C. (1989). Vocabulary learning through reading: Which conditions should be met when presenting words in texts? AILA Review, 6, 75-85.
Shu, H., & Anderson, R. C., & Zhang, Z. (1995). Incidental learning of word meanings while reading: a Chinese and American cross-cultural study. Reading Research Quarterly, 30, 76-95
Singhal, M.(2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1 (1),
Swanborn, M. S. L & de Glopper, K., (2002). Impact of reading purpose on incidental word learning from context. Language Learning, 52(1), 95-117
Ushioda, E. (2008) Motivation and good language learners. In C. Griffiths (Eds.). Lessons from good language learners (pp. 19-34). Cambridge, UK: Cambridge University Press.
Wang, W. T. (2005). The effects of vocabulary glosses on EFL vocabulary learning (Unpublished Master Thesis). Ming Chuan University, Taiwan.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a foreign language, 15, 1-27
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. SSLA, 19, 287-307
Wenden, A. (1987). How to be a successful language learner: insights and prescriptions from L2 learners. In A. Wenden & J. Rubin (Eds.). Learner Strategies in Language Learning (pp. 103-118). Englewood Cliffs, NJ: Prentice-Hall.
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, p33-52
Xu, J. P. (2009). An experimental study on the effects of different reading tasks on L2 vocabulary acquisition. English Language Teaching, 2 (3), p69-
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10 (3), pp. 85-101.
Department of Elementary Education, M.O.E. (n.d.). Grade 1-9 Curriculum Guidelines (implement in 100th school year). Retrieved July 14, 2011, from the World Wide Web: http://www.edu.tw/eje/content.aspx?site_content_sn=15326