臺灣博碩士論文加值系統

本研究旨在探討台灣英語學習者字彙深度與口語搭配詞錯誤之關聯。針對學習者字彙深度和口語詞彙搭配詞錯誤率、錯誤種類之相關性進行深入探討。本研究亦探討口語錄音情境和學習者內在思考語言對於口語搭配詞錯誤率的影響，並以質性分析學習者搭配詞錯誤及造成錯誤之因素。
　　研究對象為75位國立高雄師範大學英語系之大學生。所有受試者皆接受字彙深度測驗、口語錄音並填寫一份問卷。依據受試學生之字彙深度測驗成績，將所有受試者分為具有高中低不同等級之三組，而從中進行高低兩組的比較。另一方面，研究者亦分析受試學生口語錄音的語料以及問卷的回答。本研究採用統計計量法以及質性研究法藉以研究了解學生字彙深度、口語詞彙搭配詞、口語錄音情境及學習者內在思考語言之關聯。
　 本研究主要發現概述如下：
1. 字彙深度高的學生所犯的詞彙搭配詞錯誤率較字彙深度低的學生低，然而兩組受試者在錯誤率的差異並未達到顯著。
2. 在所探討的六種詞彙搭配詞錯誤類型，字彙深度高的學生在L5 (形容詞+副詞; 副詞+形容詞)搭配詞有最高的錯誤率，而字彙深度低的學生在L4 (名詞1 of名詞2)有最高的錯誤率。然而，研究顯示高低兩組在六種搭配詞種類的錯誤率並未達到顯著的差異。
3. 關於詞語搭配詞錯誤的原因，所發現的263個錯誤中，260個錯誤可歸類於本研究所討論的錯誤原因，包括直接翻譯(transliteration)、創新詞語(coinage)、使用近似詞語(approximation)、過度推論(overgeneralization)、使用同義字(use of synonyms)、忽略語法限制(ignorance of rule restrictions)、使用非詞彙動詞(use of de-lexicalized verbs)及動詞化(verbification)，並未有語言轉換(language switch)的錯誤，有3個搭配詞錯誤的原因無法歸類於本研究所探討之因素。另外，研究發現字彙深度高、低兩組受試學生的錯誤原因主要來自於第二語言策略的使用，而非第一語言策略的使用。最後，研究亦發現使用近似詞語(approximation)造成最多的詞彙搭配詞錯誤。
4. 口語錄音情境方面，受試學生詞彙搭配詞的使用在備稿演講中 (prepared speech)有較高的錯誤率，比在單圖說故事 (single-picture-cued storytelling)及連環圖說故事(nine-picture-cued storytelling)情境明顯高。然而，研究顯示三種口語錄音情境對於受試學生口語詞彙搭配詞的錯誤率並未有顯著的正相關。
5. 受試學生內在思考所使用的語言和口語詞彙搭配詞錯誤率有顯著的關聯性。主要以中英雙語夾雜思考的學生所犯的搭配詞錯誤率，比主要以中文或英文思考的學生低。
總括而言，本研究建議教師在教學時應講授不同字彙特性，以提高學生的字彙深度，並藉以減少學生在口語中詞彙搭配詞錯誤產生的情形。研究結果亦顯示教師在語言教學的同時，應考量學習者內在的學習機制。

The aim of this study was to investigate the relationship between EFL learners’ depth of vocabulary knowledge and oral collocational errors. The connections between depth of vocabulary knowledge and the inaccuracy rates of oral lexical collocations, and the types of errors were targeted. In addition, this study examined the effects of different oral elicitation tasks and EFL learners’ language use for inner speech on the inaccuracy rates of collocations in speaking. It also performed a qualitative analysis of the lexical collocational errors and their problem sources.
The subjects were 75 seniors from the English department at National Kaohsiung Normal University. All the subjects were required to take the modified in-depth vocabulary knowledge measure, three oral elicitation tasks, and a questionnaire. Based on the subjects’ performance on the in-depth vocabulary knowledge measure, the subjects were divided into three groups of different proficiency levels: (a) the high-proficiency group, (b) the intermediate-proficiency group, and (c) the low-proficiency group. Only the data collected from the high-proficiency and the low-proficiency groups were analyzed and compared in this study. On the other hand, the researcher analyzed the data collected from the oral elicitation tasks and the questionnaire. Statistical measures and qualitative analyses were employed to investigate the connections between depth of vocabulary knowledge, lexical collocational errors, oral elicitation tasks, and language use for inner speech.
The major findings of this study are summarized as follows:
1. The high-proficiency learners had a lower inaccuracy rate of lexical collocations in speaking than the low-proficiency learners. However, the difference between these two groups was insignificant.
2. Of the six collocational patterns discussed in this study, the high-proficiency learners had the highest inaccuracy rate in L5 (ad. + adv.; adv. + adj.) pattern. The low-proficiency learners had the highest inaccuracy rate in L4 (noun1 of noun2). However, the statistical results displayed that the between-group differences in these six collocational patterns did not reach the significance level.
3. As for the problem sources of lexical collocations in speaking, 260 of the 263 errors found in the learner corpus were attributable to the problem sources discussed in this study. They are transliteration, coinage, approximation, overgeneralization, use of synonyms, ignorance of rule restrictions, use of de-lexicalized verbs, and verbification. No errors were derived from language switch from Chinese. The causes of 3 lexical collocations could not readily be categorized in this study. Besides, it was found that the EFL learners in this study resorted to the L2-based strategies more often than the L1-based strategies. Approximation as a strategy resulted in the most lexical collocational errors in the learner corpus.
4. As for the effect of oral elicitation tasks, the EFL learners had a higher inaccuracy rate of lexical collocations in the prepared speech than in the single-picture-cued storytelling and in the nine-picture-cued storytelling. However, the task effects on the inaccuracy rates of lexical collocations in speaking were insignificant.
5. The EFL learners’ language use for inner speech was significantly related to the inaccuracy rates of lexical collocations in speaking. The learners who mainly thought in Chinese mingled with English had a lower inaccuracy rate than those who primarily used either Chinese or English for inner speech.
To sum up, it is suggested that language teachers teach different features of words in vocabulary instruction. This will enhance EFL learners’ depth of vocabulary knowledge and reduce their lexical collocational errors in speaking. The findings of this study also pointed out teachers should draw attention to learners’ metacognitive mechanisms in language teaching and learning.

Acknowledgements …………………………………………………… i
Chinese Abstract …………………………………………………… ii
English Abstract …………………………………………………… iv
Table of Contents ………………………………………………… vii
List of Tables ……………………………………………………… xiii
List of Figures ………………………………………………………xv

Chapter
I. INTRODUCTION ……………………………………………………………………………1
1.1 Background and Motivation …………………………………………………1
1.2 Problems of the Study ………………………………………………………4
1.3 Purpose of the Study …………………………………………………………6
1.4 Research Questions ……………………………………………………………7
1.5 Definition of Terms …………………………………………………………7
1.6 Limitations of the Study……………………………………………………9

II. LITERATURE REVIEW…………………………………………………………………11
2.1 Psycholinguistic Aspects of Speech Processing …………………11
2.1.1 Models of Speech Processing ……………………………………12
2.1.1.1 Fromkin’s Model of Speech Processing ………12
2.1.1.2 Levelt’s Model of Speech Processing …………13
2.1.2 Lexical Access …………………………………………………………16
2.1.2.1 Processing Mechanisms of Lexical Access ……16
2.1.2.1.1 Grammatical Encoder …………………17
2.1.2.1.2 Phonological Encoder …………………19
2.1.2.2 Lexical Access in Bilingual Speakers ………20
2.1.2.2.1 The Spreading Activation Model ……21
2.1.2.2.2 The Language-specific Lexical Selection
Model....................................24
2.1.2.2.3 The Selection Through Inhibition Model …26
2.1.2.2.4 The Concept Selection Model …………………28
2.2 Vocabulary Knowledge …………………………………………………………30
2.2.1 Aspects of Vocabulary Knowledge ………………………………30
2.2.2 Dimensions of Vocabulary Knowledge …………………………33
2.2.2.1 Breadth of Vocabulary Knowledge ………………34
2.2.2.2 Depth of Vocabulary Knowledge …………………38
2.3 Collocation ………………………………………………………………………42
2.3.1 What are Collocations? ……………………………………………42
2.3.1.1 Notions of Collocation ……………………………43
2.3.1.1.1 Firth’s Recognition of
Collocations ……………………………43
2.3.1.1.2 The Lexis-oriented Tradition ……45
2.3.1.1.3 The Grammar-oriented Tradition …46
2.3.1.2 Collocations, Idioms, and Free Combinations47
2.3.2 Classifications of Collocations ………………………………51
2.3.2.1 Restricted Collocations and Open
Collocations ……………………………………………51
2.3.2.2 Downward and Upward Collocations ……………52
2.3.2.3 Lexical and Grammatical Collocations ………53
2.3.3 Collocations and Vocabulary Knowledge ……………………56
2.3.4 Importance of Collocations for Language Learners ……56
2.3.5 Studies of Collocations on EFL English Learners ……59
2.3.5.1 English Proficiency and Collocational
Competence ……………………………………………60
2.3.5.2 Collocational Errors and Problem Sources …62

III. METHODOLOGY …………………………………………………………………… 67
3.1 Research Design …………………………………………………………………67
3.2 Subjects ……………………………………………………………………………68
3.3 Instruments ………………………………………………………………………69
3.3.1 In-depth Vocabulary Knowledge Measure ………………………69
3.3.1.1 Development of the DVK Measure …………………70
3.3.1.2 Design of the DVK Measure …………………………74
3.3.2 Oral Elicitation Tasks.……………………………………………75
3.3.2.1 Single-picture-cued Storytelling ……………76
3.3.2.2 Nine-picture-cued Storytelling …………………78
3.3.2.3 A Prepared Speech Task ……………………………78
3.3.2.4 Sequence of the Oral Elicitation Tasks ……80
3.3.3 Questionnaire...………………………………………………………81
3.4 Pilot Study ………………………………………………………………………82
3.5 Procedure …………………………………………………………………………83
3.6 Data Analysis ……………………………………………………………………85
3.6.1 Qualitative Analysis ……………………………………………85
3.6.1.1 Identifying Collocational Errors ………………86
3.6.1.2 Classification of Lexical Collocational
Errors ………………………………………………………88
3.6.1.3 Problem Sources of Lexical Collocational
Errors ………………………………………………………89
3.6.1.4 Defining Strategies …………………………………90
3.6.1.4.1 Transliteration …………………………91
3.6.1.4.2 Language Switch …………………91
3.6.1.4.3 Coinage ……………………………………91
3.6.1.4.4 Approximation ……………………………92
3.6.1.4.5 Overgeneralization ……………………93
3.6.1.4.6 Use of Synonyms …………………………93
3.6.1.4.7 Ignorance of Rule Restrictions …94
3.6.1.4.8 Use of De-lexicalized Verbs ………95
3.6.1.4.9 Verbification ……………………95 3.6.2 Quantitative Analysis ………………………………………96

IV. RESULTS AND DISCUSSION …………………………………………………………97
4.1 Distribution of the Subjects in the Three Groups ………………97
4.2 Lexical Collocational Errors and Depth of Vocabulary
Knowledge …………………………………………………………………………99
4.2.1 Depth of Vocabulary Knowledge and Inaccuracy Rates
of Lexical Collocations ……………………………………99
4.2.2 Depth of Vocabulary Knowledge and Collocational
Error Types……………………………………………………… 101
4.3 Depth of Vocabulary Knowledge and Problem Sources ……………103
4.3.1 Comparison of the Nine Problem Sources …………………104
4.3.2 A Qualitative Analysis of Problem Sources ………………107
4.3.2.1 Transliteration ………………………………………107
4.3.2.2 Coinage …………………………………………………108
4.3.2.3 Approximation …………………………………………109
4.3.2.4 Overgeneralization …………………………………111
4.3.2.5 Use of Synonyms ………………………………………112
4.3.2.6 Ignorance of Rule Restrictions ………………113
4.3.2.7 Use of De-lexicalized Verbs …………………115
4.3.2.8 Verbification ………………………………………117
4.3.2.9 Errors with Noncategorizable Problem
Sources……………………………………………………118
4.4 Lexical Collocational Errors and Oral Elicitation Tasks …119
4.4.1 Inaccuracy Rates of Lexical Collocations and Oral
Elicitation Tasks ………………………………………………120
4.4.2 A Qualitative Analysis of Lexical Collocational
Errors ………………………………………………………………122
4.4.2.1 L1 (Verb + Noun) …………………………122
4.4.2.2 L2 (Adj. + Noun; Noun + Noun; Noun + Adj.)125
4.5 Lexical Collocational Errors and Inner Speech …………………127

V. CONCLUSIONS ……………………………………………………………………………130
5.1 Summary of the Major Findings …………………………………………130
5.2 Pedagogical Implications …………………………………………………132
5.3 Suggestions for Future Study ……………………………………………137

REFERENCES …………………………………………………………………………………140
APPENDIX A: In-depth Vocabulary Knowledge Measure………………………152
APPENDIX B: Single-picture-cued Storytelling ………………………………161
APPENDIX C: Nine-pictured-cued Storytelling ………………………………162
APPENDIX D: Prepared Speech ………………………………………………………163
APPENDIX E: Demonstration ……………………………………………………………164
APPENDIX F: Questionnaire in Chinese …………………………………………165
APPENDIX G: Questionnaire in English …………………………………………169
APPENDIX H: Sample of the Identification of Lexical Collocations..174
APPENDIX I: The Learner Corpus ……………………………………………………175

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