臺灣博碩士論文加值系統

學習英語過程中，單字為學習語言的基礎與核心。然而，對於大多數的學習者，在單字學習過程中，無法有效的執行一個系統化且一致化的背誦單字方法，而影響英語能力的提升。基於學習者難以有系統性地去記憶單字，本研究提出一套應用鷹架學習理論於電腦輔助語言字彙學習系統，其特色為：(1)透過單字學習策略的教學與應用，使學習者能學會使用與操作十種單字學習策略於各種單字學習中：單字卡、閃卡、選擇題、拼字測驗、單字學習策略活動、單字學習循環策略、學習進度規劃策略、系統監控學習策略、自我效能與回饋策略以及提醒與獎勵機制策略等，輔助學習者提升單字學習策略應用能力。(2)為了培養學習者自我調整應用上述十種方法中，找到適合於他的方法，本研究以自律學習循環模式作為基本學習流程，設置鷹架以讓學習者能夠逐一體會與完成自律學理論中的目標設定與計劃、策略的實行與監控、策略的結果監控、自我評鑑與監控等步驟。(3)為了有效監控學習歷程，本研究亦提供輔助性學習歷程報表，並依據學習者的需求分為三大類型：目前學習現況、學習進步狀況、自我學習評估等報表，輔助學習者有效監控與調整學習策略。
本研究透過使用者實際使用具有上述三大特色的學習系統後，填寫問卷與質性深入訪談。從實驗結果分析與討論中得知：大多學習者認為，(1)閃卡單字學習策略，最能配合個人學習風格進行單字學習。(2)在反覆學習的過程中，能找到適合自己的單字學習方法。(3)預設學習進度規劃，能有效輔助學習者學習進度的安排。(4)單字狀態的紀錄，能助於瞭解單字學習狀況與便於單字複習。(5)能了解歷程報表之意義，但觀察後輔助調整學習策略的機制，還有許多值得加強之處。(6)透過本學習系統學習英文單字後，擁有相同教材資源情況下，能應用相同的學習方式與流程在自己的學習流程上。因此，本研究提出的鷹架學習理論於電腦輔助語言學習系統，確實能幫助學習者提升單字學習策略應用能力。

Vocabulary is the basis and core when learning English. However, it is difficult to make most learners use a systematic way to memorize vocabularies which affects their learning performance. To solve this difficult problem of memorizing vocabularies systematically for the learners, in this study, a computer-assisted learning system with the scaffolding learning theory (MyVLS) has proposed of which the characteristics are as follows. First, through the instructions and applications of the vocabulary learning strategy, learners can apply ten vocabulary learning strategies: word cards, flash cards, multiple choice, spelling test, vocabulary learning strategic activities, vocabulary learning cycle, learning schedule management, system monitoring learning strategy, self-efficacy and feedback strategy, reminding and rewarding strategies to enhance their vocabulary learning strategic capability. Second, in order to cultivating self-regulation of the above strategies to the learners for a suitable strategy, the self-regulated learning cycle model in learning procedure is applied in this study to build the scaffold to help the learners to accomplish the following procedures: goal setting and planning, strategy implementation and monitoring, strategy outcome monitoring and self-evaluation and monitoring. Third, for self-monitoring the learning process effectively, the self-monitoring reports are provided in this study which can be divided into the three following categories according to the learners’ requirement: current situation analysis, progress status analysis and self-evaluation report for assisting learners to self-regulate their learning strategies.
After learners have applied MyVLS to learn vocabularies, two kinds of experiment, questionnaire survey and interview, are used for evaluations shown as below. First, the flash card can match up the learners’ learning style. Second, by using the learning strategies repeatedly, learners can find their suitable strategies. Third, reference learning schedule can help the learners to schedule their learning progress. Fourth, recording the status of learning vocabulary can help the learners to review the vocabularies. Fifth, the learners can understand the report contents, but some reports have fewer utilities for their regulation. The last, after learning vocabulary with MyVLS, by the same course resources, the learners can use the same learning method and learning procedure in their learning processes. Thus, an applying scaffolding learning theory to CALL-based vocabulary learning strategy system is proposed in this study to help learners to enhance their vocabulary learning strategy capability.

摘要 I
ABSTRACT II
誌 謝 IV
目錄 V
表目錄 VII
圖目錄 VIII
第一章 緒論 1
1-1. 研究背景與動機 1
1-2. 研究目的 4
1-3. 研究架構 6
1-4. 研究貢獻 7
第二章 文獻探討 8
2-1. 第二語言學習理論 8
2-2. 單字學習策略 11
2-3. 學習風格 14
2-4. 自律學習理論 16
2-5. 鷹架學習理論 22
2-6. 電腦輔助語言學習 25
第三章 研究方法 30
3-1. 單字學習策略輔助機制 32
3-2. 自我調整輔助機制 50
3-3. 總結 65
第四章 實驗與討論 69
4-1. 鷹架式輔助實驗流程 70
4-2. 實驗對象 77
4-3. 實驗結果分析 78
4-4. 實驗結果討論 88
第五章 結論與未來發展 98
5-1. 結論 98
5-2. 研究限制 99
5-3. 未來發展 100
參考文獻 101
附錄1-1. 學習現況分析報表 105
附錄1-2. 學習進步狀況分析報表 109
附錄1-3. 自我學習評估報表 113
附錄2-1. 質性訪談-S01學習者 117
附錄2-2. 質性訪談-S04學習者 119
附錄2-3. 質性訪談-S06學習者 121
附錄2-4. 質性訪談-S09學習者 123
附錄2-5. 質性訪談-S10學習者 125
附錄2-6. 質性訪談-S13學習者 127
附錄2-7. 質性訪談-S14學習者 129

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