臺灣博碩士論文加值系統

本研究旨在探討英語學習成就和字彙學習策略的使用頻率的相關性，以及對高學習和低學習成就者，最常使用字彙學習策略的相同和相異處。本研究以桃園縣成功國小六年級172名學生為研究對象。
本研究測驗工具包括：「九十四學年度國民小學學生英語基本能力檢測」為題本進行施測，將學生分為高學習成就組和低學習成就組。以問卷調查來蒐集所需資料，使用「英語字彙學習策略問卷」。研究問卷以Schmitt（1997）的理論架構為基礎，也融合Cook和Mayer（1983）的學說，將字彙學習策略分為兩大類：第一類是字義發現的策略；第二類是字彙學習鞏固策略。第一類又分為兩個向度，即字義決定的策略和社交策略。第二類又分為四個向度，即社交、記憶、認知、後設認知和社交策略。
根據皮爾森基差相關，研究結果發現，高低學習成就者和字彙學習策略達顯著正相關（t = 5.93）。然而，就發現字義學習策略中，決定的策略而言則未達顯著水準 （p > 0.05），但在社交策略這個子項度而言，這兩組的差異達顯著值（t = 1.376, p < 0.05），高成就組使用的社交策略的學習策略頻率比低成就組高。就字彙學習鞏固策略中，四個層面的學習策略都達到顯著水準（p < 0.05），包括記憶策略（t = 3.939），認知策略（t = 2.494），後設認知策略（t = 2.494），社交策略（t = 3.185）。
就字彙鞏固策略而言，高學習成就組由最常到最不常使用的策略依序遞減的順序是後設認知策略、記憶策略、認知策略和社交策略。至於低學習成就組，由最常到不常使用的策略依序遞減的順序是後設認知策略、認知策略、記憶策略和社交策略。最後，根據研究發現提出具體建議作為未來研究及國小英語教學之參考。
關鍵字：字彙學習策略、高學習成就者、低學習成就者、字義決定策略、字彙學習鞏固策略

The purposes of the study were to explore if there was correlation between English proficiency and the use of vocabulary learning strategy, and to investigate similarities and differences in frequently-used learning strategies between more proficient and less proficient students in an elementary school in Taouyan. The participants were all the six graders, including 172 students from Taoyuan municipal Cheng-gong Primary school.
The first instrument used in this study was “The Semesters’ Assessment for Basic English Ability in Taoyuan Country for 2005” to classify the subjects into more proficient group and less proficient group. The second instrument was a structured self-report questionnaire, modeling Schmitt’s framework and Cook and Mayer’s framework, in which classified vocabulary learning activities were classified into two parts: (1) initially discovering the meaning of a word and (2) consolidating the words that have been encountered. For the first part, there were two categories, Determination Strategies and Social Strategies. For the second part, there were four categories, Memory Strategies, Cognitive Strategies, Metacognitive Strategies and Social Strategies.
By conducting Pearson Correlation Test, the result showed that there was correlation between English proficiency and the use of vocabulary learning strategy ( t = 5.93). In addition, in discovering the meaning of a word, overall there was no significance in the use of Determination Strategies between more proficient and less proficient groups. However, there was significant strategy difference ( t = 1.376, p < 0.05 ) in the use of Social Strategies. The more proficient group used significantly more Social Strategies than the less proficient group ( p < 0.05). As to the consolidation Strategies, there were significance in the use of Memory Strategies ( t = 3.939), Cognitive Strategies ( t = 2.494 ), Metacognitive Strategies ( t = 2.494 ), and Social Strategies ( t = 3.185 ) between more proficient and less proficient groups.
As to the Consolidation Strategies, the most-frequently used strategies by the more proficient group in the descending order are Meta-cognitive Strategies, Memory Strategies, Cognitive Strategies, and Social Strategies, listed in the order of frequency distribution, As for the less proficient group, the order is Meta-cognitive Strategies, Cognitive Strategies, Memory Strategies and Social Strategies. Finally, based on the findings of this study, suggestions for the directions of future research on vocabulary learning strategies and other related issues were offered.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的和問題 4
第三節 本研究的重要性 4
第四節 名詞釋義 5
第二章 文獻探討 7
第一節 語言學習策略研究 7
壹、學習策略的概念和分類 7
貳、兒童第二語言學習策略研究 9
第二節 字彙學習策略 11
壹、字彙學習策略的分類 12
貳、字彙學習策略使用成效的比較 14
第三節 高低學習成就者語言學習策略的相關研究 17
壹、高低學習成就者與學習策略相關研究 17
貳、兒童字彙學習策略與學習成就之相關性 20
第三章 研究方法 23
第一節 研究對象 23
第二節 研究程序 23
第三節 研究工具 24
壹、學習成就測驗 24
貳、研究問卷 25
第四章 研究結果與討論 27
第一節高低學習成就和字彙學習策略使用的相關性 27
第二節英語高低學習成就組整體字彙學習策略頻率比較 28
第三節英語高低學習成就組就各項字彙學習策略的比較 31
第四節英語高低學習成就組經常使用的字彙學習策略項目與比較 36
第五章結論與建議 44
第一節研究發現與建議 44
壹、高低學習成就者的特質和學習策略的運用 44
貳、教課書的編排與與學習策略的運用 46
叁、教師引導與學習策略的運用 46
第二節研究限制與未來研究建議 47
參考文獻（英文部分） 49
參考文獻（中文部分） 57
APPENDIX 58

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