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研究生:尤智瑩
研究生(外文):Yu, Chih-ying
論文名稱:台灣高中生在英文閱讀中非刻意地獲得字彙之研究
論文名稱(外文):GAINING VOCABULARY INCIDENTALLY WHILE READING BY EFL SENIOR HIGH SCHOOL STUDENTS IN TAIWAN
指導教授:楊玲珿
指導教授(外文):Ling-zu Yang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
論文頁數:103
中文關鍵詞:高中生英文閱讀非刻意獲得字彙
外文關鍵詞:EFL senior high school studentsreading in Englishincidentallygaining vocabulary
相關次數:
  • 被引用被引用:3
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  • 下載下載:0
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本論文旨在研究台灣高中生是否能經由自然閱讀學習英文生字,以
及學生的英文程度高低是否會影響生字學習及閱讀理解的結果.此外,並
探討英文程度高的學生經過一段時間之後,是否比程度低的學生遺忘較少
的生字,以及英文程度高與低的學生是否採用不同的生字學習策略,並對
生字的學習有不同的看法.  參加本實驗之受試者為180位高雄高級
中學三年級的學生.受試者分為I, II 兩組, 每組學生再依在校英文成績
取高低二組.測驗內容則選擇兩篇難度相當之課外文章,先分配給兩組閱讀
之後,再測驗學生生字學習及閱讀理解的狀況.測驗的分數則以變異數分析
加以討論.本研究之主要發現如下: 一.經由自然閱讀,學生在生字學習
上呈現顯著的效果. 二.學生的英文能力與他們的生字學習成果以及閱
讀測驗的分數,呈現顯著的相關. 三.經過一段時間之後,程度高的學
生,對於學得的生字遺忘得較少.  四.在處理生字時,大部分的學生
是從上下文猜測字義.  五.程度低的學生對於生字的印象主要來自於
字形,而程度高的學生主要來自於字所出現的上下文.  六.問卷顯示
,許多學生認為自己沒有從自然閱讀中學到生字,原因是他們並沒有意識
到在閱讀中可以非刻意地學習生字.  七.學生認為學習生字的好方法
有以下三種:1. 在閱讀中自然學習 2.在閱讀中學習但須刻意背誦 3.利
用字根字首字尾幫助記憶. 最後,本實驗建議英文老師應該提供學生各
種閱讀素材,並盡可能地鼓勵學生廣泛閱讀.學生本身則應被告知從閱讀中
自然學習生字的優點,並應該對於生字的學習採取主動的態度.
The focuses of this study were on five aspects. The first
aspect was to find out whether EFL senior high school students
showed any vocabulary gains through natural reading. The second
aspect concerned whether there were any differences between
senior high school students with high and low English
proficiency in vocabulary gains and in reading comprehension
respectively. The third aspect pertained to wheter EFL senior
high school students'' language proficiency correlated with
vocabulary gains or their reading comprehension scores. The
fourth aspect was about whether EFL senior high school students
with high English proficiency lost less vocabulary gains than
those with low proficiency after a period of time. The fifth
aspect concerned whether EFL senior high schoo studfents with
high English proficiency had different vocabulary learning
strategies and different beliefs in how vocabulary should be
learned from those with low proficiency. It was anticipated that
the results of this study could shed light on learning words
incidentally through reading among EFL senior high school
students. The subjects of this study were 180 third-grade
students at Kaohsiung Senior High School. They were randomly
assigned to two groups, Group I and Group II. Article 1 was
assigned to Group I, while Article 2 to Group II. After reading
the article, the subjects had to take the vocabulary multiple-
choice test and the reading comprehension test immediately. A
questionnaire was also designed to investigate whether high- and
low-proficiency subjects had different strategies of and
different beliefs in vocabulary learning. After five days, the
same vocabulary multiple-choice test was administered to see how
much of the word knowledge that the subjects gained through
reading still retained in their memory. The major findings
of this study are as follows: (1) The subjects showed
significant vocabulary gains through natural reading. (2)
The subjects''English proficiency significantly correlated with
their after-reading vocabulary gains and their reading
comprehension scores. (3) The subjects lost some of their
after-reading vocabulary gains after a period of time. The high-
proficiency subjects had better retention for their vocabulary
gains. (4) In dealing with new words, most of the subjects
applied the strategy--guessing from the context. (5) Low-
proficiency subjects'' impression on new words mainly caome from
word forms, while high-proficiency subjects'' impression mainly
came from the context where the new words appeared. (6) The
questionnaire showed that many subjects did not think that they
learned any new words through natural reading because they had
different perspective of the so called learning a word. They did
not realize that they could learn new words incidentally while
reading. (7) The three strategies considered good and
efficient for word learning by the subjects were learning words
naturally through reading, learning new words through reading
but memorizing them deliberately, and making use of word roots,
prefixes, and affixes to enforce retention. Finally, it is
suggested that teachers should provide students with a wide
range of reading materials and motivate students to read as much
as possible. Students should be informed of the advantages of
learning words through reading and ge encouraged to develop
active attitude toward vocabulary learning.
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