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研究生:詹順如
研究生(外文):Shun-ru Chan
論文名稱:字彙翻譯對大一新生閱讀理解和字彙記憶的影響
論文名稱(外文):The Effects of Word Translation on College Freshmen's Reading Comprehension and Word Retention
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:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:1999
畢業學年度:87
語文別:英文
論文頁數:87
中文關鍵詞:字彙翻譯閱讀理解字彙記憶
外文關鍵詞:Word TranslationReading ComprehensionWord Retention
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論文名稱: 字彙翻譯對大一新生閱讀理解和字彙記憶的影響
校所組別: 高雄師範大學英語學系碩士班
畢業時間: 八十七學年度第二學期
指導教授: 楊玲珿 博士
研究生: 詹順如
論文提要內容:
本論文旨在研究閱讀文章前所給予的關鍵字彙翻譯是否能幫助學生增進字彙能力, 及也能幫助他們更容易了解文章的內容。此外,這篇論文也試著探討學生對字彙翻譯的態度是正面或者負面。
參加本實驗之受試者為43位高雄師範大學非英語系的一年級新生。受試者隨機分為實驗組和控制組,閱讀測驗內容為一篇程度相當於高中英文第六冊的文章,所不同的是,施測者會在實驗組學生閱讀文章前給予22個無法從上下文猜測其意思的英文字彙和中文翻譯,閱讀文章40分鐘之後 (實驗組含字彙翻譯的時間在內),再測驗所有受試者生字學習和閱讀理解的狀況,完成測驗之後,施測者給予受試者一份問卷以了解他們對字彙翻譯的態度。
本研究之主要發現如下:
一. 閱讀前給予關鍵字彙翻譯的學生(實驗組)在字彙的表現顯著地比沒 有給予任何翻譯的學生好。
二. 實驗組的學生在閱讀理解的表現沒有比控制組的學生顯著地好。
三. 兩組學生對字彙翻譯的態度都是正面的。
四. 在字彙方面表現好的學生在閱讀理解的表現不一定就好。
最後,本實驗建議老師在指定學生閱讀文章之前,先翻譯其中的關鍵字彙,如此一來,學生在情感上的障礙比較低,而在字彙上的知識也會有所增加。

ABSTRACT
The focuses of this study were on three aspects. The first aspect was to find out whether pre-reading keyword translation helped students retain words' meanings. The second aspect concerned whether the keyword translation also facilitated reading comprehension. The third aspect was about whether students' attitudes towards word translation were positive or negative. In addition, the study also discussed whether the correlation between the performances of vocabulary and that of reading comprehension was strong or not. It was anticipated that the results of this study could help language teachers and students know better about the advantages or disadvantages of Grammar Translation Method (G-T Method).
The subjects of this study were 43 non-English majored freshmen at National Kaohsiung Normal University. They were randomly assigned into two groups, the experimental group (EG) and the control group (CG). Both groups were assigned an article whose readability was identical to that of Book Six of Senior English Textbook, but the EG was given word translation before reading the article. Fourty minutes later, both groups were given a quiz for 15 minutes. Afterwards, all subjects were given a questionnaire.
The major findings of this study are as follows:
(1) Subjects who were given pre-reading translation of words used in the
assigned article (EG) performed significantly better than those who were
given no pre-reading word translation (CG).
(2) The EG did not do significantly better on reading comprehension questions than the CG.
(3) Subjects in both groups showed positive attitudes towards pre-reading word translation.
(4) Subjects who performed well on vocabulary test did not also performed well on reading comprehension.
Finally, it is suggested that teachers give brief and specific pre-reading
translation of keywords whose meanings cannot be guessed from the assigned articles. By doing so, students' affective filter could be lowered and their vocabulary knowledge could be enriched.

TABLE OF CONTENTS
Page
Abstract . . . . . . . . . . . . . . . . . . . . . . i
Acknowledgements . . . . . . . . . . . . . . . . . . iii
List of Tables . . . . . . . . . . . . . . . . . . . . . iv
List of Figure . . . . . . . . . . . . . . . . . . . . . v
Chapter
1.INTRODUCTION . . . . . . . . . . . . . . . . . 1
Background and Motivation . . . . . . . . . . . . . . . 2
Problem of the Study . . . . . . . . . . . . . . . . 4
Research Questions . . . . . . . . . . . . . . . . . 5
Purpose of the Study . . . . . . . . . . . . . . . . 6
Significance of the Study . . . . . . . . . . . . . . . 6
Limitations of the Study . . . . . . . . . . . . . . . . 6
Definition of the Terms . . . . . . . . . . . . . . . . 7
2. LITERATURE REVIEW . . . . . . . . . . . . . . . 8
Grammar Translation Method . . . . . . . . . . . . . 8
The Characteristics of Grammar Translation Method . . . . 8
Relationship Between G-T Method and Other Innovative
Approaches . . . . . . . . . . . . . . . . . 10
Nature of Translation . . . . . . . . . . . . . . . 13
Vocabulary and Word Acquisition . . . . . . . . . . . . 15
Nature of a Word and Knowing a Word . . . . . . . . . 15
Theories About Language Acquisition . . . . . . . . . . 17
Strategies for Catching Words' meanings . . . . . . . . .21
Word Retention . . . . . . . . . . . . . . . . . 23
Influence of Instruction on Words, Reading, and Language Acquisition 25
Influence of Instruction on Words . . . . . . . . . . . 25
Influence of Instruction on Reading . . . . . . . . . . 28
Influence of Instruction on Language Acquisition . . . . . 30
Reading Research . . . . . . . . . . . . . . . 31
Reading Processes . . . . . . . . . . . . . . 31
Reading Comprehension . . . . . . . . . . . . . 33
Vocabulary and Reading Comprehension . . . . . . . 34
3. METHODOLOGY . . . . . . . . . . . . . . . . . 36
Subjects . . . . . . . . . . . . . . . . . . . . . 36
Instruments . . . . . . . . . . . . . . . . . . . 36
Procedures . . . . . . . . . . . . . . . . . . . . 39
Data Analysis . . . . . . . . . . . . . . . . . . 44
4. RESULTS AND DISCUSSION . . . . . . . . . . . . . 46
The Results of Vocabulary Questions . . . . . . . . . . 46
The Results of Reading Comprehension Questions . . . . . . 50
Correlations Between Vocabulary Questions and Reading
Comprehension Questions . . . . . . . . . . . . 53
The Questionnaire . . . . . . . . . . . . . . . . 54 5. CONCLUSIONS AND IMPLICATIONS . . . . . . . . . 58Conclusions . . . . . . . . . . . . . . . . . . . 58
Pedagogical Implications . . . . . . . . . . . . . . . 60Suggestions for Further Research . . . . . . . . . . . . .61
REFERENCES . . . . . . . . . . . . . . . . . . . . . 63
APPENDIXES . . . . . . . . . . . . . . . . . . . . . . 71
Appendix A:The Assigned Reading Article . . . . . . . . . . . 71
Appendix B: Word Tokens in "Christopher Reeve's Decision" . . . . .75
Appendix C:Word List A . . . . . . . . . . . . . . . . 81
Appendix D:Word List B - Word Translation . . . . . . . . 84
Appendix E:Quiz . . . . . . . . . . . . . . . . . . 85
Appendix F: Questionnaire . . . . . . . . . . . . . . . . 87

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