臺灣博碩士論文加值系統

電腦輔助教學中「點選」型與「鍵入」型字典對字彙習得、閱讀理解與查詢行為之影響


摘要

本研究旨在研究電腦輔助教學字典中「點選」型與「鍵入」型兩種不同的輸入模式對字彙習得與閱讀理解之影響並進而探討其查詢行為，如閱讀時間（含查詢單字）、查詢次數以及查詢字數情況。本研究共有六十二位大學生參與本實驗。
這些參與者分成兩組並依指示閱讀一篇文章，且由電腦程式提供其中一種的輸入模式--「點選」型或「鍵入」型，以供查詢。閱讀後，他們須完成一份閱讀測驗以及未被事先告知的單字測驗。此外，電腦程式中的追蹤器會記錄這些學生的答題結果、查詢次數、查詢字數以及閱讀時間等。
本研究結果發現，在提供學生閱讀一篇短文且無時間限制的情況下，不同的電腦字典輸入模式對字彙習得、閱讀理解以及查詢字數並無顯著影響，但閱讀（含查詢單字）時間以及單字查詢次數卻有顯著影響，即使用「點選」型字典者查詢次數較使用「鍵入」型字典者頻繁，且使用「點選」型字典者閱讀時間花費較短。本研究提供實驗證明電腦字典中「點選」型與「鍵入」型兩種不同的輸入模式對語言學習之影響，並進而提供教師與程式設計者相關方面的建議。

The Effect of the “Click-on” and “Key-in” CALL Dictionaries on Vocabulary Acquisition, Reading Comprehension and Look-up Behaviors

ABSTRACT

This study investigates the effect of two different input modes, “click-on” and “key-in”, in CALL dictionaries on vocabulary acquisition and reading comprehension for EFL learners, and furthermore to explore the look-up behaviors, including time for the reading task, different words looked up and frequency of look-ups. Sixty-two EFL learners at the university level participated.
The participants who were divided into two groups were instructed to read a text and were allowed to look up unknown words with one of the on-line dictionaries provided by the computer program─“click-on” dictionary and “key-in” dictionary”. After reading the text, they were requested to take a comprehension test and an unexpected vocabulary test. In addition, a tracker in the computer program recorded these students’ test results, frequency of look-ups, different words looked up and reading time.
According to the result, we found that the different input modes did not affect reading comprehension, vocabulary acquisition and different words queried in the context of reading an article with no time limit, but they did influence time for the reading task and frequency of the look-ups. To be more specific, the “click-on” group looked up words significantly more frequently than the “key-in” group, and the “click-on” group also read faster than the “key-in” group. The results provide the empirical evidence on the effect of these two representative input modes of the on-line dictionaries on language learning and further offer some suggestions to language teachers and computer programmers.

Table of Contents

Abstract (Chinese)..........................................................v
Abstract (English)..........................................................vi
Acknowledgements ...........................................................viii
List of Tables .............................................................x
List of Figures ............................................................xii
Chapter 1 Introduction ....................................................1
Statement of the Problem ...............................................3
Construct of the Study .................................................6
Assumption 1: Unfamiliar words may hinder reading comprehension.....6
Assumption 2: Dictionary use may enhance reading comprehension and
vocabulary acquisition..............................................7
Assumption 3: Different input modes may lead different look-up
behaviors and further influence the learning outcome................8
Purpose of the Study ...................................................9
Research Questions .....................................................10
Organization of the Chapters ...........................................11
Chapter 2 Literature Review................................................12
Vocabulary Knowledge and Reading Comprehension..........................12
Dictionary Use and Its Influence on Reading Comprehension
and Vocabulary Acquisition .............................................15
Introduction of dictionary..........................................15
Should dictionaries be used for reading comprehension and
vocabulary learning?................................................16
What kind of dictionaries should be used for L2 learning?...........23
Look-up Behaviors and Their Effect on Reading Comprehension and
Vocabulary Acquisition..................................................32
Chapter 3 Methodology......................................................39
Research Questions .....................................................39
Study Design............................................................40
Subjects ...............................................................41
Reading Material .......................................................42
Text................................................................42
Dictionary..........................................................43
Reading instructions................................................47
Consent form........................................................48
Design of the Tests.....................................................49
Reading comprehension test..........................................49
Vocabulary test.....................................................51
Pilot study.............................................................52
Procedures..............................................................54
Instructions........................................................55
Reading task........................................................55
Test tasks..........................................................56
Computer tracker....................................................56
Summary of the procedures...........................................57
Scoring Policy .........................................................57
Computer Program and the Tracker .......................................58
Chapter 4 Data Analysis and Results .......................................60
Analysis of Vocabulary Acquisition .....................................61
Analysis of Reading Comprehension.......................................64
Analysis of the Time for the Reading Task...............................66
Analysis of the Number of Different Words Queried ......................70
Analysis of the Frequency of Look-ups...................................73
Chapter 5 Interpretation and Implications..................................77
Interpretations ........................................................77
The effect of the two input modes on vocabulary acquisition.........77
The effect of the two input modes on reading comprehension..........79
The effect of the two input modes on the time for the reading task..81
The effect of the two input modes on the different words looked up..83
The effect of the two input modes on the frequency of the look-ups..84
Implications............................................................85
Future Study ...........................................................87
Conclusion..............................................................89
REFERENCES .................................................................91
Appendix 1 Consent Form (English) .........................................95
Appendix 2 Consent Form (Chinese) .........................................96
Appendix 3 Instructions (English) .........................................97
Appendix 4 Instructions (Chinese) .........................................98
Appendix 5 Reading Text ..................................................99
Appendix 6 Reading Comprehension Test .....................................101
Appendix 7 Vocabulary Test.................................................103

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