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研究生:徐鍬鳳
研究生(外文):Hsu, Chiou-feng
論文名稱:字彙分析教學對高中生單字習得影響之研究
論文名稱(外文):A Study of the Effect of Word Analysis Instruction on Vocabulary Acquisition in a Taiwanese Senior High School
指導教授:張郇慧張郇慧引用關係
指導教授(外文):Chang , Hsun-huei
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英語教學碩士在職專班
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:2004
畢業學年度:92
語文別:英文
論文頁數:92
中文關鍵詞:字彙字彙分析教學英語教學
外文關鍵詞:vocabularyword analysisinstructionEnglish teaching
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論文提要內容:
本研究旨在探討字彙分析教學對台灣高中生學習生字、強化已習得之單字和推測字意三方面之影響。本研究結果希望對英文老師在教單字上有很大的啟示作用和幫助。
共有146位仁愛高中二年級學生參與這項研究,他們被分為實驗組和控制組;學期初,受試者接受英文能力測驗和單字前測,依據英文能力測驗成績,實驗組和控制組又細分為高低分兩組群。受試者在接受單字前測後,施以不同之單字教學:實驗組之教學方法包含字彙分析而控制組則否。18週後,他們接受單字後測。除接受後測外,實驗組還接受問卷調查和訪談。
研究結果顯示實驗組在學習生字、強化已習得之單字和推測字意三方面之進步均大於控制組。在學習生字方面的進步,實驗組和控制組平均數差異檢定已達到顯著水準(t = 2.777, p = .006)。此外,以英文程度而言,在學習生字、強化已習得之單字和推測字意三方面,高分組表現均優於低分組;在學習生字方面的進步,實驗高分組和控制組高分平均數差異檢定已達到顯著水準(t = .4529, p = .000);低分組群則否(t = .249, p = .804)。經問卷調查分析和訪談,實驗組對字彙分析教學大部分持正面看法,高低分組群看法也大致上相似;在字尾使用、利用字首、字根、字尾推測字義和字彙分析法強化已習得單字三方面,高分組較低分組持更肯定之看法。本文根據研究結果,提出英語教學上之應用以及未來研究之建議。



Abstract
The purpose of the study is to explore the effect of Word Analysis Instruction on Taiwanese senior high school students’ vocabulary acquisition in learning new words, in consolidating previously learned words, and in inferring word meanings. It is hoped that the results of the study can give suggestions and inspirations to English teachers in vocabulary development.
Involved in this study were 146 second graders at Jen-ai Senior High School. They were divided into the experimental and the control groups. At the beginning of the semester, all subjects took an English proficiency test and a vocabulary pretest. According to their scores in the English proficiency test, they were further divided into high and low proficiency levels. After the vocabulary pre-test, the experiment began. The experimental and the control groups received different vocabulary instructions: the instruction of the former involved word analysis, but that of the latter did not. After 18 weeks, all of the subjects took a vocabulary post-test. In addition to the vocabulary test, the experimental group was also asked to fill in a questionnaire. Later, some interviews were conducted.
The results of the studies reveal that the experimental group made more progress than the control group in acquiring new words, in consolidating previously learned words, and in inferring word meanings. With regard to acquiring new words, the former significantly outperformed the latter (t = 2.777, p = .006). Besides, in terms of proficiency levels, the experimental high subgroup made more progress than the experimental low one. Regarding learning new words, the experimental high subgroup significantly outperformed the control one (t = .4529, p = .000), but there was no statistical difference between the low proficiency subgroups (t = .249, p = .804). Also, the questionnaire and interview results show that most of the subjects in the experimental group were positive about Word Analysis Instruction and that the high and low proficiency levels share similar points of view; in use of suffixes and vocabulary consolidation, high proficiency subjects tend to hold a more positive view than low proficiency ones. Based on the above results, some pedagogical implications for English teachers and suggestions are provided at the end of the study.



TABLE OF CONTENTS
Page
Acknowledgement iii
Table of Contents iv
List of Tables vii
List of Figures ix
Chinese Abstract x
English Abstract xii
Chapter
1 Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 4
1.3 Research Questions 4
2 Literature Review 6
2.1 Word Analysis 6
2.1.1 Characteristics of Morphemes 7
2.1.2 Types of Morphemes 7
2.1.3 Morphological Rules 11
2.2 Word Analysis Instruction 13
2.3 Previous Studies on Word Analysis 17
2.4 Rationale of the Study 20
3 Methods and Data Analysis 23
3.1 Subjects 23
3.2 Instruments 25
3.2.1 English Proficiency Test 25
3.2.2 Vocabulary Pre-test & Post-test 26
3.2.3 Questionnaire 27
3.2.4 Interviews 28
3.3 Vocabulary Instruction 29
3.3.1 Vocabulary Teaching for the Control Group 29
3.3.2 Word Analysis Instruction 30
3.4 Procedure 31
3.5 Data Analysis 32
4 Results and Discussion 34
4.1 The Pre-test & Post-test Results 34
4.1.1 The Effect of Word Analysis on Learning New Words 34
4.1.2 The Effect of Word Analysis on Consolidating Vocabulary 38
4.1.3 The Effect of Word Analysis on Inferring Word Meanings 42
4.2 The Results of the Questionnaire Survey 46
4.2.1 Perceptions on Learning New Words 46
4.2.2 Perceptions on Consolidating Vocabulary 49
4.2.3 Perceptions on Inferring Word Meanings 50
4.2.4 Perceptions on Receiving Word Analysis Instruction 52
4.3 Interview Reports 54
4.3.1 Responses to Learning New Words 55
4.3.2 Responses to Consolidating Vocabulary 57
4.3.3 Responses to Inferring Word Meanings 57
4.3.4 Responses to Receiving Word Analysis Instruction 58
4.4 Summary 59
5 Conclusions, Implications, and Suggestion 63
5.1 Findings and Conclusions 63
5.2 Pedagogical Implications 66
5.3 Limitations and Suggestions for Further Research 69
Appendixes 71
Appendix A 71
Appendix B 78
Appendix C 82
Appendix D 86
Appendix E 87
References 88



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