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研究生:陳建華
研究生(外文):Chen Jiann Hwa
論文名稱:台灣高中生英語字彙學習策略教學與字彙記憶成效之研究
論文名稱(外文):The Effectiveness of the Memory of Teaching and Learning Strategies in English Vocabulary of Senior High EFL Learners 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:台灣語言及教學研究所
學門:人文學門
學類:語言學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:89
中文關鍵詞:字彙策略 立即測驗
外文關鍵詞:vocabulary strategy immediate recall test
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本研究旨在探討不同的字彙策略教學對高中生的立即測驗記憶英文單字方面,有無顯著的效益。尤其是在探討字彙策略教學所採用的立即測驗,對接受不同方法的英文字彙策略的受試者是否有顯著差異?且在一週後,各組受試者在記憶方面是否有顯著的差異?此外,受試者對其所採用的字彙學習法的反應也一併討論。
本研究以來自高雄師大附中總共三班高一學生為研究對象。這些學生在接受字彙策略教學之前,先以變異數分析做高師附中的全校八班的英語成就測驗成績並無發現顯著差異 ,然後筆者再從這八班選出三班來,接受三種不同的英文字彙學習策略的教學並施以立即測驗,並在一週後再施予相同的單字測驗。 最後,這些學生再接受問卷調查,以獲悉他們對本次活動的看法。
本研究的結果摘要如下:
1. 翻譯組、諧音組和圖像組在接受立即的「英語字彙測驗」後,三組的英語成績沒有顯著差異。
2. 翻譯組、諧音組和圖像組在一週後的「英語字彙測驗」其英語成績無顯著差異。
3. 各組的立即測驗及一週後測驗的退步差異,各組均達顯著差異。
4. 所有的學生對於字彙策略教學都持肯定的態度,也認為應運用字彙策略來記憶單字。使用翻譯學習策略學習者認為,看到字會馬上想到它的意思。而且如果有時間的限制,就會比較積極(可刺激記憶力)。使用諧音學習策略學習者認為,諧音可和原字的意義有關聯,這樣不但記得快也久,連原意都可以一起,並且對大略發音幫助極大。使用圖像諧音學習策略學習者認為,學習過程有趣又能增強記憶的效果,而且適合視覺學習者。此外,字彙策略教學能提高學生學習英文單字的興趣,以及學習的效率。因此,本研究建議英文教師和課本應該將字彙策略教學,整理成一套有系統的方式來教導學生。
This study was to investigate if vocabulary learning strategy instruction (VLSI) helped senior high students to test learn vocabulary effectively when taking an immediate recall test. Specifically whether the students’ utilized different strategies to learn the vocabulary and which vocabulary learning strategies were adopted by the participants and to see if they differed significantly In addition, after one week whether each group’s participants have significantly different retention was investigated Moreover, the students‘responses to VLSI were discussed.
Three classes of students, with no significant difference in English achievement, from Kaohsiung Normal University affiliated senior high school participated in the study. Each of the three classes was instructed one different kinds of teaching VLSI and gives the immediate recall test. Moreover, they took the same test after one week. Finally, their perception of VLSI was investigated through a questionnaire. The main findings of this study were summarized as follows:
1. After taking the immediate recall test, the translation group transliteration group, and image group vocabulary test scores were not significantly different.
2. After taking one week after recall test the translation group, transliteration group, and image group’s vocabulary test score were not significantly different.
3. The score difference between immediate recall test and one week after recall test of each group reached significant level.
4. According to the subjects’ responses to the questionnaire all of the students showed their appreciation of VLSI and considered applying VLS a more beneficial way than rote learning. The learners of the translation group thought that they thought of the meaning of the vocabulary as soon as they saw the vocabulary and if they have time- limitation to do that, they will tend to be positive (i.e. that can stimulate the memory). The learners of transliteration group thought that transliteration could associate the original meaning and by doing so the learners could learn very fast, could remember longer, and remember the original meaning, and could improve pronunciation. The learners of image group thought that the processes of learning were both interesting and beneficial for the memory and the image technique is suitable for visual learners. Moreover, VLSI raised their interest in learning English words. It is, therefore, suggested that English teachers and textbooks include VLSI in their English teaching.
謝 辭 i
中文摘要 ii
英文摘要 vi
目 次 vii
圖目錄 viii
表目錄 ix
附錄目錄 x
第一章 緒 論 1
第一節 研究動機及背景 1
第二節 研究目的 2
第三節 探討問題 3
第四節 研究限制 4
第二章 文獻探討 5
第一節 文字特性 6
第二節 記憶策略的種類 7
第三節 比較不同記憶策略的效應研究 31
第三章 研究方法與步驟 44
第一節 研究對象 44
第二節 研究工具 44
第三節 實驗過程 45
第四章 資料分析結果與討論 48
第一節 三組不同記憶策略的立即測驗成績之比較 51
第二節 三組不同記憶策略在一週後測驗成績之比較 52
第三節 各組立即測驗與一週後測驗成績差異比較 53
第四節 英語字彙記憶方法問卷資料分析 54
第五章 結論與建議 69
第一節 研究結論 69
第二節 各組的學生在「英語字彙記憶方法問卷」的意見與回饋 69
第三節 對未來研究的建議 70
參考書目 72
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李麗鍾(民76)。透過聯想法教學生記住困難的英文單字之研究。載於英語文教學研究會主編,中華民國第四屆英語文教學研究會英語教學論文集,(第385-397頁)。台北市:文鶴。
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楊景邁、湯廷池(民62)。如何教英文。台北市:東華。
趙為中(民80)。強力記憶術。台北:先見出版社。
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