(54.236.58.220) 您好!臺灣時間:2021/02/28 23:21
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:宋啟六
研究生(外文):Chi-liu Sung
論文名稱:台灣大學生英語字彙學習策略使用之研究
論文名稱(外文):An Investigation into English Vocabulary Learning Strategies Used by College Students in Taiwan
指導教授:張靜怡張靜怡引用關係
指導教授(外文):Ching-yi Chang
學位類別:碩士
校院名稱:立德管理學院
系所名稱:應用英語研究所
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:2006
畢業學年度:94
語文別:英文
論文頁數:116
中文關鍵詞:語言學習策略英語字彚學習策略語言能力
外文關鍵詞:English competenceLanguage learning strategiesEnglish vocabulary learning strategies
相關次數:
  • 被引用被引用:7
  • 點閱點閱:569
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:150
  • 收藏至我的研究室書目清單書目收藏:12
本研究的主要目的在探討台灣大學生英語字彙學習策略使用之情形;此外,本研究亦探討性別、語言能力,以及不同學群的學生在英語字彙學習策略的使用上是否有顯著差異。
本研究對象是三百九十八位就讀於南部一所私立管理學院的大ㄧ學生;主要研究工具為字彙學習策略問卷;分析方法主要採量化分析,包括描述性統計、獨立樣本t考驗,以及單因子變異數分析(One-way ANOVA)。
本研究主要發現如下:
ㄧ、記憶策略是最常使用的字彙學習策略,而社會策略是最不常使用的策略。
二、男生和女生在字彙學習策略使用上有顯著不同;女生使用字彙學習策略明顯比男生多。
三、不同語言能力的學生在字彙學習策略使用上有顯著不同;語言能力高的學生使用字彙學習策略明顯比語言能力低的學生多。
四、不同學群的學生在字彙學習策略使用上有顯著不同。相較下,外語學群使用字彙學習策略明顯比其他學群的學生多,而資訊學群的學生使用的策略最少。
最後,本研究建議教師多鼓勵學生使用字彙學習策略,以促使有效的語言學習。
Abstract
The purpose of this study was to investigate English vocabulary learning strategies used by college students in Taiwanese EFL context; besides, the study examined if gender, English competence, and learners from different schools would influence learners’ strategy use of vocabulary learning. The participants of the study consisted of 398 freshmen of a college in southern Taiwan. The participants were asked to take a questionnaire called “vocabulary learning strategies.” The collected quantitative data were analyzed by using SPSS 10.0, including descriptive statistics, independent samples t-tests, and One-way ANOVA. The results pointed out that Memory Strategies were reported as the most frequently-used vocabulary learning strategies while Social Strategies the least frequently-used strategies. Next, there is significant difference between male and female learners in the usage of vocabulary learning strategies; female learners used the strategies significantly more than male learners. Moreover, there is significant difference between different English competence in the usage of vocabulary learning strategies; high English competence learners employed the strategies significantly more than low English competence learners. Furthermore, there is significant difference among learners from five different schools in the usage of vocabulary learning strategies. Among the five schools, learners of School of Foreign Language reported adopting the strategies significantly more than those of other schools, while learners of School of Information were found using the least strategies. Finally, the present study suggested that EFL teachers encourage their students to use vocabulary learning strategies so as to facilitate their L2 learning.
Table of Contents

Abstract (Chinese).…………………..……………………………….....…….……... i
Abstract (English).…………………..…………………………………..……….…... iii
Acknowledgements.…………………..…………………………………..….………. v
Table of Contents.………………..…………………..………………………………. ⅶ
List of Tables.………………..…………………….............………………………… ⅹ

CHAPTER ONE INTRODUCTION 1
Background and Motivation……………………………..…………………………… 1
Statement of the Problem…………………………………………………………….. 4
Purpose of the Study……………………………………..…………………………... 6
Research Questions…………………………………….…………………………….. 6
Significance of the Study………………………………..…………………………… 7
Definitions of Terms…………………………………………..……………………... 8

CHAPTER TWO LITERATURE REVIEW 10
An Overview of Language Learning Strategies……………………………………… 10
Definitions of Language Learning Strategies.…………….…………………. 10
Characteristics of Language Learning Strategies…………………………..... 11
Classifications of Language Learning Strategies………….………...……….. 13
Factors Influencing Strategy Use..……………………………………….…………... 18
Gender and Strategy Use……………………………….…………………….. 18
Language Proficiency and Strategy Use……….….…………………………. 20
Major and Strategy Use………………………………………………...…..… 21
Vocabulary Knowledge and Instruction………………..……...................................... 22
Vocabulary Acquisition………………………………………………………………. 25
An Overview of Vocabulary Learning Strategies……………………………………. 26
VLS Role in English Language………………………………………………. 26
Taxonomies of VLS…………………………………………………………... 27
Previous Studies of Vocabulary Learning Strategies………………………………… 33

CHAPTER THREE METHODOLOGY 36
Participants……………………………….……………………………..……………. 36
Instruments……………………………………………….…………………………... 39
Personal Background Information…………………………………………… 39
Vocabulary Learning Strategies (VLS)………………………………………. 39
Pilot Study………………………………….………………………………................ 42
Data Collection………………………………………………………………………. 43
Data Analysis………………………………………………………………………… 44

CHAPTER FOUR RESULTS 47
The Results of Research Question One………………………………………………. 48
The Results of Research Question Two……………………………………………… 49
The Results of Research Question Three…………………………………………….. 52
The Results of Research Question Four……………………………………………… 56


CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS 62
Summary of Major Findings and Discussions……………………………………….. 62
Pedagogical Implications…………………………………………………………….. 66
Limitations of the Study……………………………………………………………… 68
Recommendations for Further Research……………………………………............... 69

REFERENCES 70
APPENDIX 82
Appendix A: 字彙學習策略調查表………………………….………………..……. 83
Appendix B: Strategy Inventory for Vocabulary Learning………………………….. 88
Appendix C: Schmitt’s (1997) Taxonomies of Vocabulary Learning Strategies…….. 96
References
Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp. 3-14). London: CILT.

Anderson, R. C. & Nagy, W. E. (1991). Word meaning. In R. Barr, M. L. Kamil, P. Mosenthal & P.D. Pearson (Eds.), Handbook of reading research (pp. 512-538). New York: Longman.

Atkinson, R. C. (1975). Mnemonics in second language learning. American Psychologist, 30, 821-828.

Bacon, M. S. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. Modern Language Journal, 76, 160-178.

Baugh, A, C, & Cable T. (2002). A History of the English Language.(5th ed.) London and New York: Routledge.

Bernhardt, E. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
Bialystok, E. (1979). The role of conscious strategies in second language proficiency. Canadian Modern Language Review, 35, 372-394.

Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication. London: Longman.

Brown, H. D. (2000). Principles of language learning and teaching. NY: Longman.

Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in language teaching: A guide for language teacher. Cambridge: Cambridge University Press.

Chall, J. (1987). Two vocabularies for reading: Recognition and meaning. In M. McKewon & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Lawrence Erlbaum.

Chamot, A. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Ed.), Learner strategies in language learning. New York: Prentice Hall.

Chang, Y. J. (1997). A Study of English Learning Motivation and Strategies in Relation to the English Learning Achievement of Junior High School Students in Taiwan. Unpublished Master’s Thesis, National Kaohsiung Normal University, Taiwan.

Chang, S. J. (1992). A study of LLS that overseas Chinese study in the United States employed and the relation of the strategy use to oral proficiency and other factors. Taipei: The Crane Publishing Co.

Coady, J., Magoto, J., Hubbard, P., Graney, J., & Mokhtari, K. (1993). High frequency vocabulary and reading proficiency in ESL readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 217-228). Norwood, NJ: Ablex.

Cook, L. K. & Meyer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressly and J. Levin (Eds.) Cognitive strategy Research. New York: Springer Verlag.

Ehrman, M. & Oxford, R. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79, 67-89.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R., Tanaka,Y., & Yamakazi, A. (1994). Classroom interaction, comprehension, and L2 vocabulary acquisition. Language Learning, 44, 449-491.

Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.

De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24, 81-112.

Graves, M. (1987). The roles of instruction in fostering vocabulary development. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 165-184). Hillsdale, NJ: Erlbaum.

Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-97.

Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. (ERIC Document Reproduction Service No. ED370411)
Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679.

Harmon, J. M. (1998). Vocabulary teaching and learning in a seventh-grade literature-based classroom. Journal of Adolescent & Adult Literacy. 41, 518-529.

Harmon, J. M. (2002). Teaching independent word learning strategies to struggling readers. Journal of Adolescent & Adult Literacy. 45, 606-615.

Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary Learning (pp. 46-64). N.J.: Ablex Publishing Corporation.
Hockett, C. (1958). A course in Linguistics. New York: The Macmillan Company, p.266.

Huckin, T. & Bloch, J. (1993). Strategies for inferring word meaning in context: A cognitive model. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 153-180). N.J.: Ablex Publishing Corporation.

Just, M. A. & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Boston, MA: Allyn & Bacon.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78, 285-299.

Koda, K. (1994). Second language reading research: Problems and possibilities. Applied Psycholinguistics, 15, 1-28.

Koda, K. (1997). Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective. In J. Coady & T. Hcukin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.35-52). New York: Cambridge University Press.

Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83, 176-192.

Kruse, A. F. (1979). Vocabulary in context. ELT Journal 34, 207-213.

Kudo, Y. (1999). L2 vocabualry learning strategies. (NFLRC NetWork#14) (html document). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center. Retrieved [April 25, 2006] from the World Wide Web: http://www.lll.hawaii.edu/ nflrc/Networks/NW14/

Kung, W. C. (2004). An Exploratory Study on Vocabulary Learning Strategies by Taiwanese EFL Elementary School Students. Unpublished Master’s Thesis. Taiwan: National Taipei Normal College.

Laflamme, J. G. (1997). The effect of the multiple exposure method and the target reading/writing strategy on test scores. Journal of Adolescent & Adult Literacy, 40, 372-381.

Laufer, B. (1992). How much lexis is necessary for reading comprehension? In H. Bejoint & P. Arnaud (Eds.) Vocabulary and applied linguistics (pp. 126-132). London: MacMillan.

Lawson, M. J., & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Learning, 46, 101-135.

Lin, M. H. (1998). The effect of the strategy training of memorizing English vocabulary on junior high students. Unpublished Master’s Thesis, National Kaohsiung Normal University, Taiwan.

Lu, M. C. (2002) A study of the effects of vocabulary learning strategy instruction on junior high school students in Taiwan. Master thesis, National Taiwan Normal University, Taiwan.

Luppescu, S. & Day, R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263-287.

Mayer, R. E. (1987). Instructional variables that influence cognition processes during reading. In Britton, B. K., & Glynn, S. M. (Eds.), Executive control processes in reading, 201-216. Hillsdale, NJ:Erlbaum.

Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.

Nagy, W. E. (1997). On the role of context in first- and second- language vocabulary learning, In N. Schmitt & M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy (pp. 64-83). Cambridge: Cambridge University Press.

Nagy, W. & Herman, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Lawrence Erlbaum.

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury: Newbury House.
Nation, I. S. P. (1993). Vocabulary size, growth, and use. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 115-134). Amsterdam: John Benjamins.

Nation P., & Waring R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (p. 7). Cambridge: Cambridge University Press.

Nyikos, M. & Crookall, D. (1987). Learning strategies of university foreign language students: a large-scale study. Paper, TESOL Annual Meeting, Miami.

O’Malley, J. , Chamot, A., & Russo, R. P. (1983). A review of the literature on learning strategies in the acquisition of English as a second language: the potential for research applications. Rosslyn, VA: InterAmerica Research Association.

O’Malley, J. , Chamot, A., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
O’Malley, J. M. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R (1989). Use of language learning strategies: a synthesis of studies with implications for strategy training. System, 17, 1-13.

Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Oxford, R., Young, P., Ito, S. & Sumrall, M. (1993). Japanese by satellite: Effects of motivation, language learning styles and strategies, gender, course level, and previous language learning experience on Japanese language achievement. Foreign Language Annals, 26, 359-71.

Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental “ L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224.

Politzer, R. (1983). An exploratory study of self reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition, 6, 54-68.

Politzer, R., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to achievement. TESOL Quarterly, 19, 103-123.

Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282-307.

Richard, J. (1976). The role of vocabulary teaching. TESOL Quarterly, 10, 77-89.

Rigney, J. (1978). Learning strategies: a theoretical perspective. In H. O’Neil (Eds). Learning strategies. (pp. 165-205). New York: Academic.

Rubin, J (1981). The study of cognitive process in second language learning. Applied Linguistics, 11, 117-131.

Rubin, J. (1987). Learner strategies: theoretical assumptions, research history and typology. In A. Weden & J. Rubin (Eds.) Learners strategies and language learning. (pp. 15-29). Englewood Cliffs, NJ: Prentice Hall.

Ruddell, M. R. & Shearer, B. A. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the Vocabulary Self-Collections Strategy (VSS). Journal of Adolescent Adult Literacy. 45, 352-363.

Rupley, W. H., Logan, J. W. & Nichols W. D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher. 52, 336-346.

Ryan, A. (1997). Learning the orthographic form of L2 vocabulary-a receptive and productive process. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.181-198). Cambridge: Cambridge University Press.

Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, 79, 15-28.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.) Vocabulary: description, acquisition, and pedagogy. (pp. 199-227). Cambridge: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Tran, T. (1988). Gender differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Gender Roles, 19, 747-758.

Tyler, A. & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36, 17-34.
Van den Branden, K. (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual primary school classes. Reading Research Quarterly. 35, 426-439.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, Y. H. (2004). An Investigation into Vocabulary Learning Strategies Used by Senior High School Students in Taiwan. Unpublished Master’s Thesis, National Cheng-Chi University, Taiwan.

Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan.

Weinstein, C. & Underwood, V. (1985). Learning strategies: The how of learning. In Segal, J., Chipman, S., & Glaser, R. (Eds), Relating instruction to basic research. Hillsdale, NJ:Erlbaum.

Wenden, A. & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.

Yang, N. D. (1994). A study of factors affecting college EFL students' use of learning strategies. Papers from the eleventh conference on English teaching and learning in the Republic of China, 53-82.

Yao, C. K. (1993). Analysis of reading strategies that Taiwanese graduates employed in processing Chinese and English academic texts. In The Papers from the Tenth Conference on English Teaching and Learning in the Republic of China (pp.231-249). Taipei: The Crane Publishing Co., Ltd.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔