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研究生(外文):Sheue-yun Lin
指導教授(外文):Ling-zu Yang
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本研究以268位前金國中一、二年級的學生為對象。其中一年級的學生有135位,二年級的133位。兩個年級的學生平時都閱讀相同的英文學習雜誌Top English,並在每星期二和星期四早上透過學校的廣播系統收聽相同的英語學習節目。然後,所有的學生必須接受以雜誌內容為範圍的三次成就測驗。成就測驗包括單字、聽力和閱讀三方面。待測驗結束後,這些學生必須再填寫一份問卷。
1. 在年級方面,國二生在成就測驗的閱讀成績明顯優於國一生。此差異在聽力和字彙上則不明顯。
2. 在性別方面,國二女生的成就測驗在總成績、聽力及閱讀成績上皆優於國二男生。而國一男生和女生在三方面的成就測驗上的差異則不明顯。另外,國二女生的閱讀成績明顯優於國一的女生,而國一男生的字彙成績則優於國二男生。
3. 在語言程度方面,國二高成就學生的閱讀成績明顯優於國一高成就學生。但是,國二中、低成就學生的字彙成績卻明顯低於國一中、低成就學生。
4. 在相關性方面,兩個年級學生的聽力、閱讀和字彙均呈現高度的相關性。如考慮性別,同樣的相關性也在男生和女生的成績中呈現出來。至於在語言程度上,這種相關性只有在高成就學生的聽力和閱讀成績,聽力和字彙成績兩方面表現出來。甚至在中成就學生的閱讀和字彙成績,低成就學生的聽力和字彙成績反而呈現負相關性。
5. 關於所採用的學習策略,無論是從年級、性別或語言程度的角度來看,最多學生使用的策略是查看中文翻譯、等中文講解或問同學來解決閱讀、聽力和字彙的問題;至於最少使用的策略是問導師、讀英文原文、從上下文去猜測、或是利用字根字首來分析。在閱讀策略的運用上,學生最常讀中文翻譯、劃重要的句子或單字和大聲讀文章;最少背誦或抄寫課文,或者收集主題相關的資料。至於在記憶單字時,學生最常練習發音、反覆聽讀文章內容,或者養成每天記單字的習慣;最少運用字根字首、單字卡或諧音圖像法來協助記單字。
6. 根據學生在問卷上的自我省思,多數學生使用英文學習雜誌的動機出於想增進聽讀能力。儘管如此,大多數的學生每星期課後花不到半小時在閱讀英語學習雜誌上。他們仍然希望老師在他們收聽完英語學習節目後能講解雜誌內容,或者提供練習機會和學習策略。
7. 根據學生自我評鑑使用英語學習雜誌的效益,大部分的學生認為英語學習雜誌幫助他們增加單字量與文法觀念,加強聽寫能力,還有練習發音的機會。
After several delays and obstacles, I finally accomplished the impossible mission. I could not have completed my thesis without many people’s generous assistance and help. I would like to express my deepest gratitude to the following people.
First and foremost, I am most grateful to my wise advisor, Dr. Ling-zu Yang, for her scholarly instruction and patient guidance. She spent a great amount of her time refining my thesis unflaggingly, and provided many insightful suggestions to clarify my blind points. Also hearty appreciation goes to the members of my oral defense committee, Dr. Pi-chong Su and Dr. Hsiu-hsiu Yang. Their valuable comments and constructive advice greatly helped me polish my thesis.
Second, I would like to thank English teachers and students from Chien-chin junior high school. Due to their full participation and enthusiastic assistance, I was able to conduct the tests and successfully collect the data needed for the present study. Special thanks also go to Lai-gin, who helped me analyze the statistical data, and taught me how to interpret the statistical results of the study. Besides, I owe a lot to my thesis co-reader, Vickie, for her corrections. Although she was also busy working on her own thesis, she still spared time to point out many grammatical mistakes to me.
Third, I wish to give my sincerest gratitude to my beloved family, especially my husband, Arnold. Without his enduring encouragement and considerate support, I would not take the entrance examination of graduate school three years ago. During the three-year study, he not only patiently listened to my problems but also tried to help me find out the solutions. When I attended the classes, he would take care of my two lovely children. He always showed up to drive me home, rain or shine. What he had done for me is worth devoting my whole life to him.
Acknowledgements i
Chinese Abstract ii
English Abstract iv
Table of Contents vi
List of Tables ix
List of Figures xi
Background and Motivation 1
Problem of the Study 5
Purposes of the Study 5
Research Questions 6
Significance of the Study 7
Definition of Terms 8
Limitations of the Study 9
Language Learning Strategies 10
Definitions of Language learning Strategies 10
Taxonomy of Language Learning Strategies 12
Studies on Vocabulary Learning Strategies 20
Studies on Listening Comprehension Strategies 22
Studies on Reading Comprehension Strategies 25
Individual Differences in Learning Strategy Use 27
The Gender Differences in Learning Strategy Use 27
Language Proficiency and Learning Strategy Use 31
Learner Autonomy in Language Learning 35
Definitions of Learner Autonomy 35
Routes of Learner Autonomy in Language Learning 37
Subjects 40
Instruments 42
Magazine 42
Three Monthly Review Tests 43
Questionnaire 45
Pilot Study 45
Procedure 45
Data Analysis 46
Differences Between Seventh-Graders’ and Eighth-Graders’ Monthly
Review Test Performances 48
Differences Between Male and Female Students’ Monthly Review Test Performances
Differences Between Two Groups with the Same Achievement Level in Monthly
Review Test Performances 53
Correlation Among the Listening, Reading, and Vocabulary 56
Learning Strategies Adopted in the Use of English Learning Magazines 59
Learning Strategies Adopted By Seventh-Graders and Eighth-Graders 59
Learning Strategies Adopted by Different Gender Groups 70
Learning Strategies Adopted by Three Different Achievement Level Groups 78
Students’ Self-reflection in the Use of English Learning Magazines 90
Students’ Motivation for Using English Learning Magazines 90
The Amount of Time Spent in English Learning Magazines 91

Students’ Opinions on English Teacher’s Role in the Use of English Learning
Magazine 93
Students’ Benefits from English Learning Magazines 95
Students’ Willingness for Using English Learning Magazines Continuously 98
Summery of the Major Findings 100
Pedagogical Implications 110
Suggestions for further Research 113
Appendix A 124
Appendix B 127
Appendix C 130
Appendix D 133
Appendix E 137
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楊淑晴 (民80) 高中學生英文學習策略、學習類型與英文性向之相關研究。國立臺灣大學教育研究所碩士論文。
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