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研究生:蘇怡嘉
論文名稱:中英雙語字典教學對國小學生英語識字之研究
論文名稱(外文):Effects of Chinese-English Bilingual Dictionary Instruction on English Word Recognition of Elementary School Students
指導教授:張玉玲張玉玲引用關係
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:95
語文別:中文
論文頁數:100
中文關鍵詞:雙語字典英語識字英語字母
外文關鍵詞:bilingual dictionary instructionEnglish word recognitionEnglish letter recognition
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論文摘要:
本研究主旨在探討中英雙語字典教學對國小學生英語識字表現之效益。特別是探討中英雙語字典的應用是否能提升學生英語識字表現及英語字彙的習得,同時也探討,在字典教學之後,學生對於英語識字態度的改變以及對於使用中英雙語字典的看法。
本研究的實驗對象為臺南縣培文國小兩班共計七十位六年級的學生。在為期十三週的實驗活動中,學生要先接受八週的字典教學活動,學生必須學習如何查閱字典以及如何從字典裡尋找所需的資訊。之後,學生將字典實際應用在英語閱讀識字上,並回答相關的字彙測驗問題及問卷。接著研究者收集學生實驗前和實驗後的測驗成績和問卷答案,進而將以上資料做量化和質性的分析。
本研究的主要發現摘述如下:
一、 大多數的六年級學生在英文字母識字上的表現良好,主要原因是他們從
三年級便開始學習英文字母。在字母測驗中,有五大部份的題型,學生 在「聽後圈選」這部份表現最好,但是在「重組字母順序」這部分表現最差。
二、英語字典的使用對學生的英語識字有顯著的影響。大多數的學生在使用
字典後,其字彙的測驗表現有顯著提升,對英語識字也有顯著的幫助。
三、 大多數的學生對英語識字的態度有正向的反應。在使用字典後,多數學
生覺得英文識字變簡單了,因為字典在提供字意方面有很大的幫助。當
再遇到不會的英文單字時,他們會選擇字典的協助。
四、 大部份的學生對英語字典在英語識字上有正向的回應。字典的使用可以
協助他們了解單字的意思。再者,查字典對大多數的學生是簡單易學的。
字典能幫助他們加強英語認字並建立學習的信心。此外,學生對字典學
習方面的困難的反應,也提供未來教學及研究一個改進及修正的方向。
根據本研究發現,國小英語教師可以將中英雙語字典教學與英語教學結合。透過字典教學可以幫助學生習得查閱英語字典的技能,進而幫助學生加深英語識字的學習,並提高他們英語學習的動機與興趣。
ABSTRACT

The purpose of this study is to investigate the effects of Chinese-English bilingual dictionary instruction (CEBDI) on English word recognition of elementary school students. Specifically, the impacts of the dictionary use on the students’ performance of English word recognition were examined. Moreover, the students’ attitudes toward English word recognition before and after the CEBDI were compared by t-tests. Finally, their responses to English word recognition in the CEBDI were further explored.
The subjects of this study were seventy sixth-grade students from Pei Wen Elementary School. During the 13-week of the CEBDI, the subjects learned how to look up English words in their dictionaries and find proper information from the bilingual dictionaries. Before and after the CEBDI program, the subjects were asked to take the English reading and vocabulary tests and to answer the questionnaires. Then, the test scores in the pretest and the post-test and the results of the pre-study and the post-study questionnaires were collected, computed and analyzed quantitatively and qualitatively.
Based on the quantitative and qualitative data analyses, the findings of this study are summarized as follows.
1. The sixth-grade students performed well in English letter recognition because they had learned English letters in their third grade. In their performance in the five types of English letter recognition test, the students performed best in the part of “Listen and Circle”. But they performed worst in the part “Unscramble Letters and Words”.
2. There is a significant difference in the students’ performance of English word
recognition before and after the CEBDI. From the increasing mean scores in the post-test, it shows that the students made a progress in recognizing English words.
3. There is a significant difference in the students’ attitudes toward English word recognition before and after the CEBDI, and the students’ attitudes toward English word recognition improved. Besides, the results also indicate that they learned value of bilingual dictionaries in decoding unknown English words after the study.
4. Most of the students showed positive responses to English word recognition in the CEBDI. The dictionary use helps them know the meaning of English words. Besides, looking up English words in a bilingual dictionary is not a difficult task to them. So, most of them approved the program in English word recognition. Moreover, the students’ opinions on learning difficulties in this study provided an adjusted direction for further instruction and research.
Based on the research findings, it is suggested that English teachers in elementary schools can integrate bilingual dictionary instruction into their English classes. Utilizing dictionaries helps students reinforce their English word recognition. So, it is hoped that students may increase their interest and motivation in English learning by using bilingual dictionaries in English classes.
TABLE OF CONTENTS
Page
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purpose of the Study 4
Research Questions 5
Significant of the Study 6
Limitations of the Study 6
Definition of Terms 7

CHAPTER TWO LITERATURE REVIEW
Learning of English Letters and Vocabulary 9
English Letter Recognition 9
English Word Recognition 11 Vocabulary Frequency 16
English Vocabulary Learning 18
Reading and Reading Instruction 20
Nature of Reading 21
Bottom-up and Top-down Information Processing 21
Reading Processes 23
Reading Strategies 24
Reading Activities 25
Dictionaries and English Learning 27
Functions of Dictionaries 28
Types of Dictionaries 30
Dictionary Used in English Learning 32
Picture Cues and Reading 35

CHAPTER THREE METHODOLOGY
Subjects 37
Instruments 38
Chinese-English Bilingual Dictionaries 38
An English Letter Recognition Test 38
Vocabulary Tests 39
Worksheets for Looking up English Words in a Bilingual Dictionary 40
A Pre-study and a Post-study Questionnaires 40
Study Procedures 41
Data Analysis 43
A Quantitative Analysis 43
A Qualitative Analysis 44

CHAPTER FOUR RESULTS AND DISCUSSIONS
The Students’ Performance of English Letter Recognition 45
Comparison of the Performance of English Word Recognition of
the Students Before and After the CEBDI 48
Comparison of Attitudes Toward English Word Recognition for
the Students Before and After the CEBDI 50
The Student Responses to English Word Recognition After the CEBDI 55
The Student Responses to English Word Recognition
After the CEBDI 56
The Students’ Difficulties in English Word Recognition
After the CEBDI 60

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS
Conclusions 67
Implications 70
Suggestions 72

REFERENCES 74

APPENDIXEXS
Appendix A An English Letter Recognition Test 89
Appendix B A Pretest of English Vocabulary 90
Appendix C A Post-test of English Vocabulary (1) 91
Appendix D A Post-test of English Vocabulary (2) 92
Appendix E A Post-test of English Vocabulary (3) 93
Appendix F A Post-test of English Vocabulary (4) 94
Appendix G A Worksheet for Looking up English Words in a
Bilingual Dictionary 95
Appendix H A Pre-study Questionnaire on the Students’ Attitude
Toward English Word Recognition 96
Appendix I A Post-study Questionnaire on the Students’ Attitude
Toward English Word Recognition 97
Appendix J A Lesson Plan of the Dictionary Instruction 99
LIST OF TABLES AND FIGURES

Table Page
1. The Students’ Performance of English Letter Recognition Before the CEBDI 46
2. The Students’ Performance of Five Types of Tasks in the English Letter
Recognition Test 46
3. Comparison of the Performance of English Word Recognition of the Students
Before and After the CEBDI 49
4. The Student Attitudes Toward English Vocabulary Recognition
Before and After the CEBDI 51
5. Comparison of Strategies of Recognizing Unknown English Word
for the Students 52
6. The Students’ Expectations of an Assistant Tool in Word Recognition
While Reading Before the CEBDI 53
7. The Student Responses to Using Dictionaries in Word Recognition 54
8. The Student Responses to the Benefits of Using a Bilingual Dictionary 56
9. The Student Responses to English Word Recognition After the CEBDI 58
10. The Students’ Difficulties in English Word Recognition After the CEBDI 61

Figure Page
1. A Flow Chart of the Study Procedures
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