跳到主要內容

臺灣博碩士論文加值系統

(44.201.97.0) 您好!臺灣時間:2024/04/24 11:26
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:王蕙榮
研究生(外文):Hui-rong Wang
論文名稱:英語單字學習策略與英語學習成就之研究–以桃園縣成功國民小學為個案研究以桃園縣成功國民小學為個案研究
論文名稱(外文):A Study on English Vocabulary Learning Strategies and English Language Achievement:A Case Study of Tao-yuan Elementary School EFL ChildrenA Study on English Vocabulary Learning Strategies and English Language Achievement: A Case Study of Tao-yuan Eleme
指導教授:陳淑惠陳淑惠引用關係
指導教授(外文):Shu-hui Eileen Chen
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
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:2007
畢業學年度:92
語文別:中文
論文頁數:60
中文關鍵詞:字彙學習策略高學習成就者低學習成就者字義決定策略字彙學習鞏固策略
外文關鍵詞:vocabulary learning strategieshigh achievement learnerslow achievement learnersDetermination StrategiesConsolidation Strategies
相關次數:
  • 被引用被引用:14
  • 點閱點閱:574
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:12
本研究旨在探討英語學習成就和字彙學習策略的使用頻率的相關性,以及對高學習和低學習成就者,最常使用字彙學習策略的相同和相異處。本研究以桃園縣成功國小六年級172名學生為研究對象。
本研究測驗工具包括:「九十四學年度國民小學學生英語基本能力檢測」為題本進行施測,將學生分為高學習成就組和低學習成就組。以問卷調查來蒐集所需資料,使用「英語字彙學習策略問卷」。研究問卷以Schmitt(1997)的理論架構為基礎,也融合Cook和Mayer(1983)的學說,將字彙學習策略分為兩大類:第一類是字義發現的策略;第二類是字彙學習鞏固策略。第一類又分為兩個向度,即字義決定的策略和社交策略。第二類又分為四個向度,即社交、記憶、認知、後設認知和社交策略。
根據皮爾森基差相關,研究結果發現,高低學習成就者和字彙學習策略達顯著正相關(t = 5.93)。然而,就發現字義學習策略中,決定的策略而言則未達顯著水準 (p > 0.05),但在社交策略這個子項度而言,這兩組的差異達顯著值(t = 1.376, p < 0.05),高成就組使用的社交策略的學習策略頻率比低成就組高。就字彙學習鞏固策略中,四個層面的學習策略都達到顯著水準(p < 0.05),包括記憶策略(t = 3.939),認知策略(t = 2.494),後設認知策略(t = 2.494),社交策略(t = 3.185)。
就字彙鞏固策略而言,高學習成就組由最常到最不常使用的策略依序遞減的順序是後設認知策略、記憶策略、認知策略和社交策略。至於低學習成就組,由最常到不常使用的策略依序遞減的順序是後設認知策略、認知策略、記憶策略和社交策略。最後,根據研究發現提出具體建議作為未來研究及國小英語教學之參考。
關鍵字:字彙學習策略、高學習成就者、低學習成就者、字義決定策略、字彙學習鞏固策略
The purposes of the study were to explore if there was correlation between English proficiency and the use of vocabulary learning strategy, and to investigate similarities and differences in frequently-used learning strategies between more proficient and less proficient students in an elementary school in Taouyan. The participants were all the six graders, including 172 students from Taoyuan municipal Cheng-gong Primary school.
The first instrument used in this study was “The Semesters’ Assessment for Basic English Ability in Taoyuan Country for 2005” to classify the subjects into more proficient group and less proficient group. The second instrument was a structured self-report questionnaire, modeling Schmitt’s framework and Cook and Mayer’s framework, in which classified vocabulary learning activities were classified into two parts: (1) initially discovering the meaning of a word and (2) consolidating the words that have been encountered. For the first part, there were two categories, Determination Strategies and Social Strategies. For the second part, there were four categories, Memory Strategies, Cognitive Strategies, Metacognitive Strategies and Social Strategies.
By conducting Pearson Correlation Test, the result showed that there was correlation between English proficiency and the use of vocabulary learning strategy ( t = 5.93). In addition, in discovering the meaning of a word, overall there was no significance in the use of Determination Strategies between more proficient and less proficient groups. However, there was significant strategy difference ( t = 1.376, p < 0.05 ) in the use of Social Strategies. The more proficient group used significantly more Social Strategies than the less proficient group ( p < 0.05). As to the consolidation Strategies, there were significance in the use of Memory Strategies ( t = 3.939), Cognitive Strategies ( t = 2.494 ), Metacognitive Strategies ( t = 2.494 ), and Social Strategies ( t = 3.185 ) between more proficient and less proficient groups.
As to the Consolidation Strategies, the most-frequently used strategies by the more proficient group in the descending order are Meta-cognitive Strategies, Memory Strategies, Cognitive Strategies, and Social Strategies, listed in the order of frequency distribution, As for the less proficient group, the order is Meta-cognitive Strategies, Cognitive Strategies, Memory Strategies and Social Strategies. Finally, based on the findings of this study, suggestions for the directions of future research on vocabulary learning strategies and other related issues were offered.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的和問題 4
第三節 本研究的重要性 4
第四節 名詞釋義 5
第二章 文獻探討 7
第一節 語言學習策略研究 7
壹、學習策略的概念和分類 7
貳、兒童第二語言學習策略研究 9
第二節 字彙學習策略 11
壹、字彙學習策略的分類 12
貳、字彙學習策略使用成效的比較 14
第三節 高低學習成就者語言學習策略的相關研究 17
壹、高低學習成就者與學習策略相關研究 17
貳、兒童字彙學習策略與學習成就之相關性 20
第三章 研究方法 23
第一節 研究對象 23
第二節 研究程序 23
第三節 研究工具 24
壹、學習成就測驗 24
貳、研究問卷 25
第四章 研究結果與討論 27
第一節高低學習成就和字彙學習策略使用的相關性 27
第二節英語高低學習成就組整體字彙學習策略頻率比較 28
第三節英語高低學習成就組就各項字彙學習策略的比較 31
第四節英語高低學習成就組經常使用的字彙學習策略項目與比較 36
第五章結論與建議 44
第一節研究發現與建議 44
壹、高低學習成就者的特質和學習策略的運用 44
貳、教課書的編排與與學習策略的運用 46
叁、教師引導與學習策略的運用 46
第二節研究限制與未來研究建議 47
參考文獻(英文部分) 49
參考文獻(中文部分) 57
APPENDIX 58
參考文獻(英文部分)
Ahmed, M. O. (1989). Vocabulary learning techniques. In P. Meara (Ed.) Beyond Words, (pp. 3-14). London: CILT.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Education Resources Information Center.
Atkinson, R. C. (1972). Optimizing the learning of a secCond-language vocabulary. Journal of Experimental Psychology, 96, 124-129.
Ausubel, D. A. 1963. Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14, 217-221.
Barchers, S. I. (1998). Teaching Reading From Process to Practice. CA: Wadsworth Publishing Company.
Beck, I. L., McKeown, M. G. & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In Margaret G. McKeown and Mary E. Curtis, (Eds.), the Nature of Vocabulary Acquisition, (pp. 212-218). N.J.: Lawrence Erlbaum Associates.
Bialystok, E. (1985). The compatibility of teaching and learning strategies. Applied Linguistics, 6, 255-262.
Blachowicz, C. L. Z. (1986). Making connections: alternatives to the vocabulary notebook. The Reading Teacher, 45, (3), 188-195.
Bogaards, P. (2001). Lexical units and the learning of foreign langage vocabulary. Studies in Second language Acquisition, 23, 321-343.
Brown, H. D. (2000). Principles of Language Learning and Teaching. NY: Pearson.
Brown, T. S. & Perry, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25, 655-70.
Chamot, A. U., O’Malley, J. M. & Kupper, L. (1987). A study of learning strategies in foreign language instruction: first year report. VA: Interstate Research Associates.
Chamot, A. U. & El-dinary P. B. (1999). Children’s learning strategies in language immersion classrooms. Modern Language Journal, 83, 319-338.
Chen, I-Ju (2001). Language learning strategies used by high and low English proficiency students in a technology college. Ph. D. diss., National Changhua University of Education.
Chesterfield, R. & Chesterfield K. B. (1985). Nature order in children’s use of second language learning strategies. Applied Linguistics, 6, 5-59.
Chien Y. C. (2006). Impacts of English vocabulary learning strategy instruction on 5th grade elementary school students. Master’s thesis , Taipei University of Education.
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.
Cook L.K. & Mayer, R. E. (1983). Reading strategies training for meaning for learning from prose. In M. Pressly and J. Levin (Eds.) Cognitive Srategy Research, (pp279-301). New York: Spring Verlag.
Cottrell, S. (1999). The Study Skills Handbook. London: Macmillan Press.
Crist, R. L. & Petrone, J. M. (1977). Learning concepts from contexts and definitions. Journal of Reading Behavior, 9, 301-303.
Cronnell, B. (1977). Synonyms for vocabulary instruction. CA: Southwest Regional Laboratory for Educational Research and Development.
Crothers, E. & Suppes, P. (1967). Experiments in second language learning. New York: Academic Press.
Currie, W. C. (1963). An evaluation o two methods of teaching vocabulary through the use of word parts in grades seven, eight, and nine. Unpublished doctoral dissertation, Boston University School of Education.
Deighton, L. C. (1959). Vocabulary development in the classroom. New York: Teachers College Press, Columbia University.
Elfert, W. (1960). An exploration of 6th grade pupils’ acquisition of word meanings through classroom instruction. Unpublished doctoral dissertation, Teachers Columbia University, New York.
Field, J. (2000). Not waving but drowning: a reply to Tony Ridgway. ELT Journal, 54, 186-195.
Gillet, J. W. & Temple, C. (1990). Understanding reading problems: assessment and instruction. New York: Longman.
Gipe, J. (1977). An investigation of the effectiveness of four techniques for teaching word meanings with third and fifth grade students. Unpublished doctoral dissertation, Purdue University, IN.
Graves, M. F. (1987). The roles of instruction in fostering vocabulary development. In Margaret G. McKeown and Mary E. Curtis (Eds.), The Nature of Vocabulary Acquisition (pp.165-184). Hillsdale, N. J.: Lawrence Erlbaum Associates.
Green, J. M. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 2(29), 261-295.
Gunning, P. (1997). The learning strategies of beginning ESL learners at the primary level. Master thesis. Motreal: Concordia University.
Gu, Y. & R. K. Jonhson (1996). Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning, 46(4), 643-679.
Hogan, F. P. (1961). Comparison of two methods of teaching word meaning through the use of word parts in grades 10, 11, and 12. Unpublished doctoral dissertation, Boston University School of Education, Boston.
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. Cognition and Second language Instruction, 221-245. Cambridge: Cambridge University Press.
Johnson , D. D. & Pearson, P.D. (1978). Teaching reading vocabulary. New York: Holt, Rinehart, Winston.
Kiely, L. (2002). Learning strategies for the pilot project for modern languages. Annual Language Learning Conference. Ireland: University of Limerick.
Kojic-Sabo, I. & Lightbrown, P.M. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.
Krashen, S., Seliger, H. & Hartnett, D. (1974). Two studies in adult second language learning. Kritikon Literarum, 3, 220-228.
Kung W. (2004). An exploratory study on vocabulary learning strategies by Taiwanese EFL elementary school students. Master’s thesis, Taipei University of Education.
Lan R. & Rebecca L. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-341. Heidelberg.
Lawson, M. & Hogben, D. (1996). The vocabulary-learning strategies of foreign-language students. Language learning, 46(1), 101-135.
Lessar-Clouston, M. (1997). Language learning strategies: an overview for L2 teachers. The Internet TESL Journal, 3(12), 133-139.
Liao Y. (2000). A study of Taiwanese junior high school students EFL learning motivation and learning strategies. Master’s thesis, Zhang Hua Normal University.
Lin, L. (2001). Taiwanese children’s EFL vocabulary learning strategies. Master’s thesis, Chin-hwa University.
Lin, S. (1999). A study of English listening comprehension strategies used by senior high school students in Taiwan. Master’s thesis, National Gau-Shung Normal University.
LoCastro, V. (1994). Learning strategies and learning environments. TESLO Quarterly, 2 (28), 409-413.
Lu M. C. (2002). A study of the effects of vocabulary learning strategy instruction on junior high school students in Taiwan. Master’s thesis, Taiwan Normal University.
Madsen, H. S. (1983). Techniques in testing. Oxford: Oxford University Press.
Nation, I. S. P. (1990). Teaching and learning Vocabulary. Boston, MA: Heinle and Heinle.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nyikos, M. (1991). Prioritizing student learning: a guide for teachers. In Lorraine Strasheim (ed.), Focus on Foreign Language Learners: Priorities and Strategies. Lincoln, IL: National Textbook.
O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19, 285-96.
O'Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Osanai, D. (2000). Differences in language learning strategies between male and female, and also between Asian and Latino ESL students. Unpublished doctoral dissertation, The University of Tennessee, Knoxville, TN.
Otterman, L. M. (1955). The value of teaching prefixes and word roots. Journal of Educational Research, 48, 611-614.
Oxford, R. L. (1990a). Language learning strategies: what every teacher should know. New York: Newbury House.
Oxford, R. (1990b). Styles, strategies, and aptitude: connections for language learning. In Parry, T.S. and C.W. Stansfield (Eds.), Language aptitude reconsidered. (pp.187-172). Englewood Cliffs: Prentice Hall Regents.
Oxford, R. L. & Ehrman, M. E. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.
Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.
Pany, D. Z. & Jenkins, J. R. (1978). Learning word meanings: a comparison of instructional procedures. Learning Disability Quarterly, 1B, 202-215.
Pawley, A. & F. H. Syder (1983). Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In J. C. Richards and R. W. Schmidt (Eds.), Language and communication. (pp. 64-85). London: Longman.
Purpura, J. E. (1997a). The Great Eskimo Vocabulary Hoax and Other Irreverent Essays on the Study of language. Chicago:University of Chicago press.
Purpura, J. E.(1997b). An anaylsis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning 47, (3), 289-325.
Rivers, W. (1983). Communicating Naturally In a Second Language. Cambridge: Cambridge university Press.
Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. Model Language Journal, 79, 15-28.
Schatz, E. & Baldwin R. S. (1986). Context clues are unreliable predictors of word meanings. Reading Research Quarterly 21(4), 439-453.
Schmitt, N. & Schmitt D. (1995). Vocabulary notebooks; theoretical underpinnings and practical suggestions. ELT Journal 49(2), 133-143.
Schmitt, N. (1997a). Vocabulary learning strategies. In Schmitt, N. and McCarthy, M., (Eds.), Vocabulary: Description, Acquisition and Pedagogy, (pp.199-227). NY: Cambridge University Press.
Schmitt, N. (1997b). Vocabulary Learning and Teaching in French as a Second Language Classrooms. Unpublished doctoral diss., University of Torornto, Toronto, Ontario, Canada.
Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford: Oxford University Press.
Sokmen, A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy, (pp237-257). Cambridge: Cambridge University Press.
Stevick, E. (1982). Teaching and Leaning Languages. New York: Cambridge University Press.
Takeuchi, O. (1993). Language learning strategies and their relationships to achievement in English as a foreign language. Language Laboratory, 30, 17-34.
Torrance, E. P. (1980). Your Style of Learning and Thinking, Forms B and C. Athens: University of Georgia Press.
Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Longman.
Wong F., Ammon P. & Ammon M.S. (1985). Language learning through billingual instruction. Final report to the National Institute of Education. University of California, Berkeley.
Wu, R. H. (2000). Exploring language learning strategies. Min-chung Japanese Education Report 3, 109-126.
參考文獻(中文部分)
林敏華(民87)國中生英語字彙記憶策略訓練成效之研究。國立高雄師範大學/教育學系碩士論文,未出版,高雄市。
蘇旻洵(民92)北市國小五六年級學童英語學習策略與學習經驗。教育科學期刊, 3期,頁138-177。
教育部(民92)國民中小學九年一貫課程綱要語文學習領域,台北市。
陳一菁(民92)語言學習策略研究發展及趨勢探討。朝陽人文社會學刊,3卷,2期,頁58-97。
陳建華(民93)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。國立高雄師範大學/台灣語言及教學研究所碩士論文,未出版,高雄市。
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊