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研究生:郭力寧
論文名稱:押韻字對台灣學童學習英語新字的影響
論文名稱(外文):The Effect of Exposure to Rhyming Words on L2 New Word Learning
指導教授:胡潔芳胡潔芳引用關係
指導教授(外文):Chieh-Fang Hu
學位類別:碩士
校院名稱:臺北市立教育大學
系所名稱:英語教學研究所
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:2007
畢業學年度:95
語文別:英文
論文頁數:116
中文關鍵詞:押韻字新字學習
外文關鍵詞:rhyming wordsnew word learning
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此研究主要探討押韻字對台灣學童學習英語新字的影響,本研究設計兩個新字學習的情境及針對一百二十個國小四年級學童來探究此關係。第一個情境主要探討在學習新字之前,給予學童一些押韻字對於其後續新字學習的影響,在此情境中,學童先聽一個故事,聽完故事後,學童學習三個新字,一組學童所學的新字和故事中的許多單字互相押韻,另一組學童所學的新字沒有和故事中的單字互相押韻。第二個情境主要探討將一些押韻字放在一起學對新字學習的影響,在此情境中,學童沒有聽故事而直接學習三個新的單字,一組學童學習三個互相押韻的字,另一組學童學習三個彼此不押韻的字。結果發現在學習新字之前,給予學童一些押韻字不會影響學童後續的新字學習,儘管如此,結果也顯示出當需要口語表達時,學習押韻字的學童比學習不押韻字的學童記得更多的字,也更容易將字連結到相對應的物品。上述的研究結果顯示,當要學習的新字彼此互相押韻時,不僅能幫助學習者建立新字的音韻結構,也能幫助學習者將字連結到相對應的物品。
The aim of the present study was to examine the effect of exposure to rhyming words on L2 new word learning. The issue was investigated among 120 fourth-grade Chinese-speaking children in two experimental word-learning tasks. The first word-learning task examined the effect of pre-exposure to rhyming words on L2 word learning. In this task, children were told a story containing some words which rhymed with the target words to be learned or a story containing words that did not rhyme with the target words. The new words were taught after the story was told. The second word-learning task examined the effect of learning rhyming words together without pre-exposure to the rhyming words. In this task, children were directly taught three rhyming words or three non-rhyming words. The results revealed that pre-exposure to rhyming words embedded in a story did not affect children’s new word learning. However, learning rhyming words together facilitated item recall and word-referent association in a production task. These results suggest that phonological manipulation in the rime unit of the new words may facilitate L2 word learning not only in the construction of the phonological representation of the new words but also in the mapping the representations to meanings.
Acknowledgements………………………………………………………… iii
Table of Contents………………………………………………………… iv
List of Tables………………………………………………………………vii
Chinese Abstract………………………………………………………… viii
English Abstract………………………………………………………… ix
Chapter 1 Introduction………………………………………………..…………. 1
1.1 Background…………………………………………………………………….. 1
1.1.1 Phonological Short-term Memory and New Word Learning…………… 3
1.1.2 Phonological Priming and New Word Learning………........................... 5
1.1.3 Phonological Similarity Effect and New Word Learning………………. 7
1.2 Research Questions and Predictions……………………………….................... 10
1.3 The Significance of the Study…………………………………………………. 11
Chapter 2 Literature Review…………………………………………………….. 13
2.1 Phonological Short-term Memory and New Word Learning………………....... 13
2.1.1 Phonological Short-term Memory as a Vocabulary Learning Device…… 13
2.1.2 Phonological Short-term Memory in L1 Vocabulary Learning………….. 16
2.1.3 Phonological Short-term Memory in L2 Vocabulary Learning………….. 18
2.2. Phonological Priming Effect………………………..…………………………. 23
2.2.1 Phonological Priming and Language Process………………………….. 24
2.2.2 Phonological Priming and New Word Learning………………………... 27
2.3. Phonological Similarity Effect………………………………………………… 30
2.3.1 Phonological Similarity and Item Information ………………………… 32
2.3.2 Phonological Similarity and Order Information…………………........... 34
Chapter 3 Method……………………………………………………………........ 40
3.1 Participants……………………………………………………………………... 41
3.1.1 Participant Grouping Tests……………………………………………….. 45
3.2 Materials and Procedure ………………………………………………………. 46
3.2.1 Materials…………………………………………………………………. 46
3.2.2 Procedure………………………………………………………………… 48
3.2.2.1 Word Familiarity Pre-tests…………………………………........... 56
3.2.2.2 New Word Learning Tests………………………………………… 57
3.2.2.3 Story Comprehension Test………………………………………... 59
Chapter 4 Results……………………………………………………………......... 61
4.1 Preliminary Analysis…………………………………………………………… 61
4.2 Experimental Results…………………………………………………………... 62
Chapter 5 Discussion and Implication…………………………………………... 67
5.1 Discussion……………………………………………………………………… 67
5.1.1 The Effect of Pre-exposure to Rhyming Words Embedded in a Story........ 67
5.1.2 The Effect of Rhyming among the Target Words…………………………71
5.2 Implication…………………………………………………………………....... 76
Appendixes ……………………………………………………………………….. 79
A. Questionnaire of Background Information……………………………………... 79
B. Chinese Nonword Repetition Test………………………………………………. 80
C. English Vocabulary Test……………………………………………………........ 82
D. Stories and Target Words Used in the Experiment…………………………....... 91
E. Story Comprehension Test………………………………………………………. 92
F. Rhyming Word Familiarity Test…………………………………………………. 93
G. Target Word Familiarity Test………………………………………………......... 96
References………………………………………………………………………… 98
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