臺灣博碩士論文加值系統

中文摘要
本研究旨在探討背誦字表對於單字學習的效用，也試圖探究背誦字表對於全民英檢閱讀成績的效用。此外，本研究更進一步探究字表提供例句與否，對於學生的單字學習及全民英檢閱讀成績結果，是否產生差異。本研究的研究對象為台灣某偏遠地區國立高職三班學生,共一百一十一位。施測前，所有研究對象必須完成單字及閱讀前測。實驗組A為A班學生，必須背誦字表。實驗組B為B班學生，必須背誦提供例句的字表。控制組為C班學生。為期十週的訓練結束後，所有研究對象必須完成單字及閱讀後測。實驗結束後，實驗組A和實驗組B必須填寫一份對於字表學習看法及建議的相關問卷。研究結果顯示，背誦字表的確對於學生在單字學習的表現有正面的影響。研究結果也顯示，只有字表提供例句組能夠有效改善全民英檢的閱讀成績。另一方面，結果顯示背誦字表和字表提供例句這兩種方法對於學生單字學習並沒有顯著差異。此外，背誦字表和字表提供例句這兩種方法對於全民英檢閱讀成績的效果沒有差別。再者，背誦字表和字表提供例句這兩種方法，對於全民英檢閱讀的第一部分字彙和結構及第三部份閱讀理解的效果相同。然而，字表提供例句的方法，對於閱讀測驗第二部份克漏字的效果比字表組佳。根據問卷的結果，兩實驗組對於背誦字表對於單字學習與全民英檢閱讀成績的功效均持正面的態度。本研究也發現兩實驗組，能夠記得後五週所背誦的字數多於前五週所背誦的字數。總結來說，本研究建議教師們應同心協力發展設計適合可用於英文課的字表。

ABSTRACT
This study intends to investigate the effects of memorizing word lists on vocabulary learning. It also taps the effects of word lists on reading scores on GEPT. Moreover, this study further explores if memorizing word lists with or without sentence support makes a difference on students’ vocabulary learning and reading scores on GEPT. Three intact classes of 111 national vocational high school students in the remote district in Taiwan participated in the study. Before the intervention, the vocabulary and reading comprehension pretests were administrated. Class A was the Experimental Group A, who was asked to memorize the word lists with words listed in isolation. Class B was the Experimental Group B, who was asked to memorize the word lists with sample sentences. Class C was the control group. After the ten-week training, the vocabulary and reading comprehension posttest were given to the participants. At the end of the program, both experimental groups were required to fill out a questionnaire concerning their opinions and suggestions on the use of word lists. The results showed that memorizing word lists indeed had a positive effect on students’ performances in vocabulary learning. Also, the results in this study indicated that only the method of memorizing word lists with sample sentences was effective for improving the reading scores on GEPT. The results also indicated that there was no significant difference between the effects of memorizing word lists with or without sample sentences on students’ vocabulary learning. Beside, the effects of memorizing word list in isolation or with sample sentences on the reading scores on GEPT showed no difference. Moreover, the effect of word lists without sentences for Vocabulary & Structure (section one) or Reading Comprehension (section three) is the same as that of word lists with sample sentences. However, memorizing word lists with sample sentences is more effective for the scores on Cloze (section two) than memorizing words in isolation. Survey results showed that students in both experimental groups held positive attitudes toward the effects of memorizing word lists on vocabulary learning and the reading comprehension test on GEPT. Furthermore, it was found that words memorized in the last five weeks were better retained than words memorized in the first five weeks. To conclude, it is suggested that language instructors can work together to develop and design a suitable word list which can be used in English class.

TABLE OF CONTENTS
List of Tables……………………………………………………………………….... ix
Chapter One: Introduction……………………………………………………………..1
Background and Motivation……………………………………………………...1
The Purpose of the Study………………………………………………………...5
Chapter Two: Literature Review………………………………………………………7
Vocabulary Learning Strategies and Vocabulary Learning………………………7
Studies on Vocabulary Learning Strategies…………………………………8
Studies on Vocabulary Learning…………………………………………...11
Vocabulary Learning and Reading Ability……………………………………...12
Studies on the Effects of Vocabulary Learning on Reading Ability……….12
Studies on the Effects of Extensive Reading on Vocabulary Learning……15
Word Lists………………………………………………………………………18
Basic English Word List…………………………………………………...18
A General Service List (GSL)……………………………………………..18
The University Word List (UWL)…………………………………………19
Studies on Word Lists……………………………………………………...22
Memorizing Words with Sentence Supports………………………………25
Memorizing Words and Word Lists……………………………………….26

Chapter Three: Methodology…...……………………………………………………29
Design of the Study……………………………………………………………..29
Participants……………………………………………………………………...31
Instruments……………………………………………………………………...31
Selection of Words on the List…………………………………………….32
Two Test-booklets for Pre-test and Post-test………………………………34
Vocabulary Pre-test and Post-test………………………………………….36
The Questionnaire…………………………………………………………37
Data Collection Procedures……………………………………………………. 38
Data Analysis……………………………………………………………………39
Chapter Four Results and Discussion………………………………………………...42
Results of the Study……………………………………………………………..42
The Effects of Memorizing Word Lists on Vocabulary Leaning ………….43
The Effects of Memorizing Word Lists on the Reading Scores on GEPT...46
Comparison of the Effects of Words Listed with Sample Sentences and in
Isolation on Vocabulary Learning…………………..……………….…….48
Comparison of the Effects of Word Listed with Sample Sentences and in Isolation on the Reading Scores on GEPT………………………………...49
Comparison of Scores in the Three Sections of Reading Comprehension
Tests of the Two Experimental Group……………………………………..50
Participants’ Responses and Suggestions from Questionnaires…………...52
Comparison of Words Memorized in the First Five Weeks and Those in the Last Five Weeks between the Two Experimental Groups…………………65
Discussion………………………………………………………………………67
The Effects of Memorizing Word Lists on Vocabulary Learning …...........68
The Effects of Memorizing Word Lists on the Reading Scores on GEPT...68
The Effects of Words Listed with and without Sample Sentences on
Vocabulary Learning………………………………………………………70
The Effects of Words Listed with and without Sample Sentences on the
Reading Scores on GEPT………………………………………………….71
Scores in Three Sections of Reading Comprehension Tests of the Two
Experimental Groups………………………………………………………73
Other Responses and Suggestions from Questionnaires……......................75
Words Memorized in the First Five Weeks and Those in the Last Five
Weeks……………………………………………………………………...77
Chapter Five: Conclusion…………………………………………………………….79
Summary of the Study…………………………………………………………..79
The Major Findings……………………………………………………………..80

Pedagogical Implications……………………………………………………….83
Limitations and Suggestions for Future Research………..…………………….86
References……………………………………………………………………………90
Appendix A: 981 Word Lists (The Version for the teacher)(Sample)(1-50)…………98
Appendix B 200 Word Lists for Experimental Group A.…………………………….99
Appendix C: Questionnaire for the Use of Word Lists (Chinese Version)………….101
Appendix D: Questionnaire for the Use of Word Lists (English Version)………….102
Appendix E The Vocabulary Pretest...………………………………………………103
Appendix F 200 Word Lists for Experimental Group B……………………………110
Appendix G The Vocabulary Posttest……………………………………………….120

List of Tables
Table 1 The Teaching Plans of the Three Groups………………………………….30
Table 2 Summary of ANOVA for the Vocabulary Pretests and Reading Pretest......43
Table 3 Summary of ANOVA for the Vocabulary Posttest of the Three Groups…..44
Table 4 Summary of Paired Sample t-Tests for Scores of Vocabulary Pretest and Posttest for Group A……………………………………………………….45
Table 5 Summary of Paired Sample t-Tests for Scores of Vocabulary Pretest and Posttest for Group B……………………………………………………….45
Table 6 Summary of Paired Sample t-Tests for Scores of Vocabulary Pretest and Posttest for the Control Group…………………………………………….45
Table 7 Summary of ANOVA for the Reading Posttest of the Three Groups……...46
Table 8 Summary of Paired Sample t-Tests for Scores of Reading Pretest and Posttest for Group A………………………………………………………47
Table 9 Summary of Paired Sample t-Tests for Scores of Reading Pretest and Posttest for Group B………………………………………………………47
Table 10 Summary of Paired Sample t-Tests for Scores of Reading Pretest and Posttest for the Control Group…………………………………………….48
Table 11 Summary of Independent Sample t-Tests for the Vocabulary Posttest Scores for Group A and Group B…………………………………………………48

Table 12 Summary of Independent Sample t-Tests for the Reading Posttest Scores for Group A and Group B……………………………………………………..50
Table 13 Summary of Independent Sample t-Tests for Mean Differences of the Reading Pretest and Posttest in Vocabulary & Structure Section for Group A and B………………………………………………………………………51
Table 14 Summary of Independent Sample t-Tests for Mean Differences of the Reading Pretest and Posttest in Cloze Section for Group A and B………..52
Table 15 Summary of Independent Sample t-Tests for Mean Differences of the Reading Pretest and Posttest in Reading Comprehension Section for Group A and B…………………………………………………………………….52
Table 16 The Participants’ Responses to Question One……………………………..54
Table 17 The Participants’ Responses to Question Two…………………………….54
Table 18 The Participants’ Responses to Question Three…………………………...55
Table 19 The Participants’ Responses to Question Four…………………………….56
Table 20 The Participants’ Responses to Question Five…………………………….57
Table 21 The Participants’ Responses to Question Six……………………………...57
Table 22 The Participants’ Responses to Question Seven…..……………………….58
Table 23 The Participants’ Responses to Question Eight…...……………………….59
Table 24 The Participants’ Responses to Question Nine…………………………….60

Table 25 Summary of Paired Sample t-Tests for Vocabulary Posttest Scores of Question1-50 and 51-100 for Group A……………………………………66
Table 26 Summary of Paired Sample t-Tests for Vocabulary Posttest Scores of Question1-50 and 51-100 for Group B……………………………………67

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