跳到主要內容

臺灣博碩士論文加值系統

(44.211.31.134) 您好!臺灣時間:2024/07/25 18:14
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

: 
twitterline
研究生:游佳文
研究生(外文):Jia-wen Yu
論文名稱:不同的字彙教學方法對國小五年級學生字彙學習及記憶的成效
論文名稱(外文):The Effect of Different Techniques of Vocabulary Instruction on Fifth Graders'' Vocabulary Learning and Retention
指導教授:王彩姿
指導教授(外文):Tsae-tzy Wang
學位類別:碩士
校院名稱:國立屏東教育大學
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
論文出版年:2010
畢業學年度:98
語文別:英文
論文頁數:94
中文關鍵詞:語意聯想文脈推測視覺輔助
外文關鍵詞:contextual inferencesemantic mappingvocabulary instructionvisual aids
相關次數:
  • 被引用被引用:5
  • 點閱點閱:647
  • 評分評分:
  • 下載下載:68
  • 收藏至我的研究室書目清單書目收藏:4
本研究目地在於研究不同的字彙教學方法對英語為外語的國小學生的字彙學習及記憶的成效,藉此來改善國小生的外語單字學習及記憶力。
本研究的研究對象是屏東市瑞光國小五年級學生,共有九十二位學生。所有研究對象皆接受三種不同的字彙教學方法,分別是:視覺輔助、文脈推測、語意聯想。前測測驗先將所有研究對象分成高、中、低能力組。之後,研究者設計新詞測驗找出三十個適切新詞做為本研究的目標單詞以探討不同的字彙教學方法對國小五年級不同程度學生字彙學習及記憶的成效。該研究者亦使用後測測驗以瞭解這三種字彙教學方法對學生學習及記憶新詞的助益性。此外, 研究者給學生填寫一份問卷以得知他們對於這三種字彙教學方法的評價。關於後續的資料分析,研究者運用SPSS軟體中的描述統計、重複量數及成對比較來統整學生的後測成績;至於學生的問卷回應,研究者採用百分比的方法作歸納結論。
學生的後測成績分析結果顯示視覺輔助對於高、中、低能力組的學生字彙學習幫助最大, 語意聯想次之,而文脈推測的幫助最少。不過,語意聯想對高能力與低能力組的學生記憶新詞的效果最好,但視覺輔助對中能力組的學生記憶新詞的效果最好。再者,研究者從問卷中得知大多數的學生喜愛視覺輔助字彙教學方法且他們認為視覺輔助字彙教學方法最能幫助他們學好單字。
The purpose of the present study aims to investigate the effect of different techniques of vocabulary instruction on EFL elementary school students’ vocabulary learning and retention so as to improve their learning and retention of foreign words.
Ninety two fifth graders from an elementary school in Pingtung City participated in this study and all of them received the three techniques of vocabulary instruction, which were visual aids, contextual inference, and semantic mapping. The researcher of the present study designed a pretest to divide the subjects into high-, mid-, and low-level students. She also gave the subjects a new word test to determine the thirty target words for later instruction. To evaluate the subjects’ performance, she employed self-made tests for both the immediate and the retained recall tests to find out how well the three different techniques of vocabulary instruction facilitated the students’ vocabulary learning and retention. Besides, she gave the students a questionnaire to understand the students’ beliefs about the three different techniques of vocabulary instruction. The students’ scores on the recall tests were analyzed using the descriptive statistics, repeated measures, and pairwise comparisons of SPSS and the students’ responses to the questionnaire were interpreted in terms of percentage.
The results of recall tests showed that visual aids facilitated the students’ vocabulary learning most, followed by semantic mapping and contextual inference, irrespective of proficiency levels of the students. However, semantic mapping assisted the high- and low-level students in retaining the new words best, whereas visual aids helped the mid-level students most. Moreover, the results of the questionnaire indicated that most students not only favored visual aids and semantic mapping but also considered them helpful for their vocabulary learning.
CHAPTER ONE: INTRODUCTION…………………………………………1
Background of the Problem……………………………………………………1
Motivation …………………………………………………………………… 2
The Purpose of the Study………………………………………………………6
Research Questions ……………………………………………………………6
The Significance of the Study …………………………………………………7
Definition of the Three Techniques of Vocabulary Instruction ………………7
CHAPTER TWO: LITERATURE REVIEW…………………………………9
The Status of Vocabulary Instruction in Language Teaching…………………9
Foreign Vocabulary Instruction for Young EFL Learners…………………… 11
Factors Affecting Vocabulary Learning………………………………………15
Factors Affecting Vocabulary Retention and Forgetting………………………18
The Visual Aids on Vocabulary Learning ……………………………………20
The Contextual Inference on Vocabulary Learning …………………………23
The Semantic Mapping on Vocabulary Learning …………………………… 27
CHAPTER THREE: METHODOLOGY ……………………………………30
Experimental Design…………………………………………………………30
Subjects………………………………………………………………………32
Instruments and Materials ……………………………………………………34
Procedures……………………………………………………………………38
Data Analysis…………………………………………………………………42
CHAPTER FOUR: RESULTS AND DISCUSSION …………………………44
The Effect of the Three Different Techniques of Vocabulary Instruction
  and its Relationship with the Students’ Preference………………………44
The Analysis of the Students’ Evaluation of the Usefulness of
  the Three Different Techniques of Vocabulary Instruction ………………51
The Effect of the Three Different Techniques of Vocabulary Instruction
  on Students of Different Proficiencies ……………………………………54
The Retention Effect of the Three Different Techniques of Vocabulary
  Instruction on Students of Different Proficiencies…………………………61
CHAPTER FIVE: CONCLUSIONS AND SUGGESTIONS…………………67
Conclusion and Implications of the First Research Question…………………67
Conclusion and Implications of the Second Research Question………………68
Conclusion and Implications of the Third Research Question…………………68
Conclusion and Implications of the Fourth Research Question………………69
Suggestions for the Three Different Techniques of Vocabulary Instruction …70
Suggestions for Students of Different Proficiencies……………………………72
Limitations and Suggestions for Further Study………………………………73
REFERENCES……………………………………………………………75
APPENDICES
Appendix A- Pretest…………………………………………………………83
Appendix B- New Word Test (I) ……………………………………………84
Appendix C- New Word Test (II)……………………………………………87
Appendix D- The Percentage of Correct Answers on a New Word Test………90
Appendix E- An Immediate Recall Test………………………………………92
Appendix F- A Delayed Test…………………………………………………93
Appendix G-An Example of Visual Aids ……………………………………94
Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon. Oxford and New York: Basil Blackwell.
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. The American Psychologist, 30, 821-828.
Baddeley, A. (1990). Human Memory: Theory and Practice. Boston: Allyn an Bacon.
Beheydt, L. (1987). The semantization of vocabulary in foreign language learning. System, 15(1), 55-67.
Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary instruction. In M. Kamil, P. Mosenthal, D. Pearson, & R. Barr (Eds.), Handbook of Reading Research, Volume III. Mahwah, N.J. : Lawrence Erlbaum Associates.
Boote, C. (2006). Vocabulary: Reasons to teach it, an effective teaching method, an words worth teaching. The NERA Journal, 42(2), 24-28.
Bos, C. S., & Anders, P. L. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly, 13, 31-42.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
Cameron, L. (2001). Teaching Language to Young learners. Cambridge: Cambridge University Press.
Carter, R. (1987). Vocabulary: Applied Linguistic Perspectives. London: Allen & Unwin.
Carter, R., & McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Boston, MA: Heinle & Heinle.
Chen, H.-C., & Leung, Y.-S. (1989). Patterns of lexical processing in a nonnative language. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 316-325.
Chin, C. (1999). The effects of three learning strategies on EFL vocabulary acquisition. The Korea TESOL Journal, 2, 1-12.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second Language Reading and Vocabulary Learning. Norwood, NJ: Ablex.
Cohen, A. D., & Aphek E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3(2), 221-326.
Corder, S. P. (1991). A theory of visual aids in language teaching. Language Learning, 41, 82-87.
Cornu, A. M. (1979). The first step in vocabulary teaching. The Modern Language Journal, 63, 262-272.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Crist, R., & Petrone, J. (1977). Learning concepts from contexts and definitions. Journal of Reading Behavior, 9, 301-313.
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.). Boston, MA: Heinle & Heinle.
Durso, F. T., & Coggins, K. A. (1991). Organized instruction for the improvement of word knowledge skills. Journal of Educational Psychology, 83, 108-112.
Elley, W. (1991). Acquiring literacy in a second language: The effect of book based programs. Language Learning, 41, 375-411.
Ellis, N. C., & Beaton, A. (1993). Psycholinguistic determinants of foreign language vocabulary learning. Language Learning, 43(4), 559-617.
Ervin, S. M. (1961). Changes with age in the verbal determinants of word association. American Journal of Psychology, 74, 361-372.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An Introduction to Language (7th ed.). Boston, MA: Heinle.
Gairns, R., & Redman, S. (1986). Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press.
Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). New York: Taylor & Francis.
Goodman, L. S. (1987). Training aids. In R. Craig (Ed.), Training and Development (3rd ed.). New York: McGraw-Hill.
Graves, M. F. (1986). Vocabulary learning and instruction. Review of Research in Education, 13, 49-89.
Heimlich, J. E., & Pittelman, S. D. (1986). Semantic Mapping: Classroom Applications. Newark, Delaware: International Reading Association.
Henning, G. H. (1973). Remembering foreign language vocabulary: Acoustic and semantic parameters. Language Learning, 23, 185-196.
Honeyfield, J. (1977). Word frequency and the importance of context in vocabulary learning. RELC Journal, 8(2), 35-42.
Howell, D. C. (2007). Statistical Methods for Psychology (6th ed.). CA:Duxbury/ Thomson Learning.
Hyde, T. S., & Jenkins, J. J. (1973). Recall for words as a function of semantic, graphic, and syntactic orienting tasks. Journal of Verbal Learning and Verbal Behavior, 12, 471-480.
Ijaz, I. H. (1986). Linguistic and cognitive determinants of lexical acquisition in a second language. Language Learning, 36, 401-451.
Jean, M., & Geva, E. (2009). The development of vocabulary in English as a second language children and its role in predicting word recognition ability. Applied Psycholinguistics, 30, 153-185.
Johnson, D. D., & Pearson, P. D. (1984). Teaching reading vocabulary (2nd ed.). New York: Holt, Rinehart and Winston.
Kelley, T. L. (1938). The selection of upper and lower groups for the validation of test items. The Journal of Educational Psychology, 29, 17-24.
Kellogg, G. S., & Howe, M. J. A. (1971). Using words and pictures in foreign language learning. Alberta Journal of Educational Research, 17, 89-94.
Knight, S. (1994). Dictionary use while reading: the effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78(3), 285-299.
Lane, D. M. (1997). Within-Subjects ANOVA. HyperStat Online Statistics Textbook.
Retrieved June 5, 2009, from http://www.statisticssolutions.com/.
Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Laufer, B. (1998). The development of passive and active vocabulary: Same or different? Applied Linguistics, 19, 255-271.
Lotto, L., & de Groot, A. M. B. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language Learning, 48(1), 31-69.
Mayer, R. E., & Sims, V. A. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multi-media learning. Journal of Educational Psychology, 86, 389-401.
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics, 13(4), 221-246.
Meara, P. (1995). The importance of an early emphasis on L2 vocabulary. The Language Teacher, 19(2), 8-10.
Mondria, J.-A., & Boer, M. W.-D. (1991). The effects o contextual richness on the guessability and the retention of words in a foreign language. Applied Linguistics, 12(3), 249-267.
Moody, R. (1982). Scheduling drills and teaching vocabulary. Hispania, 65(4), 609-614.
Moore, P. J., & Scevak, J. J. (1997). Learning from texts and visual aids: A developmental perspective. Journal of Research in Reading, 20(3), 205-223.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13(1), 14-36.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Heinle & Heinle Publishers.
Nattinger, J. (1988). Some current trends in vocabulary teaching. In R. Carter & M. McCarthy (Eds.), Vocabulary and Language Teaching. London: Longman.
Nichols, W. D., & Rupley, W. H. (2004). Matching instructional design with vocabulary instruction. Reading Horizons, 45(1), 55-71.
Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concepts Maps as Facilitative Tools in Schools and Corporations. Mahwah, NJ: Lawrence Erlbaum.
O’Grady, W., Dobrovolsky, M., & Katamba, F. (1997). Contemporary Linguistics: An Introduction. United Kingdom: Copp Clark Pitman Ltd.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Ostyn, P., & Godin, P. (1985). RALEX: An alternative approach to language teaching. The Modern Language Journal, 69(4), 346-355.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 9-30.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146-161.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21, 221-238.
Samuels, S. J. (1970). Effects of pictures on learning to read, comprehension, and attitudes. Review of Educational Research, 40(3), 397-407.
Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. The Modern Language Journal, 79(1), 15-28.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Schouten-van Parreren, C. (1989). Vocabulary learning through reading: Which conditions should be met when presenting words in texts? AILA Review, 6, 75-85.
Sheffelbine, J. L. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22, 71-97.
Sökmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Stahl, S. A. (1985). To teach a word well: A framework for vocabulary instruction. Reading World, 24, 16-27.
Stahl, S. A., Burdge, J. L., Machuga, M. B., & Stecyk, S. (1992). The effects of semantic grouping on learning word meanings. Reading Psychology, 13, 19-35.
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
Stanley, P. D., & Ginther, D. W. (1991). The effects of purpose and frequency on vocabulary learning from written context of high and low ability reading comprehenders. Reading Research and Instruction, 31(4), 31-41.
Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The Nature of Vocabulary Acquisition. Hillsdale, N.J. : Erlbaum.
Swanborn, M. S. L., & de Glopper, K. (1999). Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69, 261-286.
Tierney, R. J., Readence, J. E., & Dishner, E. K. (2005). Reading Strategies and Practices: A Compendium (6th ed.). Boston: Pearson.
Webber, N. E. (1978). Pictures and words as stimuli in learning foreign language responses. The Journal of Psychology, 98, 57-63.
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. SSLA, 27, 33-52.
Wu, J. C., & Chu, H. C. (2007). The effects of multimedia annotations on the vocabulary retention of EFL readers. English Teaching & Learning, 31(2), 89-126.
Ying, Y. S. (2001). Acquiring vocabulary through a context-based approach. Forum, 39 (1), 18-32.
Zimmerman, C. B. (1997). Historical trends in second language vocabulary
instruction . In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top