跳到主要內容

臺灣博碩士論文加值系統

(44.210.85.190) 您好!臺灣時間:2022/11/30 01:48
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:周怡妏
研究生(外文):Yiwen Chou
論文名稱:單字練習形式對於國中生英語單字非刻意學習與記憶成效之研究
論文名稱(外文):The Effects of Vocabulary Exercises on English Vocabulary Incidental Learning and Retention of Junior High School Students
指導教授:張淑芳張淑芳引用關係
學位類別:碩士
校院名稱:國立臺中教育大學
系所名稱:課程與教學研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:100
中文關鍵詞:涉入量假說英語單字單字練習單字記憶涉入量指數百分比形容詞平均數國中生
外文關鍵詞:Involvement load hypothesisEnglish vocabularyvocabulary exercisevocabulary retention
相關次數:
  • 被引用被引用:1
  • 點閱點閱:344
  • 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:1
本研究旨在探討單字練習形式對於國中生英語單字非刻意學習與記憶成效之影響。本實驗之研究對象為台中縣某國中140位國二學生,所有的受試者依據其原班級,分為「單字填空」與「造句練習」兩組。兩組同學都接受相同的閱讀材料與閱讀理解問題,並在閱讀之後接受兩種不同涉入量指數的單字練習形式-單字填空(涉入量指數為2)與造句練習(涉入量指數為3)。兩組的閱讀與練習時間合計皆為15分鐘。
本研究包含四次實驗,共為期九週。每次實驗開始前一週,所有的受試者均施以前測;實驗結束之後,受試者立刻進行後測,以瞭解單字短期記憶的情況;並於一週之後參與延宕後測,以瞭解單字長期記憶的情形。每次實驗之前測、立即後測與延宕後測題目皆相同,唯題目順序不同,內容為單字英翻中。最後,各項資料經由百分比、平均數、標準差、t考驗與共變數分析等統計分析探討單字記憶成效。
本研究的結果摘要如下:
一、「造句練習」在非刻意單字學習短期記憶表現顯著優於「單字填空」。
二、「造句練習」在非刻意單字學習長期記憶表現未顯著優於「單字填空」。
三、「造句練習」在動詞與形容詞的短期記憶表現顯著優於「單字填空」。
最後,本文根據研究結果,提出英語教學上之應用以及未來研究之建議。
The purpose of this study aimed to investigate which of the two types of vocabulary exercises helped students gain better vocabulary retention. The two types of exercises were fill-in-the-blank (involvement load index=2) and original sentence making (involvement load index=3). To reach the research goal, the study included four experiments. Each experiment included a pretest, an immediate posttest used for the short-term retention results and a delayed posttest used for the long-term retention results. The duration of the four experiments is nine weeks.
A total of 140 sophomores coming from 4 classes at a junior high school in central Taiwan were involved in the study. Two classes were assigned as the “fill-in-blank” group, and the other two classes as the “original sentence making” group. After reading and finishing the comprehension questions, the “fill-in-the-blank” group was asked to fill in the blanks while the other group was asked to make original sentences.
The collected data were analyzed by percentage, means, standard deviation, t-test and analysis of covariance.
The conclusions of the study were summarized as follows:
1. There was a significant difference in the short-term retention results between the “fill in the blank” group and the “original sentence making” group.
2. There was no significant difference in the long-term retention results between the “fill in the blank” group and the “original sentence making” group.
3. In term of verbs and adjectives, there was a significant difference in the short-term retention results between the “fill in the blank” group and the “original sentence making” group.
Finally, based upon the results of this study, the researcher provides several suggestions for English teaching and future research.
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究假設 5
第四節 名詞釋義 6
第五節 研究範圍與限制 7
第二章 文獻探討 9
第一節 英語單字學習之歷史演變 9
第二節 英語單字知識之定義 11
第三節 英語單字學習之概念 13
第四節 單字練習形式相關理論 22
第五節 涉入量假說之國內外相關研究 25
第三章 研究設計與實施 37
第一節 研究對象 37
第二節 研究設計 38
第三節 研究步驟 40
第四節 研究材料 41
第五節 研究工具與信度 47
第六節 資料處理與統計分析 51
第四章 研究結果與討論 53
第一節 受試者基本資料及前測結果之分析 53
第二節 單字練習形式對於非刻意單字學習短期記憶結果之分析 57
第三節 單字練習形式對於非刻意單字學習長期記憶結果之分析 61
第四節 單字練習形式對於不同單字記憶結果之分析 65
第五節 綜合分析與討論 74
第五章 研究結論與建議 79
第一節 研究結論 79
第二節 建議 80
參考文獻 83
附錄一:四篇文章與閱讀理解問題 87
附錄二:四篇文章搭配之單字填空練習 91
附錄三:四篇文章搭配之造句練習 95
附錄四:四次實驗之前測、立即後測與延宕後測 99
一、中文部份
吳佩君(2008)。聽力任務的不同涉入深度對大學生英語聽力字彙學習的影響。國立屏東教育大學英語學系碩士論文,未出版,屏東縣。
李佩玲(主編)(2005)。基礎閱讀100篇。臺北市:臺灣培生教育出版股份有限公司。
李嘉瑤(2003)。專注量在非刻意學習情境中對英文單字習得成效之探討。國立清華大學外國語文學系碩士論文,未出版,新竹市。
林志成(2005)。亞洲16國 臺灣排名11 全民瘋英檢 兒童英語能力溜滑梯。2009年7月9日,取自http://163.20.148.46/941229/edunews_941229_12.htm。
周厚孜(2005)。閱讀與寫作對高中生非刻意單字學習影響之研究。國立清華大學外國語文學系碩士論文,未出版,新竹市。
美國教育測驗服務社(2007)。2006年「臺灣與國際職場英語能力差距報告」。2009年7月9日,取自http://www.toeic.com.tw/pdf/20070615pressconference_newsrelease%201.pdf
孫進廷(2008)。造句練習與選擇題對國中生單字記憶之效能比較研究。國立高雄師範大學英語系碩士論文,未出版,高雄市。
涂惠芳(2004)。「活動引發之專注量」對非刻意單字學習成效之探討。國立清華大學外國語文學系碩士論文,未出版,新竹市。
張春興(1994)。教育心理學。臺北市:東華書局。
張錦弘(2009)。新托福聽說難 我學子亞洲排18。2010年2月8日,取自http://chyipin.org/?p=94
教育部(2003)。92年國民中小學九年一貫課程綱要。2009年11月14日,取自http://teach.eje.edu.tw/9CC/index_new.php
教育部(2007)。97年國民中小學九年一貫課程綱要。2010年6月11日,取自http://teach.eje.edu.tw/9CC/index_new.php
郭生玉(2000)。心理與教育測驗。臺北市:精華書局。
陳怡伶(2003)。字彙與背景知識對臺灣青少年英文閱讀理解之效益研究。淡江大學英文系研究所碩士論文,未出版,臺北縣。
莊素雲(2004)。生字註解對於國中生在閱讀中非刻意學習字彙效益之研究。國立高雄師範大學英語系碩士論文,未出版,高雄市。
藍春英(2005)。任務的不同涉入深度對臺灣高中生英語字彙學習的影響。國立高雄師範大學英語學系碩士論文,未出版,高雄市。

二、英文部分
Altman, R. (1997). Oral production of vocabulary: A case study. In J. Coady & T. Huckin(eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 69-97). Cambridge: Cambridge University Press.
Baddeley, A. D. (1978). The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research. Psychological Review, 85(3), 139-152.
Craik, F. I. M. & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology(General), 104(3), 268-294.
Craik, F. I. M. & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671 - 684.
de la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24(1), 81–112.
Dupuy, B., & Krashen, S. (1993). Incidental vocabulary acquisition in French as foreign language. Applied Language Learning, 4(1), 55-63.
Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21(2), 285–301.
Folse, K. S. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.
Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor, MI: University of Michigan Press.
Fry, E. (1977). Elementary reading instruction. New York: McGraw-Hill Book Company.
Gleason, H. A. (1961). An introduction to descriptive linguistics. New York: Henry Holt.
Gorman, T. P. (1979). Teaching reading at the advanced level. In M. Celce-Murcia & L. McIntosh (eds.), Teaching English as a second or foreign language (pp. 154-162). Rowley, MA: Newbury House Publishers.
Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson(ed.), Cognition and Second Language Instruction (pp. 258-286). Cambridge: Cambridge University Press.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539–558.
Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149–158.
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.
Keating (2008). Task effectiveness and word learning in a second language: The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386.
Kim, Y. J. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325.
Krashen, S. D. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440–464.
Krashen, S. D. (1993). The Power of Reading. Eaglewood: Libraries Unlimited.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26.
Laufer, B. (1997). What's in a word that makes it hard or easy? Intralexical factors affecting the difficulty of vocabulary acquisition. In N. Schmitt & M. McCarthy (eds.), Vocabulary description, acquisition and pedagogy (pp. 140-155). Cambridge: Cambridge University Press.
Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. London: Language Teaching Publications.
Martinez-Fernandez, A. (2008). Revisiting the involvement load hypothesis: Awareness, type of task and type of item. In M. Bowles, R. Foote, S. Perpinan, and R. Bhatt (eds.), Selected proceedings of the 2007 second language research forum, 210-228. Somerville, MA: Cascadilla Proceedings Project.
Meara, P. (1997). Towards a new approach to modeling vocabulary acquisition. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp.109-121). Cambridge: Cambridge University Press.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston, MA: Heinle & Heinle Publisher.
Nation, I. S. P. & Warning, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition and pedagogy (pp.6–19). Cambridge: Cambridge University Press.
Nattinger, J. R. & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford: Oxford University Press.
Nelson, T. O. (1977). Repetition and depth of processing. Journal of Verbal Learning and Verbal Behavior, 16(2), 151-171.
Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174–200). Cambridge: Cambridge University Press.
Pitts, M., White, H., & Krashen, S. (1989). Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 5(2), 271-275.
Stahl, S. A., & S. J. Vancil (1986), Discussion is what makes semantic maps work in vocabulary instruction. Reading Teacher, 40(1), 62-67.
Schmidt, R. W. (2001). Attention. In P. Robinson (ed.), Cognition and Second Language Instruction (pp. 3-32). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Sokmen, A. J. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Wesche, M. & Paribakht, T. S. (1994). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. Paper presented at the AAAL ’94 Conference. Baltimore, MD. March 5-8.
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 5–19). Cambridge: Cambridge University Press.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊