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研究生:黃鈺琄
研究生(外文):Yu-chuan Huang
論文名稱:探究台灣大學生英文單字策略的使用和其搭配字能力
論文名稱(外文):Vocabulary learning strategies use and collocational knowledge of Taiwanese university students
指導教授:林文鶯林文鶯引用關係
指導教授(外文):Wen-ying Lin
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:2010
畢業學年度:98
語文別:英文
論文頁數:109
中文關鍵詞:學習單字策略搭配詞搭配字
外文關鍵詞:vocabulary learning strategyVLScollocationscollocational knowledge
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  • 被引用被引用:2
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本研究旨在探究台灣大學生學習英文單字策略的使用,和其與英文字彙量及搭配字能力之間的關係。本研究以台北市205位大一學生為調查對象。每一位學生要做三項測驗:(1)字彙量測驗:測驗其字彙量知識;(2)搭配詞測驗:測驗其搭配字能力;(3)英文單字策略使用問卷調查:瞭解學生在六種策略類型中(含68個單一策略)所使用的頻率。資料分析則採用SPSS,內容包含描述性統計、皮爾森積差相關分析、和獨立樣本t檢定。本研究分析結果如下:第一,大學生使用字彙學習策略的頻率屬中等程度,最常使用的策略為認知策略,最少則為社會測略。第二,大學生的策略使用和其字彙量有顯著的正相關性。另外,策略的使用和其搭配詞能力同樣有顯著的正相關性,但其相關性較前者要來的低。第三,在所有類型的策略中,後設認知策略與兩種字彙知識的相關性最高,而社會發現策略與字彙量的相關性最低並與搭配詞能力毫無相關性。第四,字彙量不同的學生在所有字彙學習策略類型的使用上均有顯著地差異。第五,搭配詞能力不同的學生在大部分字彙學習策略類型(除社會發現策略以外)使用上亦有顯著差異。研究結果並顯示,後設認知策略類型最能區分學生的字彙量和搭配詞能力,而社會發現策略類型最無法區分學生的字彙量和搭配詞能力。本論文最後以一些理論上和教學上的啟示,這項研究的限制,以及對未來研究的建議作結。


The present study explored the vocabulary learning strategy (VLS) use and its relation to vocabulary size and lexical collocational knowledge of Taiwanese EFL university learners. Data were collected from 205 freshmen at Taipei Municipal University of Education. The participants took three tests: (1) one vocabulary size test (the VLT), measuring the participants’ vocabulary size, (2) one lexical collocation test (the CKT), measuring their knowledge of lexical collocations, and (3) one questionnaire (the VLSQ), administered to collect the students’ frequency use of the 68 strategy items divided into six strategy categories. The collected data were analyzed by using SPSS version 12.0, including descriptive statistics, Pearson product-moment correlations, and the independent sample t-tests. The results can be summarized as follows. First, the participants in general were moderate VLS users. They tended to use cognitive strategies most frequently and social strategies least frequently. Second, correlations of overall strategy use with both vocabulary size and collocational knowledge were significant and positive. However, the correlations of the VLS use with collocational knowledge were all lower than those with vocabulary size. Third, among all the strategy categories, metacognitive strategies had the highest but moderate correlations with both vocabulary size and collocational knowledge; social discovery strategies had the weakest correlation with vocabulary size and had no significant correlation with collocational knowledge. Fourth, there were significant differences in the uses of all the strategy categories between the high and low VLT learners. Finally, significant differences were also obtained in the uses of the five strategy categories (except for social discovery strategies) between the high and low CKT learners. It was also found that the use of metacognitive strategies could best discriminate the high VLT/CKT learners from the low VLT/CKT learners while the use of social discovery strategies could not discriminate the high CKT learners from the low CKT learners. Based on these findings, this study was concluded with both theoretical and pedagogical implications, the limitations of the present study, and some suggestions for future research.
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Significance of the Research 5
CHAPTER TWO LITERATURE REVIEW 7
The Importance of Vocabulary Knowledge 7
The Construct of Vocabulary Knowledge 8
Vocabulary Size 8
Depth of Vocabulary Knowledge 9
Collocational Knowledge 10
Definition 10
Classifications 11
The Importance of Collocational Knowledge 12
The Difficulties of Learning Vocabulary 14
Vocabulary Learning Strategies (VLS) 16
Definition 16
Classification of VLS 16
The Importance of VLS for ESL/EFL Learners 21
The VLS Use in ESL/EFL Context 24
Summary 27
CHAPTER THREE METHODOLOGY 29
Pilot Study 29
Procedures 29
Results and Modifications 30
Main Study 30
Participants 30
Instruments 32
Procedures 38
Data Analysis 39
CHAPTER FOUR RESULTS AND DISCUSSIONS 43
Frequency of VLS Use 43
Overall Strategy and Five Strategy Categories 43
Individual Strategies 45
The Top Ten Most Frequently Used Strategies 57
The Top Ten Least Frequently Used Strategies 58
The Correlations between VLS Use and Vocabulary Size 59
The Correlations between VLS Use and Collocational Knowledge 61
The Differences in VLS Use between High and Low VLT Learners 64
The Differences in VLS Use between High and Low CKT Learners 68
The Correlations between Collocational Knowledge and Vocabulary Size 73
Summary of Results 74
CHAPTER FIVE CONCLUSION 77
Implications 78
Limitations of the Present Study 80
Suggestions for Future Research 81
REFERENCES 83
APPENDIX A 95
APPENDIX B 99
APPENDIX C 103


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