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研究生:曾鈺婷
研究生(外文):Yu-Ting Tseng
論文名稱:提示在著重形式的練習下對台灣國中生簡單過去式習得的影響
論文名稱(外文):The Effect of Prompts through Focus-on-form Practice on Taiwanese Junior High School Students’ Acquisition of Simple Past Tense
指導教授:林惠玲林惠玲引用關係
指導教授(外文):Huei-Ling Lin
口試委員:郭怡君陳玉美
口試委員(外文):Yi-Chun KuoYuh-Mei Chen
口試日期:3月13日
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國語文研究所
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:2012
畢業學年度:100
語文別:英文
論文頁數:126
中文關鍵詞:提示訂正性回饋著重形式教學過去式文法
外文關鍵詞:promptscorrective feedbackfocus on formpast tensegrammar
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本實驗旨在探討以提示為訂正性回饋在著重形式的練習下對以英語為外國語言的學習者在寫作上習得過去式的效果。這項為期兩週的實驗教學是在總計為72個台灣國中生的兩個的八年級班級裡實行,實驗組和控制組都接受三個著重形式的活動,在活動期間,實驗組接受提示的糾正,而控制組未接受任何糾正。收集的資料包括前測、後測、延遲後測以及兩份問卷調查,測驗的結果用T檢定統計分析,問卷調查結果以百分比計算並加以分類。
測驗結果顯示,提示對於簡單過去式的正確使用有立即的正面效果,這個正面效果也許無法長時間維持,但實驗組在接受提示後確實有顯著進步,而控制組卻未有顯著的進步。測驗結果也顯示,提示對不規則過去式動詞較對規則過去式動詞有效。問卷調查發現指出,兩組學生都喜歡著重形式的活動,且高比例的實驗組學生對於提示有正面的態度。此外,程度較高的學生可能比程度較差的學生從提示中獲得的幫助較大。
總之,本實驗結果指出提示確實有助於台灣國中生寫作上過去式的習得。

The present study aimed to explore the effect of corrective feedback in the form of prompts through focus-on-form practice on the EFL learners’ acquisition of simple past tense in written production. A two-week quasi-experimental study was conducted in two eighth-grade classes with 72 junior high school students in Taiwan. Both the experimental and the control groups were involved in three focus-on-form activities. During the activities, the experimental group received prompts, whereas the control group received no corrective feedback. The data of this study were collected from pretest, posttest, delayed posttest, exit questionnaire and perception questionnaire. The test results were analyzed by t-test, and the results of the questionnaires were calculated in percentage and classified into categories.
The test results showed that prompts had an immediate positive effect on the accurate use of simple past tense forms. The positive effects might not sustain as time passes; however, the experimental group did make significant progress after receiving prompts, whereas the control group made no significant gains. The test results also revealed that prompts are more effective on the acquisition of irregular past tense forms than on the acquisition of regular
past tense forms. The findings of the questionnaires indicated that the two groups liked the focus-on-form activities and a high percentage of the students in the experimental group had positive attitudes towards prompts. Additionally, high-level students might benefit more from prompts than low-level students.
In conclusion, the results of the present study indicated that prompts are beneficial to Taiwanese junior high school students’ acquisition of simple past tense in written production.

List of Tables
List of Figures
Chapter One Introduction
1.1 Background
1.2 Motivation
1.3 Purposes and Research Questions
1.4 Significance of the Study
1.5 Definition of Terms
1.6 Overview of the Study
Chapter Two Literature Review
2.1 Focus on Form
2.2 Corrective Feedback
2.3 Corrective Feedback and Focus on Form
2.4 Theoretical Frameworks of Prompts
2.5 Prompts in L2 Acquisition Research
2.5.1 Studies in ESL Contexts
2.5.2 Studies in EFL Contexts
2.6 Summary
Chapter Three Methodology
3.1 Framework of the Study and the Target Form
3.1.1 Framework
3.1.2 Target Form
3.2 Research Context and Participants
3.2.1 Context
3.2.2 Participants
3.3 Instruction Design
3.3.1 Classroom Activities
3.3.2 Treatment Procedures
3.3.2.1 In the Experimental Group
3.3.2.2 In the Control Group
3.4 Testing Instruments and Procedures
3.4.1 Testing Instruments
3.4.2 Testing Procedures
3.4.3 Exit Questionnaire
3.4.4 Perception Questionnaire for the Experimental Group
3.5 Data Collection
3.5.1 Coding of the Participants’ Written Production on Tests
3.5.2 Scoring Procedures
3.6 Data Analysis
3.7 Credibility
3.8 Preliminary Test and Pilot Study
3.9 Summary
Chapter Four Results and Discussion
4.1 Simple Past Tense Forms
4.1.1 Test Results of Simple Past Tense Forms
4.1.2 Discussion of the Test Results of Simple Past Tense Forms
4.2 Regular Versus Irregular Past Tense Forms
4.2.1 Test Results of Regular Versus Irregular Past Tense Forms
4.2.2 Discussion of the Test Results of Regular Versus Irregular Past Tense
Forms
4.3 Exit Questionnaire
4.3.1 Results of the Exit Questionnaire
4.3.1.1 The Experimental Group
4.3.1.2 The Control Group
4.3.2 Discussion of the Exit Questionnaire Results
4.4 Perception Questionnaire for the Experimental Group
4.4.1 Results of the Perception Questionnaire for the Experimental Group
4.4.1.1 Results of the Closed-item Questions
4.4.1.2 Results of the Open-ended Questions
4.4.2 Discussion of the Perception Questionnaire Results
4.5 Summary
Chapter Five Conclusion and Implications
5.1 Summary of the Findings
5.2 Pedagogical Implications
5.3 Limitations of the Present Study
5.4 Suggestions for Future Study
References
Appendix A: Information Questionnaire
Appendix B: The Worksheet for Question-and-Answer Activity
Appendix C: The Worksheet for Listening-and-Writing Activity
Appendix D: The Marked Worksheet for Listening-and-Writing Activity
Appendix E: The Worksheet for Narrative Activity
Appendix F: The Scoring Sheet for Narrative Activity
Appendix G: The Comparison of Treatment Procedures
Appendix H: Pretest
Appendix I: Posttest
Appendix J: Delayed Posttest
Appendix K: Exit Questionnaire
Appendix L: Examples of the Experimental Group’s Responses in the Exit
Questionnaire
Appendix M: Examples of the Control Group’s Responses in the Exit
Questionnaire
Appendix N: Perception Questionnaire for the Experimental Group
Appendix O: Examples of the Experimental Group’s Responses in the Perception
Questionnaire


















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