臺灣博碩士論文加值系統

中文摘要
本研究旨在了解學習者在接受猜字策略訓練之後，對於使用此一策略之意願以及在執行英語閱讀任務時，其策略使用上的變化。台灣北部某國中二年級的兩位學生參與了本研究的訓練課程。質性研究的方法包括：有聲思考、事後回溯、教師觀察、學生訪談及撰寫學習日誌。本研究結果顯示，接受策略訓練之後，兩位學生之中，只有Mike有意願使用本策略，並且將此新學的策略加進其舊有的策略當中來解決問題，而Emma則幾乎使用與訓練前相同的策略來解決其生字困擾，並且明確表示在考試的時候，不會去使用本策略。影響策略使用意願的可能因素有：學習者自己在使用本猜字策略時所意識到的效果、焦慮、困難及對此策略的熟悉度。從學習者對此社會心理因素的回應當中，仍然可以發現其他可能影響其策略使用意願的因素: 學習者的語言能力，文章因素，學習者本身的學習信念以及學習者當前的需求。

abstract
This study investigated the effectiveness of training the learners to use Word Guessing Strategy. It examined the learners’ differences in their word guessing strategy use before and after training as well as their willingness to use the target strategy. Two junior high school learners, Mike and Emma, participated in the qualitative data collection procedures including participants’ thinking aloud, the English reading tasks, participant immediate reflections, participants’ learning diaries, teacher’s observation notes and participant interviews right after the post-training thinking aloud and reflection. The results showed that Mike was willing to use the target strategy and used the newly learned strategy to add to the old strategies whereas the other one, Emma, did not intend to use it during the exam and applied almost the same strategies to make lexical inferences. Possible factors affecting their willingness and use of Word Guessing Strategy may be their perceived effectiveness, perceived familiarity, perceived difficulties and perceived anxieties about the use of the Word Guessing Strategy. From their responses to the social psychological variables proposed by MacIntyre (1994), still other factors influencing the willingness and use of the target strategy were found: the participants’ linguistic knowledge, the text factor, the participants’ learning beliefs, and the participants’ current needs.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 1
Background to the Study 1
Rationale for the Study 7
Purpose and Research Questions 10
Significance of the Study 10
Definition of Terms 11

CHAPTER TWO LITERATURE REVIEW 13
Word Guessing Strategy 13
Definition of Word Guessing Strategies 13
Reading Models 14
The Taxonomy of Word Guessing Strategies 16
Studies on Word Guessing Strategy Use 21
Studies on WGS Use in the Environment Other Than Taiwan 22
Studies on WGS Use in Taiwan 25
Possible Factors Affecting Word Guessing Strategy Use 27
Content and Student Factors 28
Social-Psychological Factors Affecting the Use of Specific Strategies 32
Implications 34
Word Guessing Strategy Training 35
The Importance of Word Guessing Strategy Training 35
Studies on the Effects of Word Guessing Strategy Training 37
A Brief Summary of Literature Review 44

CHAPTER THREE METHODOLOGY 46
Participants 47
The Training Program 48
Strategy Training Design 48
Lesson Plan and Procedures 49
Instrumentation 53
Participants’ Thinking Aloud 54
English Reading Tasks 55
Participant Reflections 58
Participant’s Learning Diaries 59
The Teacher’s Observation Notes 59

Participant Interviews 60
Data Collection Procedures 60.
Data Analysis 63

CHAPTER FOUR RESULTS AND DISCUSSION 64
The First Participant: Mike 65
Mike’s WGS Use Differences 65
Differences in the Use of Contextual Cues to Make Lexical Inferences 65
Summary of the Differences in the Use of Contextual Cues to Make Lexical Inferences 73
Differences in the Use of Strategies to Make Lexical Inferences 74
Summary of the Differences in the Use of Strategies to Make Lexical Inferences 81
Differences in Dealing with the Form of a Word 82
Summary of the Differences in Dealing with the Form of a Word 86
Differences in the Responses to the Unknown Words 86
Summary of the Differences in the Responses to the Unknown Words 90
Learner Differences 90
Summary of Mike’s WGS Use 91
Mike’s Willingness to Use WGS 92
Self-Reported Willingness to Use Word Guessing Strategy 92
Possible Factors Affecting Mike’s Willingness to Use WGS 93
Difficulties Encountered When Using WGS 94
Perceived Effectiveness of WGS Use 96
Perceived Anxieties over WGS Use 96
Knowledge of WGS 97
Summary of Mike’s Willingness to Use WGS 98
The Second Participant: Emma 98
Emma’s WGS Use Differences 98
Differences in the Use of Contextual Cues to Make Lexical Inferences 99
Summary of the Differences in the Use of Contextual Cues to Make Lexical Inferences 104
Differences in the Use of Strategies to Make Lexical Inferences 105
Summary of the Differences in the Use of Strategies to Make Lexical Inferences 107
Differences in Dealing with the Form of a Word 108
Differences in the Responses to the Unknown Words 109
Summary of the Differences in the Responses to the Unknown Words 112
Learner Differences 112
Summary of Emma’s WGS use 112
Emma’s Willingness to Use WGS 113
Self-Reported Willingness to Use Word Guessing Strategy 113
Possible Factors Affecting Emma’s Willingness to Use WGS 115
Difficulties Encountered When Using WGS 115
Perceived Effectiveness of WGS Use 116
Perceived Anxieties over WGS Use 116
Knowledge of WGS 117
Summary of Emma’s Willingness to Use WGS 117
Summary of the Results of the Study 118
Discussion 119
Differences in the Use of Contextual Cues to Make Lexical Inferences 119
Differences in the Use of Strategies to Make Lexical Inferences 120
Differences in Dealing with the Form of a Word 121
Differences in the Responses to the Unknown Words 122
Learner Differences 123
Differences in Factors Affecting the Willingness to Use WGS 124

CHAPTER FIVE CONCLUSION 125
Summary of Major Findings 125
Implications and Pedagogical Suggestions 126
Limitations and Suggestions for Future Research 128

REFERENCES 130

APPENDICES
Appendix A 144
Appendix B 149
Appendix C 151
Appendix D 154
Appendix E 155
Appendix F 156
Appendix G 158
Appendix H 160
Appendix I 161
Appendix J 162
Appendix K 163
Appendix L 165
Appendix M 167
Appendix N 171
Appendix O 174
Appendix P 177
Appendix Q 180
Appendix R 183
Appendix S 184
Appendix T 186
Appendix U 187

LIST OF TABLES

Table 3.1 Lesson Plan and Procedures 50
Table 3.2 Tasks for Think-Aloud Technique Training 55
Table 3.3 Data Collection Procedures 61

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