臺灣博碩士論文加值系統

第二語言學習的研究者常指出，要有良好的英文聽解能力，學習者通常需具備較敏銳的音韻覺識能力及較多的英文單字量。然而外語學習者的音韻覺識能力與其單字記憶能力之相關性，以及聽解能力與其單字記憶能力之間的相關性研究仍相當缺乏。因此本研究的目的在於了解英語學習者的音韻覺識能力及其聽解能力對於其記憶英文單字的影響為何，特別是針對單字記憶的效率及留存率作進一步的探究。
研究對象為四班共124名六年級國小學童。學生接受為期兩週，每週各20分鐘的Phonics記憶術的訓練。研究工具包含目標字彙選字測驗、音韻覺識測驗、聽力理解測驗及單字記憶測驗。其中單字記憶測驗共有兩份，分別用來測量單字記憶的效率及留存率。測驗結果採用皮爾森相關係數檢測作資料分析。研究結果顯示研究對象的英語音韻覺識及聽解能力分別與其單字記憶的效率及留存率，在顯著值採用.05時，皆具顯著相關。此研究結果顯示兒童的英語音韻覺識及聽解能力和其單字記憶的效率及留存率具正面相關。此外研究對象的英語綜合聽力表現，比局部聽力表現，如音韻覺識，和其單字記憶的效率及留存率的相關度更高。

Researchers of second language learning have often suggested that young learners with better listening comprehension may have better performance in regard to their phonological awareness and are likely to understand and make use of a greater number of vocabulary items. However, there is still a lack of relevant research which has documented direct links between L2 learners’ phonological awareness and their word memorization ability, and between their listening comprehension ability and their word memorization ability. The aim of this study was thus aimed at better defining those links.
Four intact classes of elementary sixth graders (N=124) in central Taiwan participated in this study. The participants received two 20-minute sessions of phonics-based English vocabulary mnemonic technique training over a two-week period. A Word Selection Test, a Phonological Awareness Test, a Listening Comprehension Test, and two sets of Word Memorization Tests concerning the subjects’ word memorization efficiency and retention were used for data collection. The Pearson product-moment correlation coefficient was adopted for data analysis.
The results of this study indicate that the participants’ phonological awareness and listening comprehension are significantly (α=.05) correlated with both their word memorization efficiency and retention. The findings provide evidence that young EFL learners’ phonological awareness and listening comprehension are positively related to their word memorization performance in terms of efficiency and retention rate, and that these EFL learners’ overall listening comprehension ability has a higher impact on their word memorization performance than their abilities in such sub-skills of listening as phonological awareness.

TABLE OF CONTENTS

ABSTRACT (CHINESE) i
ABSTRACT (ENGLISH) ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES xi
CHAPTER ONE INTRODUCTION 1
Background and Motivation of the Study 3
Purpose of the Study 9
Research Questions 9
Significance of the Study 10
Definitions of Terms 11
The Organization of the Study 15
CHAPTER TWO LITERATURE REVIEW 17
Phonological Awareness and Listening Comprehension 18
The Development of Phonological Awareness 19
Components of Phonological Awareness 21
Factors Influencing Listening Comprehension 23
The Relationships Between Phonological Awareness and Listening Comprehension and Between Listening Comprehension and Vocabulary 27
Memorization of Vocabulary Words and Mnemonics 28
The Role of Vocabulary in Language Learning 29
The Concept of Knowing a Word 31
The Development of Word Recognition 37
Mnemonic Strategies 42
The Role of Mnemonics in Vocabulary Learning 43
Types of Vocabulary Mnemonics 47
Phonological Awareness and Phonics Teaching 54
The Relationships Between Vocabulary and Mnemonics and Between Mnemonics and Phonological Awareness 56
Literature on Memorization of Vocabulary Words, Phonological Awareness and Listening Comprehension 57
Summary of Chapter Two 61
CHAPTER THREE METHODOLOGY 65
Research Design 65
Participants 66
Instruments 67
Word Selection Test 69
Word Memorization Efficiency Test 72
Word Memorization Retention Test 74
Phonological Awareness Test 75
Listening Comprehension Test 78
Phonics-based Mnemonic Technique Instruction 79
Procedures of Data Collection 81
Data Analysis 84
The Pilot Study 85
CHAPTER FOUR RESULTS AND DISCUSSION 91
Relationship Between Phonological Awareness and Word Memorization 91
Results of the Correlation Between the Subjects’ Phonological Awareness and Their Word Memorization Efficiency 92
Results of the Correlation Between Both the High and Low Scoring Groups’ Phonological Awareness and Their Word Memorization Efficiency 94
Discussion of the Correlation Between the Subjects’ Phonological Awareness and Their Word Memorization Efficiency 96
Results of the Correlation Between the Subjects’ Phonological Awareness and Their Word Memorization Retention 98
Results of the Correlation Between Both the High and Low Scoring Groups’ Phonological Awareness and Their Word Memorization Retention 100
Discussion of the Correlation Between the Subjects’ Phonological Awareness and Their Word Memorization Retention 102
Relationship Between Listening Comprehension and Word Memorization 103
Results of the Correlation Between the Subjects’ Listening Comprehension and Their Word Memorization Efficiency 103
Results of the Correlation Between Both the High and Low Scoring Groups’ Listening Comprehension and Their Word Memorization Efficiency 105
Discussion of the Correlation Between the Subjects’ Listening Comprehension and Their Word Memorization Efficiency 107
Results of the Correlation Between the Subjects’ Listening Comprehension and Their Word Memorization Retention 109
Results of the Correlation Between Both the High and Low Scoring Groups’ Listening Comprehension and Their Word Memorization Retention 111
Discussion of the Correlation Between the Subjects’ Listening Comprehension and Their Word Memorization Retention 113
Summary 115
CHAPTER FIVE CONCLUSION 118
Concluding Remarks 118
Limitations of the Study 120
Implications of the Study 121
Suggestions for Future Study 124
REFERENCES 126
APPENDIXES 147
Appendix A Word Selection Test 147
Appendix B Descriptive Statistics for the Results of the Word Selection Test (for Formal Study / N=124) 152
Appendix C English Word List 155
Appendix D Word Memorization Efficiency Test 156
Appendix E Word Memorization Retention Test 158
Appendix F Phonological Awareness Test 160
Appendix G Written Permission from Cambridge University Press 163
Appendix H Listening Comprehension Test 164
Appendix I Phonics-based Mnemonic Technique Training Practice 175
Appendix J Word Selection Test (for Pilot Study) 179
Appendix K Descriptive Statistics for the Results of the Word Selection Test (for Pilot Study / N=60) 183
Appendix L English Word List (for Pilot Study) 185
Appendix M Word Memorization Efficiency Test (for Pilot Study) 186


LIST OF TABLES

Table 2.1 What Is Involved in Knowing a Word 34
Table 2.2 Thompson’s (1987) Classification of Mnemonic Strategies 48
Table 3.1 The Distribution of the 80 Test Items on the Word Selection Test 71
Table 3.2 The Distribution of Parts of Speech Among the 30 Target Words 72
Table 3.3 Summary of the Listening Comprehension Test 79
Table 3.4 The Pearson Product-moment Correlation Coefficient Results for the High Scoring Group (top 50% of scores) 87
Table 3.5 The Pearson Product-moment Correlation Coefficient Results for the Low Scoring Group (bottom 50% of scores) 88
Table 4.1 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Efficiency Tests Scores (N=124) 93
Table 4.2 The Mean, Standard Deviation of Both the High and Low Scoring Groups’ Phonological Awareness and Word Memorization Efficiency Tests Scores 94
Table 4.3 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Efficiency Tests Scores for the High Scoring Group (top 50% of scores) 95
Table 4.4 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Efficiency Tests Scores for the Low Scoring Group (bottom 50% of scores) 96
Table 4.5 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Retention Tests Scores (N=124) 99
Table 4.6 The Mean, Standard Deviation of Both the High and Low Scoring Groups’ Phonological Awareness and Word Memorization Retention Tests Scores 99
Table 4.7 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Retention Tests Scores for the High Scoring Group (top 50% of scores) 100
Table 4.8 The Pearson Product-moment Correlation Coefficients for the Phonological Awareness and the Word Memorization Retention Tests Scores for the Low Scoring Group (bottom 50% of scores) 101
Table 4.9 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension Test and the Word Memorization Efficiency Tests Scores (N=124) 104
Table 4.10 The Mean, Standard Deviation of Both the High and Low Scoring Groups’ Listening Comprehension and Word Memorization Efficiency Tests Scores 105
Table 4.11 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension and the Word Memorization Efficiency Tests Scores for the High Scoring Group (top 50% of scores) 106
Table 4.12 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension and the Word Memorization Efficiency Tests Scores for the Low Scoring Group (bottom 50% of scores) 107
Table 4.13 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension and the Word Memorization Retention Test Scores (N=124) 110
Table 4.14 The Mean, Standard Deviation of Both the High and Low Scoring Groups’ Listening Comprehension and Word Memorization Retention Tests Scores 111
Table 4.15 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension and the Word Memorization Retention Tests Scores for the High Scoring Group (top 50% of scores) 112
Table 4.16 The Pearson Product-moment Correlation Coefficients for the Listening Comprehension and the Word Memorization Retention Test Scores for the Low Scoring Group (bottom 50% of scores) 113

LIST OF FIGURES

Figure 2.1 The Process of Word Recognition 37
Figure 3.1 The Instruments of the Present Study 68
Figure 3.2 Steps for Designing the WME Test 73
Figure 3.3 Steps for the Phonics-based Mnemonic Technique Instruction 81
Figure 3.4 The Flow Chart of Procedures for Data Collection 83

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