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研究生:林宗民
研究生(外文):Tsung-min Lin
論文名稱:探討辭典查閱行為、英語能力與閱讀理解之關係
論文名稱(外文):Investigating the Relationship among Dictionary Consultation Behavior, English Proficiency, and Reading Comprehension
指導教授:洪豐生洪豐生引用關係
指導教授(外文):Feng-Sheng Hung
學位類別:碩士
校院名稱:國立高雄第一科技大學
系所名稱:應用英語研究所
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:134
中文關鍵詞:辭典使用行為閱讀理解
外文關鍵詞:dictionary consultation behaviorreading comprehension
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本研究辨識學生的辭典查閱行為,檢驗辭典查閱行為在不同英語程度之間的差異,比較閱讀測驗分數在分類的辭典查閱行為之間的差別,並探究辭典查閱行為、英語能力及閱讀理解之關係。
本研究依據學生的英語程度,共挑選六十位大學生參與本次研究。受試者被分為三個組別:初級、中級及高級。此外,依照學生處理生字的方式,受試者被分為四種類型的辭典查閱行為,包含類型一:學生直接查閱辭典;類型二:學生猜測後立即查閱辭典;類型三:學生了解文意便不查閱辭典;類型四:學生只在無法從語境中找出生字的意思時才使用辭典。為了探討本次的研究問題,研究者根據量化與質化研究的方法,採用一份問卷、兩份閱讀測驗與一次準結構式的訪談作為研究工具。該問卷包括參與者的背景資料以及有關辭典使用的問題。訪談問題則採用Bensoussan, Sim, & Weiss (1984) 與Lai (2005) 的研究中所提出的問題。所有的參與者在進行閱讀測驗前皆接受訪談。
本次研究共獲得三項主要結果:第一是辭典查閱行為的類型在不同的英語程度上並無顯著差異。學生的辭典查閱行為在三種英語能力的組別間幾近相同。第二是測驗分數在分屬某一類辭典查閱行為的學生之間並無顯著差異,儘管在使用辭典進行閱讀測驗時,他們的分數顯著地提高。雖然如此,相較之下,第三類組的學生獲得較高的測驗分數,而第四類組的學生獲得較低的測驗分數。第三是受試者的英語能力對他們的測驗分數有顯著的影響。高級程度的學生在兩次的閱讀測驗中皆獲得最高的分數;相反地,初級與中級程度的學生在兩次的測驗中則是獲得一樣低的分數。最後,本研究針對未來相關研究提出教學應用與建議。
The present study identified the students’ dictionary consultation behavior (DCB), examined the differences in DCB among the levels of English proficiency, compared the differences in the test scores of the reading comprehension tests among the types of DCB, and delved into the relationship among DCB, English proficiency, and reading comprehension.
There were sixty students participating in the study. They were selected based on their levels of English proficiency, and divided into low, intermediate, and high proficiency groups. In addition, according to the ways they dealt with unknown words, the participants were classified into four types of DCB, including Type 1: the students would consult their dictionary directly; Type 2: the students would consult their dictionary right after they take a guess; Type 3: the students would not consult their dictionary if they could understand the meaning of a text; Type 4: the students would consult their dictionary if they could not find the meaning of unknown words from the contexts. To answer the research questions, the researcher used quantitative and qualitative research methods that adopted such instruments as a questionnaire, two reading comprehension tests, and a semi-structured interview. The questionnaire consisted of the demographic data of the participants and the questions regarding their dictionary use. The interview questions were taken from the studies of Bensoussan, Sim, & Weiss (1984) and Lai (2005). All the participants were interviewed before taking the reading comprehension tests.
There were three major results obtained from this study. First, there was no significant difference in the types of DCB among the students with different levels of English proficiency. The types of DCB were similar across the three proficiency groups. Second, there was no significant difference in the test scores among the students who belonged to a certain type of DCB, even though they had significantly higher test scores when taking the reading test with a dictionary. Nevertheless, in comparison, the students of the Type 3 group had higher test scores and the students of the Type 4 group had lower test scores. Third, the participants’ English proficiency had a significant effect on their test scores. The high-proficiency students got the highest scores on both reading tests; in contrast, the low and intermediate proficiency students had the scores equally low on both tests. Finally, this study proposed pedagogical implications and suggestions for future research.
Chinese Abstract...i
English Abstract...iii
Acknowledgement...vi
Table of Contents ....................................................................................................... vii
List of Tables....................................................................................................... xi
List of Figures……………………………………………………………………xiii
Chapter One Introduction...1
1.1 Background...................................................................................3
1.2 Purpose of the Study...6
1.3 Research Questions...7
1.4 Significance of the Study..........................................7
1.5 Organization of the Thesis............................................8
Chapter Two Literature Review....................................................9
2.1 Dictionary Use and Language Learning...........................................................9
2.2 Research on Dictionary Use……………………………………10
2.2.1 Chi’s Study........12
2.2.2 Fan’s Study ........13
2.3 Dictionary Use and Reading Comprehension...16
2.3.1 Besoussan, Sim, and Weiss’ Study…………………………………16
2.3.2 Tono’s Study…………………………………………………………18
2.3.3 Lee’s Study……………………………………………………………19
2.4 Studies of Dictionary Use Conducted in Taiwan21
2.4.1 Wang’s Study…………………………………………………………22
2.4.2 Yang and Chen’s Study………………………………………………23
2.4.3 Tseng’s Study…………………………………………………………24
2.5 Summary...27
Chapter Three Methodology 28
3.1 Research Questions 28
3.2 Research Design 29
3.3 Participants 30
3.3.1 Participants for the Survey 30
3.3.2 Participants for the Interview 31
3.4 Instruments 32
3.4.1 Consent Form 33
3.4.2 The Questionnaire……………………………………………………33
3.4.3 English Reading Comprehension Tests 34
3.4.4 Semi-structured Interviews 35
3.5 Procedures 37
3.6 Data Analysis 39
Chapter Four Data Analysis and Results 41
4.1 Results of the Demographic Information 41
4.2 Analysis of Research Question 1 45
4.2.1 Dictionaries Used by the Students 45
4.2.2 Types of Dictionary Consultation Behavior 49
4.3 Analysis of Research Question 2 52
4.3.1 English Proficiency and the Types of DCB 52
4.3.2 English Proficiency, the Types of DCB, and Test Time 54
4.4 Analysis of Research Question 3……………………………………………57
4.4.1 The Scores of the Reading Comprehension Tests 58
4.4.2 Test Scores and the Types of DCB 59
4.4.2.1 Scores of the First Test and the Types of DCB………………59
4.4.2.2 Scores of the Second Test and the Types of DCB……………60
4.4.3 Test Scores and Test Times 61
4.5 Analysis of Research Question 4 65
4.5.1 Test Scores, Types of DCB, and English Proficiency 66
4.5.1.1 Scores of the First Test, Types of DCB, and English Proficiency
…………………………………………………………………67
4.5.1.2 Scores of the Second Test, Types of DCB, and English Proficiency……………………………………………………………………………70
4.5.2 Test Scores, Test Times, and English Proficiency 73
4.5.2.1 Scores and Times of the First Test, and English Proficiency…73
4.5.2.2 Scores and Times of the Second Test, and English Proficiency……………………………………………………………………………76
Chapter Five Interpretations and Implications 79
5.1 Interpretations 79
5.1.1 Interpretations of Research Question 1 80
5.1.2 Interpretations of Research Question 2 87
5.1.3 Interpretations of Research Question 3 92
5.1.3.1 The Scores of the Reading Comprehension Tests……………92
5.1.3.2 Test Scores and the Types of DCB……………………………94
5.1.3.3 Test Scores and Test Times…………………………………99
5.1.4 Interpretations of Research Question 4……………………………100
5.1.4.1 Test Scores, the Type of DCB, and English Proficiency…101
5.1.4.2 Test Scores, Test Times, and English Proficiency…………104
5.2 Pedagogical Implications 108
5.3 Limitations of the Study 112
5.4 Suggestions for Future Research 113
5.4 Conclusion 114
References 117
APPENDIX A: English Version of the Consent Form 122
APPENDIX B: Chinese Version of the Consent Form 123
APPENDIX C: English Version of the Questionnaire 124
APPENDIX D: Chinese Version of the Survey 126
APPENDIX E: Reading Comprehension Test 127
APPENDIX F: English Version of the Interview Questions 133
APPENDIX G: Chinese Version of the Interview Questions 134



























List of Tables

Table 3.1 Participants for the Interview...32
Table 4.1 Demographic Data …………………………………………………………42
Table 4.2 Average Years of Learning English …………………………………………42
Table 4.3 TOEIC Test Scores …………………………………………………………42
Table 4.4 Frequency of Using the English Dictionary...43
Table 4.5 Purposes of Using the English Dictionary…………………………………43
Table 4.6 Frequency of Using the Four Types of Dictionary…………………………44
Table 4.7 Frequency of Looking up the Information Provided in the Dictionary……44
Table 4.8 Types of Dictionary Consultation Behavior…………………………………50
Table 4.9 Differences in the Four Types of DCB among the Three Levels of English Proficiency 53
Table 4.10 Descriptive Statistics of Test Times of Types of DCB among Proficiency Levels…………………………………………………………………………………55
Table 4.11 ANOVA of Test Times of Types of DCB among Proficiency Levels……56
Table 4.12 Differences in the Scores between the Two Reading Tests…………………59
Table 4.13 Descriptive Statistics of the Scores of the First Test among the Four Types of DCB……………………………………………………………………………………60
Table 4.14 ANOVA of the Scores of the First Test among the Four Types of DCB……60
Table 4.15 Descriptive Statistics of the Scores of the Second Test among the Four Types of DCB…………………………………………………………………………………61
Table 4.16 ANOVA of the Scores of the Second Test among the Four Types of DCB...61
Table 4.17 Mean of Scores of the First Reading Test and Test Times…………………62
Table 4.18 Mean of Scores of the Second Reading Test and Test Times………………63
Table 4.19 Descriptive Statistics of First Test Scores of Types of DCB among Proficiency Levels……………………………………………………………………68
Table 4.20 ANOVA of First Test Scores of Types of DCB among Proficiency Levels69
Table 4.21 Descriptive Statistics of Second Test Scores of Types of DCB among Proficiency Levels……………………………………………………………………71
Table 4.22 ANOVA of Second Test Scores of Types of DCB among Proficiency Levels………………………………… ………………………………………………72
Table 4.23 Descriptive Statistics of Times and Scores of the First Test among Proficiency Levels……………………………………………………………………74
Table 4.24 ANOVA of First Test Times and Scores among Proficiency Levels………75
Table 4.25 Score Differences for English Proficiency…………………………………76
Table 4.26 Descriptive Statistics of Times and Scores of the Second Test among Proficiency Levels……………………………………………………………………77
Table 4.27 ANOVA of Second Test Times and Scores among Proficiency Levels 77































List of Figures

Figure 4.1 The Plot for the Test Time in Each Group…………………………………57
Figure 4.2 The Plot for the Test Times and the Scores of the First Reading Test………63
Figure 4.3 The Plot for the Test Times and the Scores of the Second Reading Test…65
Figure 4.4 The Plot for the First Test Scores of Types of DCB among Proficiency Levels…………………………………………………………………………………70
Figure 4.5 The Plot for Second Test Scores of Types of DCB among Proficiency Levels…………………………………………………………………………………73
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