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研究生:邱矜維
研究生(外文):Jin-Wei Ciu
論文名稱:台灣國中生英語字彙學習策略
論文名稱(外文):Vocabulary Learning Strategies of EFL Junior High School Students in Taiwan
指導教授:林青穎林青穎引用關係
指導教授(外文):Ching-Ying Lin
學位類別:碩士
校院名稱:國立屏東商業技術學院
系所名稱:應用英語系(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:123
中文關鍵詞:社經地位父母參與英語學習經驗語言能力性別差異字彙策略
外文關鍵詞:socioeconomic statusparental involvementlanguage proficiencyEnglish learning experiencegender differencesVocabulary learning strategies
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摘要
本研究旨在調查台灣國二學生對於字彙策略使用情形與學生的性別差異,語言能力,英語學習經驗,父母的參與及父母社經地位的關係。本研究目的在探討影響學生使用字彙策略的差異性,並探討國中生對於字彙學習在聽、說、讀、寫各方面的相關性。研究對象為一百八十一位國二學生。研究測驗工具包含問卷及字彙測驗。問卷改編自Schmitt (1997)的字彙策略版本,共分為五大類並包含四十七個選項。五大類分項為決定策略、認知策略、後段認知策略、記憶策略以及社會策略。字彙測驗共分成聽、說、讀、寫四部分,內容從康軒、南一、佳音三本國中英語教科書版本中選取。研究發現,大部分的受測者不常使用字彙策略,女生使用字彙策略的頻率比男生高,決定策略是最常被使用的,而社會策略則是最少被使用。五個分類中僅有社會策略沒有顯著差異,其它四個分類皆呈現顯著差異。語言能力高的同學使用字彙策略的頻率比語言能力低的同學頻繁。學生的英語學習經驗與父母的參與及社經地位有顯著的相關性。而學生在應用字彙於聽、說、讀、寫上,單字聽力的表現最好,而單字發音的能力最差。根據上述研究結果,研究者建議國中英語教師可以教導學生多使用策略來幫助字彙學習。在家時,父母親可以多陪伴孩子並了解他們在英語學習上的成果。

關鍵字: 字彙策略,性別差異,語言能力,英語學習經驗,父母參與,社經地位
ABSTRACT
The main purpose of this study was to examine the vocabulary learning strategies used by grade 8 junior high school students in Taiwan. The effects of gender differences, language proficiency, English learning experience, parental involvement and socioeconomic status were explored. The correlation of students’ vocabulary learning on four skills was indicated. The subjects were 181 grade 8 junior high school students. The instruments included a questionnaire and a test. The questionnaire of vocabulary learning strategies adopted from Schmitt (1997). Five categories and forty seven items were referred. It involved determination strategies, cognitive strategies, metacognitive strategies, memory strategies and social strategies. The researcher chose vocabulary from the version of Kang Hsuan, Nani and Joy junior high school textbooks for the test. The test involved listening, speaking, reading and writing. The results reported most subjects did not use vocabulary learning strategies often. Determination strategies were the most used. Social strategies were the least used. The females used vocabulary learning strategies more often than the males. There were significant differences between the males and the females showed in four categories. Social strategy category was the only one which did not show significant differences. The high language proficiency level students had better awareness of using vocabulary learning strategies than the low language proficiency level students. In terms of students’ English learning experience, parental involvement and socioeconomic status, the positive correlation was revealed among them. Students’ performance on listening was good, but students’ performance on pronunciation was poor. With regard to the above results, the researcher suggested that junior high school English teachers could instruct vocabulary learning strategies for students. Parents could pay more attention to their children’ English learning at home.

Keywords: vocabulary learning strategies, gender differences, language proficiency, English learning experience, parental involvement, socioeconomic status
TABLE of CONTENTS
ABSTRACT(Chinese) i
ABSTRACT i
ACKNOWLEDGEMENTS iv
TABLE of CONTENTS v
LIST of TABLES viii
FIGURES xii
CHAPTER ONE: INTRODUCTION 1
Statement of the Problem 4
Purpose of the Study 6
Definitions 8
CHAPTER TWO: LITERATURE REVIEW 10
Vocabulary Acquisition 10
Effective Vocabulary Instruction 13
Characteristics of Vocabulary Learning Strategies 16
Effect of Gender on VLS Use 19
Effect of Language Proficiency on VLS Use 21
Early Literacy Development 22
Parental Involvement and Socioeconomic Status 24
Spelling Skill and Phonological Awareness 26
CHAPTER 3: METHODOLOGY 28
Research Design 28
Subjects 28
Instruments 29
Procedures 31
Data Analysis 33
CHAPTER 4: RESULTS 35
Research Question One 35
Research Question Two 39
Research Question Three 45
Research Question Four 52
Research Question Five 59
Research Question Six 71
Discussion 73
Research Question One…………………………………………………………..75
Research Question Two…………………………………………………………..77
Research Question Three…………………………………………………………78
Research Question Four..........................................................................................79
Research Question Five…………………………………………………………..80
Research Question Six……………………………………………………………81
CHAPTER FIVE: CONCLUSION 80
Summary 80
Pedagogical Implications 83
Limitations of the Study 85
Suggestions for Future Studies 87
REFERENCES 89
APPENDICES
Appendix A: English Vocabulary Strategies Use (English Version) 99
Appendix B: English Vocabulary Strategies Use (Chinese Version) 103
Appendix C: Vocabulary Level Test 106
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