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研究生:江曉筠
研究生(外文):Chiang, Hsiao-Yun
論文名稱:閱讀英語青少年小說對大學生的單字習得影響之個案探討
論文名稱(外文):A Case Study of Investigating the Effects of Reading Juvenile Novels on University Students’ Vocabulary Acquisition
指導教授:賴維菁賴維菁引用關係
指導教授(外文):Lai, WeiChing
口試委員:戴雅茗鄧名韻
口試委員(外文):Dai, YamingDeng, Mingyun
口試日期:2012-07-05
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
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:92
中文關鍵詞:英語閱讀青少年小說單字習得單字知識
外文關鍵詞:English ReadingJuvenile NovelsVocabulary AcquisitionVocabulary Knowledge
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英文閱讀的效果雖然在研究文獻中具有爭議性,但在EFL環境中鮮少有研究針對藉由閱讀英文小說獲得的單字量、獲得單字的特性,及單字習得的整個歷程做探討。故本研究擇兩本英語青少年小說及兩位大學生進行個案探討,其研究結果得知兩位參與者在讀完兩本小說後,各有單字量的增加,兩人雖因個別差異獲得的單字量及單字不同,但共同獲得的單字皆為重複性高的單字;反之,重複次數不夠多的單字,較不易習得。但重複性的固定單字使用句型或情境,因為其引發注意的獨特性,亦對單字習得有助益,即便重複次數不高。然而要注意的是,即便是小說中重複性的單字,其本身語境意義的缺乏或參與者未刻意學習字義的行為,皆會影響單字的習得狀況。而在學習歷程上,根據Nation (2001) 及Schmitt (2010) 的單字知識理論,兩位參與者的大部分單字知識多在初步接受性的認字層級,未達精熟接受性的單字回想層級。另外,字典在小說閱讀中的使用對兩位參與者的單字習得功效是明顯較低的。最後,參與者在這次閱讀計畫結束後,皆能肯定英文小說在英語學習上的幫助,並有意願繼續閱讀。
Though the efficacy of English reading had been controversial, it had received rare research attention concerning vocabulary acquisition, in terms of gaining numbers, characteristics of gaining words and the vocabulary-gaining process, contributed from reading English novels, especially in the EFL environment. Therefore, this study chose two English juvenile novels as reading materials and two university students as participants to conduct a case study. This study found that both participants had some vocabulary growth after reading the two novels. Due to personal difference, they had gained different types of vocabulary and vocabulary amount. Nevertheless, the common words that they both had gained were words with higher repeat times in the two novels; on the contrary, words that had lower repeat times seemed to be hard to acquire. However, repeat use of the same lexical context was found to facilitate vocabulary acquisition by its noticeable saliency, even without higher repeat numbers. There was one concern needed to be addressed, repeat words that appeared from meaning-insufficient contexts could hinder participants’ learning; and participants’ lack of intention to interpret the meanings of unknown words also brought the same impact. In their learning process, according to Nation’s (2001) and Schmitt’s (2010) definition of vocabulary knowledge, most of the two participants’ vocabulary knowledge of the inferred words had been staggered around the primary receptive level of recognition, instead of the master receptive level of recalling. Besides, the efficacy of utilizing the dictionary to check the meanings of unknown words while reading was considerably low. Last but not least, both participants had positive attitude toward this reading experience and proclaimed its benefits for boosting their English learning. Besides, they liked to continue reading English novels in the future.
Table of Contents

CHAPTER ONE INTRODUCTION 1
1.1 Motivation and Research Background 1
1.2 Purpose of the Study 5
1.3 Significance of the Study 5
1.4 Definition of Terms 6
CHAPTER TWO LITERATURE 9
2.1 Narrow Reading 9
2.1.1 Learners’ Light Cognitive Load in Narrow Reading 10
2.1.1.1 Repeated Exposure to the Same and Relevant Vocabulary 11
2.1.1.2 The Consistent Writing Style 12
2.1.1.3 Familiar Background Knowledge Narrow Reading Offers 12
2.1.2 Schema Theory in Narrow Reading 13
2.1.3 Inferring Meanings of Several-Occurring Unknown Words 15
2.1.4 Novels Are Favorable Implement of Narrow Reading 17
2.2 Definition of Vocabulary Knowledge 18
CHAPTER THREE METHODOLOGY 21
3.1 The Participants 21
3.2 Procedures 25
3.2.1 Duration 25
3.2.2 Method 26
3.2.3 Reading Materials 27
3.3 Instruments 29
3.3.1 Participants’ Vocabulary Pre-test and Post-test 29
3.3.2 Participant’s Vocabulary Journals 30
3.3.3 Interview with the Participants 32
3.4 Data Analysis 33
CHAPTER FOUR RESULTS AND DISCUSSIONS 35
4.1 Participants’ Vocabulary Gaining of the Two Chosen Novels 35
4.2 Participants’ Vocabulary Learning Process 38
4.2.1 John’s and Mary’s Vocabulary Learning Process of the Two Novels 38
4.2.1.1 Correct Inference of Participants’ Gaining Words 38
4.2.1.2 Wrong and Nil Inference 45
4.2.1.3 Words Checked in the Dictionary 53
4.2.1.4 Incidental Learning and the Vocabulary Level of Inferred Words 56
4.2.2 Similarity of the Two Participants’ Learning Result 62
4.3 Analysis of the Interview Data 65
4.3.1 Participants’ Perceptions of This Reading Experience 65
4.3.2 Participants’ Perceptions about Vocabulary-Learning through Novel Reading 67
4.3.3 Participants’ Perceptions about Vocabulary Inference through Reading 68
4.3.4 Participants’ Perceptions about Benefits of Repeat Vocabulary for Inference 69
4.3.5 Factors that May Impact Reading 72
CHAPTER FIVE CONCLUSIONS 73
5.1 Conclusions of this Study 73
5.2 Implications 78
5.3 Limitations of this Study 79
REFERENCE 81
APPENDIXES 86
Appendix A: Vocabulary Self-Assessment (Holes) 86
Appendix B: Vocabulary Self-Assessment (Number the Stars) 87
Appendix C: The Vocabulary Journal (guidelines) 88
Appendix D: Interview Questions 89
Appendix E: Nil Inference of John and Mary in the First Novel—Holes 90
Appendix F: Nil Inference of John and Mary in the Second Novel—Number the Stars 91
Appendix G: An Exemplary of Participants’ Vocabulary Journal 92


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