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研究生:劉惠慈
研究生(外文):Hui-Tzu Liu
論文名稱:英文字根字首字尾知識對學生閱讀能力之影響
論文名稱(外文):Effect of Etymological Knowledge on EFL Students’ Reading Comprehension
指導教授:王子富王子富引用關係
指導教授(外文):Tsu-Fu Wang
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:應用外語系碩士班
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:2013
畢業學年度:101
語文別:英文
論文頁數:90
中文關鍵詞:閱讀、字根字首知識、閱讀教學
外文關鍵詞:reading comprehensionreading instructionetymological knowledge
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本研究旨在探討台灣某高職應用外語科學生之字彙學習策略與英文閱讀理解能力之間的關聯。同時,希望藉此能提供台灣學生快速增加字彙量及英文閱讀能力的方法。

參與本研究者為三十位就讀某高商一年級應用外語科的學生。本研究以學校三民版教科書中的字根字首知識為主軸,再藉由財團法人語言訓練測驗中心(LTTC)出版之全民英語能力分級檢定測驗進行施測。測驗結束後,受測者須再填寫一份有關英語學習歷程之問卷。根據前後測測驗成績及問卷分析結果,分析字根字首知識習得對台灣高職學生單字量及閱讀理解能力之影響。
本研究的主要結果如下:
一、 本研究受試學生之字彙學習策略與閱讀表現之間的關係達顯著相
  關(p=0.2 *)。透過不同的學習策略,讓受試者在閱讀測驗的表現
  比以往進步。
二、 本研究以問卷的方式分析受試者的閱讀習慣,平均而言,透過字根
  字首的學習,可以幫助學生在閱讀時,改變其閱讀習慣,並試著理
  解或猜測其不懂之單字。
基於字彙學習策略與閱讀理解表現之間達顯著相關。本研究建議高職英文科教師應鼓勵並協助學生,以習得字根字首知識的方式增進學生之字彙量與閱讀理解能力。
The present study aims to explore whether or not the etymological knowledge can assist students to effectively improve their reading comprehension ability.
Thirty vocational high school freshmen, majoring in English, participated in the study. All subjects in this study took GEPT reading comprehension test, and filled out the questionnaire.
According to statistical analyses and the questionnaires results, the following conclusions were drawn: (1) The post-test scores of subjects are significantly higher than those of the pre-test. This means that the English reading ability of subjects has been significantly improved after learning the etymological knowledge. (2) Besides, their learning attitude has changed after this study, and the positive attitude has helped them to learn English better.
The research suggested that the students whose major is not English should be encouraged to learn the etymological knowledge to raise their English reading ability because the results of this study indicated that the etymological knowledge could improve the reading ability of vocational high school students in Taiwan.
TABLE OF CONTENTS
摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES x
LIST OF FIGURES xi
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background 1
1.2 Research Purpose 3
1.3 Research Questions 3
1.4 Significance of the Study 4
1.5 Definition of Terms 5
Vocabulary 5
Vocabulary Size 5
Reading Comprehension 5
Etymological Knowledge 5
Word Part Strategy 6
1.6 Summary 6
CHAPTER TWO 8
LITERATURE REVIEW 8
2.1 Different Types of Vocabulary Teaching and Learning 8
2.1.1 Vocabulary Instruction 8
2.1.2 Types of Vocabulary Learning 9
Key Word Method 12
Word Parts 13
Guessing from Context 13
Visual and Aural Imagery 14
Collocation 14
2.2 The Effects of Personal Knowledge on Reading Comprehension 15
2.2.1 Background Knowledge 15
2.2.2 Vocabulary Learning and Knowledge 16
2.3 Comprehension of Reading Texts 17
2.3.1 Vocabulary and Comprehension of English Tests 18
2.3.2 Vocabulary Size for Reading Comprehension 18
CHAPTER THREE 20
Research Method 20
3.1 Research Design 20
3.2 Participants 21
3.3 Instruments 22
3.3.1 GEPT Reading Comprehension Test 22
3.3.2 Prefix and Suffix Structure of Vocaubulary 23
3.3.3 Questionnaire on Learners’ Perceptions on English Learning 24
3.4 Data Collection Procedure 25
3.5 Data Analysis 26
3.5.1 Variables 26
3.5.2 Data Scoring 26
3.5.3 Data Analysis 27
CHAPTER 4 28
RESULTS 28
4.1 Introduction 28
4.2 Analysis 1: The Mean of the Pre-Test and Post-test 29
4.3 Analysis 2: The Relationship between the Pre-test and the Post-test 30
4.4 Analysis 3: T-test of Variables 30
4.5 Analysis 4: Descriptive Analysis of the Questionnaire 31
4.6 Summary 40
CHAPTER 5 41
DISCUSSION, CONCLUSION, AND RECOMMENDATIONS 41
5.1 Introduction 41
5.2 Summary of the Major Findings 41
5.3 Discussion 42
5.3.1 Findings Related to Vocabulary Learning Strategies 42
5.3.2 Findings Related to Vocabulary Size and English Reading Comprehension 43
5.3.3 Summary of Discussion 44
5.4 Conclusion 45
5.5 Limitations and Recommendations for Further Studies 46
REFERENCES 48
Appendix A 55
Reading Comprehension Test and Question Item 55
Appendix B 68
Questionnaire on English Learning Background, Learning Habit, 68
Reading Comprehension Ability and Etymological Knowledge Learning Ability 68
Appendix C 75
Curriculum Design and Lesson Plan 75
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