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研究生:陳香君
研究生(外文):Hsiang-chun Chen
論文名稱:關鍵字教學法應用於國小低成就學生英語字彙學習之研究
論文名稱(外文):The Effect of Keyword Pedagogy on the Acquisition of English Vocabulary by Elementary School Low Achievers
指導教授:楊孝慈楊孝慈引用關係
指導教授(外文):Hsiao-tzu Yang
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:98
中文關鍵詞:關鍵字教學法字彙低成就學生
外文關鍵詞:keyword pedagogyvocabularylow achievers
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本研究的目的在於探討關鍵字教學法對國小英語低成就學生學習英語單字的實施成效。實施對象為雲林縣某國小14位六年級英語低成就學生(7男7 女)。在3週自然發音課程結束後,實施為期8週共12堂課的關鍵字教學課程。研究方法採用準實驗研究法之「單組前後測實驗設計」。並輔以半結構式訪談及教室觀察作為研究之工具。因此,資料分析包括量化與質化研究。根據實驗結果,主要發現如下:
一、關鍵字並無法顯著增進單字學習成效。
二、關鍵字教學法能顯著影響低成就學生之英語學習動機。
三、低成就學生因為喜歡關鍵字的方式,而樂於學習英語。
四、低成就學生自己想出新字的關鍵字是有困難。
最後,根據本研究結果提出相關的教學建議以供未來研究參考。
This study aims to investigate the effect of keyword pedagogy on word recognition and English learning motivation of the elementary school low achievers. The participants were fourteen sixth-grade low achievers (N= 7 boys and 7 girls). The keyword pedagogy course was eight weeks in length including twelve class meetings, implemented after three weeks of the phonics instruction. The quasi-experiment with one group pretest-post-test design was adopted in this study. Besides, the semi-structured interview was used to further explore the students’ responses to the given instruction. Also, the data from the classroom observation was collected as the supplements to the study. Accordingly, this study gathered quantitative and qualitative data to explore the effect of the keyword pedagogy. The results of study were as follows:
1.There was little improvement on low achievers when learning vocabulary with the keyword pedagogy according to the comparison between the pre- and post-tests.
2.The keyword pedagogy has motivated low achievers to learn English based on the questionnaires, classroom observation, and interviews.
3.The keyword pedagogy appeared appealing to the low achievers, making them feel confident of learning English.
4.There were only very few applications of the keyword pedagogy created by the low achievers.
Further implications and suggestions for future research were proposed.
TABLE OF CONTENTS
Chinese Abstract ii
English Abstract iii
Acknowledgements v
Table of Contents vii
List of Tables x
List of Figures xi
CHAPTER ONE: INTRODUCTION 1
1.1 Background of the Study  1
1.2 Purposes of the Study  5
1.3 Research Questions  6
1.4 Significance of the Study  6
1.5 Explanations of Key Terms  7
CHAPTER TWO: LITERATURE REVIEW 9
2.1 Participants: Low Achievers 9
2.1.1 Investigation on Low Achievers 9
2.1.2 Research on the Vocabulary Learning of Elementary School Low Achievers in Taiwan  11
2.2 Keyword Pedagogy  13
2.2.1 Research on Keyword Pedagogy  14
2.2.2 Research of Vocabulary Learning with Keyword Pedagogy in Taiwan 24
CHAPTER THREE: RESEARCH METHOD 27
3.1 Overall Research Design 27
3.2 Participants  29
3.3 Instruments  31
3.3.1 Phonics Instruction   31
3.3.2 Keyword Instruction   32
3.3.3 Pretest and Post-test  33
3.3.4 Interviews and Questionnaires  33
3.3.5 Classroom Observations  34
3.4 Learning Materials  35
3.5 Data Analysis   35
CHAPTER FOUR: RESULTS AND DISCUSSION 38
4.1 The Results of the Keyword Pedagogy 38
4.1.1 Tool: Phonics Technique 38
4.1.2 Performance in Class Meetings  40
4.1.3 Pretest and Posttest  46
4.2 Questionnaires and Interviews 46
4.3 Classroom Observations  53
CHAPTER FIVE: CONCLUSION 58
5.1 Summary of the findings 58
5.2 Conclusion 62
5.3 Implications 64
5.4 Suggestions for Future Research 65
REFERENCES 68
APPENDICES 79
Appendix A Parental Consent Form 79
Appendix B Questionnaires 81
Appendix C Lesson Plan 85
Appendix D Oral Test (Phonics Rules) 86
Appendix E Pretest 87
Appendix F Post-est 88

LIST OF TABLES
Table 3.1 The Participants’ Backgrounds 30
Table3.2 The Summary of the Methodology 37
Table 4.1 Phonics Technique Oral Test Scores 39
Table 4.2 Performance of the Two Quizzes 41
Table 4.3 Total of the Two Quizzes 44
Table 4.4 Application of the Keyword Pedagogy 45
Table 4.5 Results of the Pretest and Post-test 46

LIST OF FIGURES
Figure 3.1 The Procedures of Data Collection 28
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