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研究生:陳利家
研究生(外文):Li-Chia Chen
論文名稱:猜謎教學對五年級學童英語單字能力的影響
論文名稱(外文):Effects of Riddle Guessing on Vocabulary Knowledgefor 5th Graders in Taiwan
指導教授:陳錦芬博士
指導教授(外文):Chin-Fen Chen, Ph. Dr.
口試委員:戴維揚陳湄涵
口試委員(外文):Wei-Young DaiMai-Han Chen
口試日期:2014-07-16
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:2014
畢業學年度:102
語文別:英文
論文頁數:103
中文關鍵詞:謎語字彙能力猜謎教學
外文關鍵詞:riddlesvocabulary knowledgeriddles guessing
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字彙量多寡是學習任何一種語言成效高低的關鍵。而字彙學習要搭配情境,進行有意義的連結,成效才能顯著。英文詞彙的定義可被視為一種有情境的短句,因其中包含了相關的單字連結。本研究使用單字的英文定義為教材內容,並採用廣受喜愛的猜謎策略,進行英語謎語教學,期能藉此教學累積學生字彙量。
本研究旨在探討以單字之定義為謎面之謎語教學對單字學習的成效。實驗的對象為新北市某國小5年級4個班級的學生共89人。其中2個班、共計44人為控制組,另2個班、共計45人為實驗組。實驗組中又以前測成績70分為界限,分為高分組和低分組,以探討不同組別的參與者對謎語教學的看法是否有所不同。70分以上為高分組,共計16人;70分以下為低分組,共計29人。兩組都接受傳統的字彙教學,如跟讀、抄寫字義,但實驗組增加了以單字的定義為謎面的猜謎教學活動。實驗期程為16週,每週進行30分鐘。
實驗結果顯示: 1.兩組組內的前後測結果,均達顯著差異。不論有無謎語教學,兩組學生的單字認知能力皆有進步。2. 兩組組間的後測比較並無顯著差異。3. 學生回饋問卷調查顯示,學生對此教學抱持正向、肯定的態度,大都認為它是有趣的,可以多學到單字,也學習了一些知識。
根據實驗的結果,對有意採用英語猜謎教學的教學者或有意進一步研究英語猜謎教學成效的研究者提出相關建議。

This quasi-experimental study aimed to investigate the effects of incorporating riddle guessing into teaching English vocabulary. Four classes of 89 fifth graders participated in this study. Forty-four of them were selected as the control group and 45 of them as the experimental group. Both of them received conventional vocabulary teaching and the experimental group received additional lessons incorporating riddle guessing activity, 30 minutes per week for 16 weeks. The experimental group was further divided into two subgroups : high performance learners (N=16) and low performance learners (N=29) according to their pretest scores.
The results indicated that both groups improved their vocabulary knowledge significantly , but there were no significant differences between both groups’ improvement. As to the feedback of the experimental group, on average, they thought the lessons incorporating riddles guessing were helpful in their learning English vocabulary and relevant knowledge.
Based on the findings, some suggestions were provided for those who are interested in lessons incorporating riddles guessing and that future studies related to lessons using riddle guessing activity.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION 1
Motivation 1
Research Purposes 7
Research Questions 9
Significance of the Study 9
Definitions of Terms 10
Riddles 10
Riddle Guessing Activity 12
Vocabulary Knowledge 13
CHAPTER TWO LITERATURE REVIEW 15
Significance of Vocabulary Building 15
Vocabulary Learning and Riddles 16
Analyzing Word Parts. 17
Guessing From Context 18
The Educational Application of Riddles 18
Features of Riddles 18
Value of Using Riddles in Teaching and Learning 19
Riddle Guessing in General Teaching and Learning 22
Riddle Guessing in Language Teaching and Learning 23
The Procedure of Posing Riddles 24
Studies Related to Riddle Teaching and Learning 27
CHAPTER THREE METHODOLOGY 31
Framework of the Study 31
Independent Variables 32
Controlled Variables 32
Dependent Variables 32
Research Setting and Participants 32
Research Setting 32
Participants 33
Procedure and Timetable 38
Experimental Instruction 39
Teaching Materials 40
Teaching Activities 41
Instruments 46
Pre- and Posttests of English Vocabulary Knowledge 46
Student Feedback Questionnaire 47
Data Analysis 47
CHAPTER FOUR RESULTS AND DISCUSSIONS 49
Progress of Both Groups’ Vocabulary Knowledge 50
Within-group Comparison 50
Between-group Comparison 52
Students’ Feedback Questionnaire 53
Learning Motivation 54
Participation 58
Self-Evaluation of Learning Effects 61
Participants’ Descriptive Responses 65
Discussions 68
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 71
Conclusions 71
Limitations of the Study 73
Suggestions 73
For Instruction 74
For Further Studies 76
REFERENCES 77
Appendix A A Consent Form of Parents 83
Appendix B Students’ English Learning Background Survey 84
Appendix D Posttest 87
Appendix E Students’ Feedback Questionnaire 89
Appendix F Riddle Worksheet1 90
Appendix G Riddle Worksheet2 91
Appendix H Riddle Worksheet3 92
Appendix I Riddle Worksheet4 93
Appendix J Riddle Worksheet5 94
Appendix K Riddle Worksheet6 95
Appendix L Riddle PPT verb+er 96
Appendix M Riddles with Three Single Words as Hints 100

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謝明璋(2008)。字謎及其運用在國小國語科教學之研究。國立花蓮教育大學/
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