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研究生:陳瑋碩
研究生(外文):CHEN, WEI-SHUO
論文名稱:辭源學教學法及傳統詞彙教學法對台灣高中生單字發展之成效探討
論文名稱(外文):The Effects of Etymological Analysis Vocabulary Learning and Traditional Definition-based Vocabulary Learning on Taiwanese High School Students’ Vocabulary Development
指導教授:林惠玲林惠玲引用關係
指導教授(外文):LIN, HUEI-LING
口試委員:葉純純魏式琦
口試委員(外文):YEH, CHUN-CHUNWEY, SHYH-CHYI
口試日期:2017-06-21
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國語文學系英語教學研究所
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:2017
畢業學年度:105
語文別:英文
論文頁數:74
中文關鍵詞:辭源學教學法傳統詞彙教學法意義連結英語為外國語言的台灣高中生
外文關鍵詞:etymological analysis vocabulary learningtraditional definition-based vocabulary learningmeaning connectionTaiwanese EFL high school students
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作為句子的組成基礎要件,字彙在語言中扮演著相當重要的角色,而世界上許多學者也因此不遺餘力地致力於設計有效的單字學習方式。本實驗採用「辭源學教學法」及「傳統詞彙教學法」,並探討其對十四位英語為外國語言的台灣高中學生在單字學習上之效用。
本研究由十四名台灣高中生參與受試。受試者隨機分入實驗組及控制組,並分別接受為時一個月的四堂「辭源學教學法」及「傳統詞彙教學法」單字課程。實驗組受試者接受「辭源學教學法」而控制組受試者則是接受「傳統詞彙教學法」。本研究採用前測、後測及延遲後測來評估與比較受試者之學習成效,並探討兩種單字教學法對於受試者在單字成長、單字長期記憶及字義連結之成效。此外,接收「辭源學教學法」的受試者在後測時被額外給予一份旨於探討學生對於「辭源學教學法」及「死背」看法的問卷。
本研究主要發現如下: (一) 雖然兩種教學法皆有助益於單字成長,但是「辭源學教學法」比「傳統詞彙教學法」更能促進受試者的單字成長。(二) 雖然兩種教學法皆有助益於單字長期記憶,「辭源學教學法」比「傳統詞彙教學法」更有助於受試者的單字長期記憶。(三) 至於字義連結,不論長短期,「辭源學教學法」皆有益於受試者連結單字內的意義。至於「傳統詞彙教學法」,不論長短期皆無法助於連結單字內的意義。(四) 一般而言,受試者對於「辭源學教學法」持正面態度,而對於「傳統詞彙教學法」多表負面態度。
此外,本研究亦包含兩則教學義涵。一方面,英文老師應該更注意單字的多義本質。另一方面,老師應該提供充足的複習給學生以藉此增強學生學習成效。
Vocabulary plays a significant role in languages because vocabulary is the basic building blocks of sentences, and scholars around the globe therefore have spent gallons of ink designing effective vocabulary learning approaches. The current study administered etymological analysis vocabulary learning (EAVL) and traditional definition-based vocabulary learning (TDVL) and attempted to examine their effects on 14 Taiwanese EFL high school students’ vocabulary learning.
In the current study, 14 Taiwanese high school students were recruited and randomly divided into the experimental and control group. In addition, all participants received four units of instruction lasting one month. Those in the experimental group were taught via EAVL while those in the control group were instructed by TDVL. In the current study, the participants’ word learning outcomes were assessed and compared by the pretest, posttest, and delayed posttest so as to investigate the effects of the two vocabulary instructions on the participants’ vocabulary growth, vocabulary retention, and meaning connection. Furthermore, participants in the experimental group were given a questionnaire to elicit their perspective toward EAVL and TDVL.
Findings from the current study indicated: (a) although both approaches conduced to vocabulary growth, EAVL led to more vocabulary growth than TDVL; (b) although both approaches contributed to vocabulary retention, EAVL conduced to more vocabulary retention; (c) EAVL, not only in the short term but also in the long term, contributed to meaning connection within a vocabulary item while no growth in meaning connection was found in TDVL; and (d) generally speaking, participants showed a positive attitude toward EAVL while expressing a negative attitude toward TDVL.
In addition, two pedagogical implications are provided in the current study. On the one hand, polysemous nature of vocabulary should be paid more attention to by
English teachers. On the other hand, teachers should provide sufficient review for students so as to enhance their learning outcomes.
List of Tables ...........................................................xi
List of Figures .........................................................xii
Chapter One Introduction ...........................................................................1
1.1 Background of the Study ...........................................................................1
1.2 Background of Etymology ...........................................................................2
1.3 Statement of the Problem ...........................................................................4
1.4 Research Purpose ...........................................................................5
1.5 Research Questions ...........................................................................5
1.6 Significance of the Study ...........................................................................6
1.7 Definition of Terms ...........................................................................8
1.8 Overview of the Thesis ...........................................................................9
Chapter Two Literature Review ..........................................................................11
2.1 Implicit and Explicit Vocabulary Learning Approaches .................11
2.1.1 Implicit Vocabulary Instruction ....................................12
2.1.2 Explicit Vocabulary Instruction ....................................16
2.1.2.1 Traditional Definition-based Vocabulary Learning Approach ....... 16
2.1.2.2 Morphological Instruction ........................................18
2.1.2.3 Etymological Analysis Vocabulary Learning ........................21
2.2 Empirical Studies in Taiwan ..........................................23
2.3 Summary ..............................................................32
Chapter Three Methodology ................................................35
3.1 Settings .............................................................35
3.2 Participants .........................................................36
3.3 Instructor ...........................................................36
3.4 Procedure of the Study ...............................................37
3.5 Material .............................................................40
3.6 Instruments ..........................................................40
3.6.1 Design of the Tests ................................................41
3.6.2 Design of the Questionnaire.........................................44
3.7 Instructional Design .................................................45
3.7.1 EAVL Group .........................................................45
3.7.2 TDVL Group .........................................................46
3.8 Data Collection ......................................................47
3.9 Data Analysis ........................................................47
3.9.1 Pretest Posttest, and Posttest Delayed-posttest Analysis ...........47
3.9.2 Questionnaire Analysis .............................................50
3.10 Summary .............................................................51
Chapter Four Results and Discussion ......................................52
4.1 Results ..............................................................52
4.1.1 Effects of EAVL and TDVL on Participants’ Vocabulary Growth.........52
4.1.2 Effects of EAVL and TDVL on Participants’ Vocabulary Retention .....54
4.1.3 Effects of EAVL and TDVL on Participants’ Word Meaning Connection . 55
4.1.4 Participants’ Opinions toward EAVL and TDVL ........................58
4.1.5 Summary ............................................................61
4.2 Discussion ...........................................................63
4.2.1 Effects of EAVL and TDVL on Participants’ Vocabulary Growth.........64
4.2.2 Effects of EAVL and TDVL on Participants’ Vocabulary Retention .....64
4.2.3 Effects of EAVL and TDVL on Participants’ Word Meaning Connection . 65
4.2.4 Participants’ Opinions toward EAVL and TDVL ........................65
4.2.5 Critical Thinking on Etymological Analysis Vocabulary Learning .....67
Chapter Five Conclusion ..................................................69
5.1 Summary of the Current Study .........................................69
5.2 Pedagogical Implications .............................................71
5.3 Limitations of the Present Study and Suggestions for Future Research .72
References................................................................75
Appendix A Lesson Plans of the Control Group .............................84
Appendix B Lesson Plans of the Experimental Group ........................95
Appendix C Consent Form .................................................123
Appendix D 50 Pre-selected Words ........................................125
Appendix E Pretest of the Study .........................................126
Appendix F Posttest of the Study ........................................127
Appendix G Delayed Posttest of the Study ................................128
Appendix H Questionnaire of the Study ...................................129
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