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研究生:Liza Insyirah
研究生(外文):Liza Insyirah
論文名稱:Vocabulary Empowerment on Reading and Writing for Taiwanese Elementary School Students in Remote Areas
論文名稱(外文):Vocabulary Empowerment on Reading and Writing for Taiwanese Elementary School Students in Remote Areas
指導教授:嚴愛群嚴愛群引用關係
指導教授(外文):Ai-Chun Yen
學位類別:碩士
校院名稱:國立東華大學
系所名稱:英美語文學系
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:2017
畢業學年度:105
論文頁數:177
外文關鍵詞:semantic mappingvocabulary learning strategyindependent readingwriting skills 
相關次數:
  • 被引用被引用:0
  • 點閱點閱:274
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  • 下載下載:38
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ABSTRACT
In this qualitative case study, the researcher examined how semantic mapping helped participants to empower their vocabulary through reading visually and become better in writing. Findings were based on an experiment using Mind Walker activities for 11 weeks. The participants were three Taiwanese Elementary School students, 2 fifth grade female students and 1 sixth male student ranging in age from 10 years old to 12 years old. Mind Walker is a semantic mapping based reading tool with word cards and reading texts. It is assumed that Mind Walker can empower participants’ vocabulary knowledge first and later their independent reading and writing abilities. Mind Walker contains 247 semantic mapping picture-word cards with the chosen words from the 300 word list and some words from the 1,000 word list made by the Taiwanese Ministry of Education. The three different reading texts are one paragraph, a 100-300 word reading text, and a 300-500 word reading text. Making semantic maps, sharing the maps, and independent reading are included in this experiment. Pre- and post-tests were done before and after the experiment. The findings confirm that the participants’ internalized vocabulary knowledge affects their independent reading and writing.
TABLE OF CONTENTS
ABSTRACT i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iii
LIST OF TABLES v
LIST OF FIGURES vi
LIST OF PICTURES vii
APPENDICES viii
CHAPTER ONE: INTRODUCTION 1
1.1 Background of the Problem 1
1.2 Purpose of the Study 4
1.3 Research Questions 5
1.4 Significant of the Study 5
1.5 Summary 5
CHAPTER TWO: LITERATURE REVIEW 7
2.1 Vocabulary Learning Strategy 7
2.2 Vocabulary Empowerment in Reading 11
2.3 Reading to Writing 14
2.4 Semantic Mapping 17
2.5 Summary 21
CHAPTER THREE: RESEARCH METHODOLOGY 22
3.1 Research Questions 22
3.2 Research Framework 22
3.3 Research Design and Process 24
3.4 Research Setting and Participants 33
3.5 Research Tools 34
3.6 Data Collection 35
3.7 Data Analysis 37
3.7.1 In Class Map Making (Semantic Mapping I) 38
3.7.2 In Class Readings (Semantic Mapping II) 39
3.7.3 In Class Observation and Interview 48
3.8 Summary 49
CHAPTER FOUR: FINDINGS AND DISCUSSION 50
4.1 Research Findings 50
4.1.1 Semantic Mapping and Vocabulary Empowerment 50
4.1.2 Vocabulary Empowerment and Reading in English 58
4.1.3 Semantic Mapping and Writing Skills in English 68
4.2 Discussion 75
4.3 Summary 78
CHAPTER FIVE: CONCLUSION 79
5.1 The Overview of the Study and Major Findings 79
5.2 Contributions of this Study 81
5.3 Implications of this Study 82
5.4 Limitations of this Study 83
5.5 Suggestions for Further Study 84
5.6 Summary 84
REFERENCES 86
APPENDICES 97
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http://123doc.org/document/3787560-17798-my-favourite-teacher.htm
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