臺灣博碩士論文加值系統

第二語言學習的研究者常指出，諧音法能夠幫助學習者記憶單字。然而，針對如何有效減緩學習者遺忘單字的速度之研究仍相當缺乏。因此，本研究旨在探討如何減緩諧音法學習者的遺忘速度，以及文字或圖像何者為更佳的視覺輔助。本研究包含為期五周的實驗、個別訪談，以及研究者在課堂中的觀察紀錄，研究對象為四個班共111名八年級生。研究結果顯示調整諧音法的教學順序能夠減緩學生對單字的遺忘速度，且文字為更佳的視覺輔助。總結而言，此研究希望能解釋諧音法如何促進學生單字學習並如何減緩諧音法的遺忘速度，英語教師也可藉此進一步了解在教室中使用諧音法的相關資訊。
關鍵字：視覺輔助、遺忘速度、諧音法

Researchers in second language learning have often suggested that the keyword method would likely facilitate learners’ vocabulary learning. However, research on how to effectively reduce the steepness of the forgetting rate is scant. Therefore, this study explores how to make the acquired vocabulary more robust and investigates which encoding cue, word or picture, facilitates learners’ later retrieval. This research involved a five-week experiment, several interviews, and the researcher’s classroom observations. Four classes of 111 eighth graders were recruited for the study. The results of this study revealed that the adjusted teaching sequence of the keyword method made the acquired vocabulary more robust, and that word encoding cues worked better than picture encoding cues. To conclude, this study may be of importance in explaining how the keyword method facilitates junior high school students’ English vocabulary learning, as well as in providing English teachers with a better understanding when adopting the keyword method in their classrooms.
Key words: encoding cue, forgetting rate, the keyword method
 

TABLE OF CONTENTS
摘要 i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix

CHAPTER ONE INTRODUCTION - 1 -
Motivation and Background - 1 -
Rationale and Purpose of the Study - 3 -
Theoretical Basis of the Study - 4 -
Research Questions - 5 -
Organization of the Thesis - 5 -

CHAPTER TWO LITERATURE REVIEW - 7 -
The Immediate Effectiveness of the Keyword Method - 7 -
Retention Remains an Unresolved Issue - 13 -
Changing the Procedure of the Keyword Method as a Possible Solution - 23 -
Word or Picture Encoding Cue May Be Influential - 27 -
Research Questions - 33 -

CHAPTER THREE METHODOLOGY - 34 -
Participants - 34 -
Design of the Study - 36 -
Materials - 47 -
Procedures for Data Collection - 49 -
Assessments - 50 -
Data Analysis - 52 -

CHAPTER FOUR RESULTS AND DISCUSSION - 53 -
The Adjusted Teaching Sequence - 53 -
Word Encoding Cues vs. Picture Encoding Cues - 54 -
Results of the Delayed Vocabulary Tests - 55 -
Homogeneity of the four groups - 55 -
The result of the delayed test of all target words - 55 -
The results of Delayed Tests 1 and 2 - 59 -
The results of Delayed Test 3 - 61 -
The results of Delayed Test 4 - 64 -
An Overall Observation and Reflection - 67 -
The link between keywords and definitions - 67 -
The failure of picture encoding cues - 70 -
Participants’ attitudes toward the keyword method - 72 -
Discussion of the Teaching Sequence - 74 -
The adjusted teaching sequence - 75 -
The traditional teaching sequence - 77 -
Discussion of the Encoding Cues - 79 -
Picture encoding cues failed to facilitate long-term memory - 80 -
The effectiveness of word encoding cues needs long-term tracking - 82 -

CHAPTER FIVE CONCLUSION - 84 -
Summary of the Major Findings - 84 -
Adjusted teaching sequence facilitates later retrieval - 84 -
Keywords worked as mnemonics during later retrieval - 85 -
Pictures were not helpful in reducing the phonological similarity effect - 85 -
Word encoding cues made the novel L2 words more robust - 86 -
Keywords can be used to learn other subjects - 86 -
Pedagogical Implications - 86 -
Limitations of the Study - 88 -
Suggestions for Future Research - 90 -

REFERENCES - 93 -
APPENDIXES - 100 -
Appendix A. Vocabulary Chosen from Image System for Memorizing English Words - 100 -
Appendix B. Questions Asked During the Interviews - 102 -

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