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研究生:趙立賢
研究生(外文):CHAO, LI-HSIEN
論文名稱:幫助高中外語學習困難者學習基本英語字彙之行動研究
論文名稱(外文):Helping Struggling EFL Learners in High School to Learn Basic English Vocabulary: An Action Research Approach
指導教授:沈添鉦沈添鉦引用關係張韶華張韶華引用關係
口試委員:沈添鉦楊志芳楊捷閔
口試日期:2019-05-29
學位類別:碩士
校院名稱:南臺科技大學
系所名稱:應用英語系
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:2019
畢業學年度:107
語文別:英文
論文頁數:100
中文關鍵詞:油漆式單字記憶法
相關次數:
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中文摘要
這個行動研究的目的是使用油漆式教學法,字母拼讀教學及合作學習來幫助高中一年級的學生來提升英語學習的動機及增加認識字彙的基本能力。很多過去的研究顯示出,提供有效的英語教學方式對這些低成就的英語學習者是很重要的。教育部一直在台灣英語教育這塊花了很多時間和金錢,而且一直用筆試的方式主導著英語教學,但大部分學生的英語能力還是無法令人滿意,而且英語學習的成就呈現兩極化的成長方式,值得英語教師們和教育政策的制定者深思。為了因應上述的教學問題,本研究採取行動研究的模式,研究者採用油漆式教學法,字母拼讀教法,並搭配合作學習的分組策略來刺激高一學生英語學習的動機和增進英語字彙的基本能力。參與的學生為10位英語程度不佳的學生,計畫共持續16周,每周二節。蒐集的資料包含字彙能力及英語學習動機的前後測、訪談、觀察、錄影等,資料分析則質化與量化並重,以作為推斷教學成效的參考。根據初步的分析結果,本行動研究所採取的教學策略和學習工具帶給參與者正面的學習效益,他們的英語單字能力比之前進步,英語學習動機也有所提升,對參與的經驗及學習成果普遍覺得滿意。根據本行動研究的經驗及成果,本文最後也提供了一些教學建議給英語教學者參考。

關鍵字 : 英語學習低成就者、油漆式教學法、行動研究、字母拼讀教學


Abstract
The purpose of this action research was to use Painting Style Vocabulary LearningMethod and cooperative learning to facilitate the English learning motivation and vocabulary competency among tenth grade students in a high school. The Ministry of Education committed much educational resources on improving the English learning achievements of Taiwan students. Nonetheless, it seems that English teaching in Taiwan has long emphasized English linguistic knowledge and influenced by national and school examinations, and the general English proficiency of students has been far from being satisfactory.
The reseracher of this study applied Painting Style Vocabulary Learning Method,
delivered phonics lessons, and cooperative learning strategies, which have been
observed to be effective in enhancing English learning and motivation, to improve
the English ability of tenth-grade EFL students. The subjects were 10 low achieving
tenth-grade EFL students. The program consisted of 32 classes of vacabulary
instruction. Qualitative and quantitative data were collected to understand how the
vocabulary instruction program affected the EFL learners’ vocabulary competence
and English learning motivation. Data collection instruments included standardized
vocabulary tests, questionnaire, observations and field notes, video recording, and
the researcher’s reflective journals.
Preliminary data analysis has shown positive results. First, the students reported
that the intervention had positive influences on their vocabulary learning. Second,
qualitative and statistical data showed that their vocabulary proficiency clearly
improved after the 16-week program. Last, the teacher-researcher also reported
enhanced satisfacation and enthusiasm after seeing the progress of the
underachievers. Recommendations for EFL instructors seeking to empower their
underachieving students are provided in the final part of the paper. Theoretically,
the seven functions provide teachers, editors, as well as course designers with an
insight into future English textbook compiling. Word frequency is by no means the
only indicator for a good EFL textbook. Empirically, our study reveals that seven
functions serve for teachers a good guide to make a selection.Pedagogically,
English teaching is focused on pragmatic functions instead of linguistic structure.

Keywords : English underachievers, Painting Style Vocabulary Learning Method, Action research, Phonics instruction




TABLE OF CONTENTS
Abstract………………………………………………………………………………ii
中文摘要……………………………………………………………………………..iv
Table of Contents……………………………………………………………………..v
List of Tables…………………………………………………………………………x
Chapter One: Introduction……………………………………………………………1
Background of the Study and Statement of the Problem………………………..1
Purpose of the Study…………………………………………………………….4
Research Questions……………………………………………………………...4
Significance of the Study………………………………………………………..4
Definition of Terms……………………………………………………………...5
Low achievers……………………………………………………………...5
Remedial instruction……………………………………………………….5
“Painting Style Vocabulary Learning Method”…………………………….5
Chapter Two: Literature Review………………………………………………………7
Phonics…………………………………………………………………………...7
Phonological Awareness…………………………………………………….8
Phonemic Awareness………………………………………………………..8
Phonics instruction……………………………………………………….....9
Painting Style Vocabulary Learning Method………………………………….....9
Mnemonic Strategies……………………………………………………………13
Remedial Instruction……………………………………………………………14
The process of remedial instruction……………………………………….14
The remedial instruction of EFL…………………………………………..15
The Motivation of the Low-achievement Students……………………………..15
ARCS motivation model…………………………………………………..16
Studies Related to the Low motivation of the EFL learners………………16
Chapter Three: Methodology………………………………………………………...18
What is Action Research ?...................................................................................18
Why use the Action Research ?............................................................................19
Research Design………………………………………………………………...20
Research Setting………………………………………………………………...21
Participants……………………………………………………………………...22
The Teacher Researcher………………………………………………………...23
Procedures of the Study………………………………………………………...24
Teaching Materials……………………………………………………………...30
Instruments and Data Collection………………………………………………..31
Pretest and Posttest………………………………………………………...31
Questionnaire……………………………………………………………...32
Interviews………………………………………………………………….32
Researcher’s reflective journals…………………………………………...33
Classroom observations and field notes…………………………………...33
Video recording……………………………………………………………34
Participants’ learning log…………………………………………………..34
English learning motivation scale…………………………………………34
Finding out the problems and designing the remedial instruction……………...35
Observations..……………………………………………………………...35
Reflections and Revisions…………………………………………………35
Evaluation and Reflections………………………………………………..36
Data Analysis…………………………………………………………………...36
Chapter Four: Results and Discussion……………………………………………….38
RQ1: How does the remedial instruction implemented by the teacher researcher affect the vocabulary learning of the EFL low-achievers ?..................................40
Participants’ performances on vocabulary learning before and after the remedial instruction……………………………………………………………………….40
Discussion the Participants’ Vocabulary Learning Performances……………...44
Findings from the researcher’s reflective journals……………………………...47
RQ2 : How does the remedial instruction change the EFL low-achievers’ motivation ?.........................................................................................................52
Results of the English learning motivation questionnaire……………………...52
RQ3 : How do the EFL low-achievers respond to the remedial instruction?......59
Participants’ responses to the remedial instruction…………………………….59
Findings from the interview…………………………………………………....61
Findings from the field and observation notes………………………………....66
Chapter Five: Conclusions and Implications………………………………………...69
Conclusions……………………………………………………………………..69
Pedagogical Implications……………………………………………………….70
Limitations of the Study………………………………………………………...71
Suggestions of Future Research………………………………………………...73
References……………………………………………………………………………74
Appendices…………………………………………………………………………...81
Appendix A: Consent form……………………………………………………..81
Appendix B: English Learning Motivation Scale………………………………83
Appendix C: 英語學習動機量表……………………………………………...85
Appendix D: Field notes………………………………………………………..87
Appendix E: Observation notes………………………………………………...89
Appendix F: 教學觀察表……………………………………………………...90
Appendix G: Reflective journals……………………………………………….91
Appendix H: Self-evaluation form……………………………………………..92
Appendix I: 學生自評表………………………………………………………93
Appendix J: Pre-Remedial English Instruction Interview……………………...94
Appendix K: While-Remedial English Instruction Interview………………….95
Appendix L: Post-Remedial English Instruction Interview…………………....96
Appendix M: Pretest and Posttest of Word Sound and Word Meaning …….....97

Appendix N: The verification of the thesis from Turnitin……………………...98














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