因應12年國教素養導向教學，英語課程不單單只是語言知識的習得、語言技能的培養，還包括語言在生活情境中的運用。英語階層概念圖(Concept Hierarchical Mapping)是一種圖像組織，在教學上提供為培養批判性思考和創造性思維的工具之一。 Kinchin，Möllits＆Reiska（2019）主張，概念圖對學生的學習產生極大影響，有助於學生建構知識的學習過程並訓練其產生結構性知識，以供將來學習。為了提高學習者的英語閱讀理解能力，階層概念圖在英語教學中被認為是訓練學習者閱讀理解能力和詞彙學習的有效策略之一。

本研究旨在探討英語語言學當中兩面向(橫向組合與聚合關係)融入心智圖教學中以提升台灣國中學生英語閱讀以及字彙學習的成效。研究對象為北台灣某公立國中54位七年級學生。本研究使用多種資料來源，包含：（1）圖像組織問卷(The Graphic Organizer Attitude Questionnaire, GOAQ)、（2）成就測驗 (The Achievement Test) 、（3）課堂教學學習單(In-class worksheets)。

本研究提供量化分析資料以及質化分析資料的結果。量化分析主要採用兩種分析方法：（1）以配對t檢定檢視學生的英語閱讀測驗成績、（2）以描述性統計分析問卷結果剖析學習者對於圖像組織於四大方面（字彙學習、閱讀能力、英語學習以及學習態度）上的差異。質化分析著重於學習者成就測驗中，心智圖考試中橫向組合以及聚合關係對於字彙學習之影響。除此之外，課堂教學學習單佐證圖像組織問卷中結果成效。

研究資料分析出四大結果：第一、由成就測驗中前測與後測的顯著差異值，得知橫向組合與聚合關係融入心智圖教學有效提升學習者的英文閱讀能力與字彙學習成效。第二，由圖像組織圖問卷分析，學習者在接受圖像組織訓練後，改變其英語學習以及學習態度。第三，由心智圖測驗中，學生在橫向組合與聚合關係上的觀念有顯著的進步。第四，學生於圖像組織問卷中表達對此學習策略的正向觀點。根據此研究結果，提出英語課程設計上結合心智圖教學法的建議與結論，做為未來國中端英語教師與研究語言學融入心智圖教學法的學者進行課程設計討論與參考。

In response to the of 12-Year Basic Education Curricula in Taiwan, English courses not only focus on the acquisition of language knowledge and language skills, but also advocates that students build core competencies used in real-life situations. Concept hierarchical mapping, a type of graphic organizer, provides an active tool for critical and creative thinking. Kinchin, Möllits & Reiska (2019) advocated that concept maps have had a positive impact on the quality of students’ learning that help students build up ideas connections and train their productive knowledge structure for future learning.

To improve learners’ English reading comprehension, mind mapping on English teaching has been considered as effective strategies for EFL learner’s’ reading comprehension and vocabulary learning. This study explores Taiwanese EFL learners’ reading and vocabulary performances after receiving instructional treatment on syntagmatic and paradigmatic relations integrated concept hierarchical mapping. It attempts to examine if junior high school learners’ reading comprehension and vocabulary learning can be facilitated by applying concept hierarchical mapping for the enhancement of English teaching.

This study aims to explore the learning outcomes of English reading comprehension and vocabulary learning of junior high school students’ through the syntagmatic and paradigmatic relations integrated on concept hierarchical mapping instruction. Participants in the study consisted of fifty-four students in the 7th grade of a junior high school in northern Taiwan. Multiple collection instruments include (i) the Graphic Organizer Attitudes Questionnaire (GOAQ), (ii) the achievement test and (iii) in-class worksheets.

The instruments listed above attempt to examine the strengths and weaknesses of the participants’ syntagmatic and paradigmatic relations ability and to evaluate students’ English reading improvement by means of syntagmatic and paradigmatic relations integrated concept hierarchical mapping instruction. First, the graphic organizer attitudes questionnaire helped the researcher gain a better perspective on learners’ attitude toward graphic organizers. Second, the achievement test in this study was given at the beginning and the end of the instruction to show learners’ English scores whether they were being improved or not. Third, the in-class worksheets were used during the experiment for each unit to estimate the learners’ performance on concept mapping.

A quantitative approach was adopted for data analysis: (i) a paired t-test for measuring learners’ achievement among junior high school students in terms of holistic and analytic scores of the achievement test (ii) a descriptive statistical analysis of the Graphic Organizer Attitude Questionnaire. Then, both quantitative data and qualitative data analyses were used to examine students’ scores of mind mapping in the achievement test to understand whether they constructed the knowledge via the concept maps.

Several findings were yielded from data analysis. First, the learners in the experimental group made progress in their English reading compression after receiving instructional treatment on syntagmatic and paradigmatic relations integrating concept hierarchical mapping, which is evident in the significant difference between the pre- test and post-test scores. Second, graphic organizers (concept mapping) results also indicate the learners’ growth in vocabulary learning. Third, the results of students’ mind mapping test scores indicate that learners made a significant progress in syntagmatic and paradigmatic relations on their concept mapping learning. Last, learners expressed their perspectives of using graphic organizer as shown in learners’ responses of Graphic Organizer Attitude Questionnaire. Based on the research findings, practical and theoretical implications are drawn regarding the instructional design for junior high school English teaching and learning.

CHINESE ABSTRACT i
TITLE PAGE iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLES x
LIST OF FIGURES xiii
ABSTRACT xiv
CHAPTER ONE: INTRODUCTION 1
1-1 Research Background 1
1-2 Purpose and Research Questions 3
1-3 Significance of Study 4
1-4 Definition of Terms 5
CHAPTER TWO: LITERATURE REVIEW 7
2-1 Graphic Organizers 7
2-2 The Development and the Definition of Graphic Organizers 8
2-3 Types of Graphic Organizers (GOs) 9
2-4 Previous Research Related to the Effects of Graphic Organizers on Students’ Reading Comprehension 16
2-5 Background Information of Concept Hierarchical Mapping 18
2-6 Sense Relation 20
2-6-1 Syntagmatic Relations 20
2-6-2 Paradigmatic Relations 21
2-7 Word Association 25
2-8 EFL Reading Comprehension 26
2-8-1 Concept Hierarchical Mapping on EFL Reading Comprehension 27
CHAPTER THREE: METHODOLOGY 29
3-1 Research Background 29
3-2 Research Design 30
3-3 Research Procedure 35
3-4 Data Collection 42
3-5 Data Analysis 43
3-6 Issues of Validity and Reliability 45
3-7 Research Ethics 49
CHAPTER FOUR: RESULTS 50
4-1 The Achievement Test of Junior High School Learners 51
4-2 Graphic Organizer Attitude Questionnaire on Junior High School Learner’s 61
CHAPTER FIVE: DISCUSSIONS AND FINDINGS 70
5-1 Discussions and Findings 71
CHAPTER SIX: CONCLUSION 99
6-1 Limitations and Suggestions 99
6-2 Pedagogical Implications 101
6-3 Conclusion 103
REFERENCES 105

APPENDICES 113
APPENDIX A Graphic Organizer Attitudes Questionnaire (GOAQ) 113
APPENDIX B Graphic Organizer Attitudes Questionnaire (GOAQ) (Chinese Version) 115
APPENDIX C 117
Achievement Test-Book 2 Unit 7-9 117
APPENDIX D Lesson 8 In-Class Reading Worksheet 123
APPENDIX E Lesson 8 In-Class Reading Worksheet —Potential Answers 124
APPENDIX F 125
Pre- test Comparison of the Mind Mapping Test: Student A in the Experimental Group 125
APPENDIX G 126
Post-test Comparison of the Mind Mapping Test: Student A in the Experimental Group 126
APPENDIX H 127
Pre-test Comparison of the Mind Mapping Test: Student B in the Experimental Group 127
APPENDIX I 128
Post-test Comparison of the Mind Mapping Test: Student B in the Experimental Group 128
APPENDIX J 129
Pre-test Comparison of the Mind Mapping Test: Student C in the Experimental Group 129
APPENDIX K 130
Post-test Comparison of the Mind Mapping Test: Student C in the Experimental Group 130
APPENDIX L 131
Pre-test Comparison of the Mind Mapping Test: Student D in the Experimental Group 131
APPENDIX M 132
Post-test Comparison of the Mind Mapping Test: Student D in the Experimental Group 132
APPENDIX N 133
Pre-test Comparison of the Mind Mapping Test: Student E in the Experimental Group 133
APPENDIX O 134
Post-test Comparison of the Mind Mapping Test: Student E in the Experimenta
Group 134
APPENDIX P Consent Form 135

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