臺灣博碩士論文加值系統

近幾年來，構字詞彙教學法在加強單字學習已經有顯著的研究證實，但是大部分的研究著重於評估構字詞彙教學法對於單字學習的有效性，鮮少搭配相關的單字學習策略。因此，這個研究旨在利用構字詞彙教學法搭配記憶策略跟認知策略在單字學習的成效。
本研究參與對象為十四位高中生，七位通過全民英檢初級檢定，七位通過全民英檢中級檢定，參與者共同修習為期十三週，每週一小時的英語課程，並輔予課外閱讀、寫作跟錄音等相關練習增進單字記憶表現。整體研究包含前、後測，課堂小考，字彙學習策略的問卷，心得問卷以及訪談。透過前、後測跟課堂的單字測驗比較，數據顯示，透過十三週的構字詞彙教學法搭配記憶策略跟認知策略的學習，此研究的參與學生在單字記憶的表現都有顯著的提升，尤其是英文初階的學生表現。此外，經由字彙學習策略的問卷，心得問卷以及個別訪談中可以得知參與學生在上課前後單字策略的使用變化，以及對於構字詞彙教學法搭配記憶策略跟認知策略在單字學習上的感受。

Morphology instruction has been evidenced to enhance students’ language learning in recent years (Bowers, Kirby, & Deacon, 2010), but most previous studies evaluate the impact of morphology instruction on learning effectiveness, without examining how it might work with other learning strategies. Therefore, this study integrated cognitive strategies and memory strategies into lexical learning, investigating how this lesson plan might promote EFL learners’ vocabulary performances. The pedagogical experiment was devised as a 13-week lesson plan with 14 learners, seven being at the lower-intermediate level and the other at the intermediate level. The participants’ lexical performances were assessed by means of the pre- and post-tests, and the results were found to be statistically significant (p< .05), particularly the underachievers’ performances. Their perceptions of the given instruction were further examined from a self-reflection questionnaire and semi-structured interviews, revealing that they benefitted substantially from lexical practices, and that they learned to apply the taught strategies to memorize new words.

摘要 i
ABSTRACT ii
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background 1
1.1.1 Vocabulary as the Basis of Language Learning 1
1.1.2 Vocabulary Size Necessary for Comprehension and the Difficulty of Vocabulary Learning 3
1.1.3 Vocabulary Learning Strategies 5
1.2 Statement of Problems 8
1.3 Purpose of the Study and Research Questions 11
1.4 Significance of the Study 12
1.5 Definition of Terms 12
CHAPTER TWO LITERATURE REVIEW 14
2.1 Vocabulary Knowledge 14
2.2 Vocabulary Learning Strategies 15
2.3 Morphology Instruction 16
2.4 Memory Strategies 18
2.5 Cognitive Strategies 19
2.6 Studies on Strategies for Vocabulary Learning 19
2.6.1 Studies on Using Morphology Instruction 20
2.6.2 Studies on Using Memory Strategies and Cognitive Strategies 22
CHAPTER THREE RESEARCH METHODS 26
3.1 Research Design 26
3.2 Participants 34
3.3 Instruments 35
3.3.1 The New Vocabulary Levels Test (NVLT) 35
3.3.2 Vocabulary Learning Strategy Questionnaire (VLSQ) 37
3.3.3 Self-reflection Questionnaire 40
3.3.4 Interviews 40
3.4 Data Collection and Analysis 40
3.4.1 The Students’ Pre- and Post-test Scores 41
3.4.2 The Scores of the Students’ Quizzes 42
3.4.3 Students’ Vocabulary Learning Strategy Questionnaire 44
3.4.4 Self-reflection Questionnaire 44
3.4.5 Interviews 44
CHAPTER FOUR RESULTS 46
4.1 The Students’ Background Knowledge 46
4.1.1 Students’ Vocabulary Proficiency 47
4.1.2 Students’ Vocabulary Learning Strategies 47
4.1.2.1 Frequencies of the Learning Strategies 48
4.1.2.2 Ten Most Frequently Used Vocabulary Learning Strategies 49
4.1.2.3 Ten Least Frequently Used Learning Strategies 50
4.2 Students’ Gained Morphology Knowledge 51
4.2.1 Lexical Performances of Different Student Groups 52
4.2.2 Findings of the Quizzes 54
4.3 Students’ Processes of the Morphology Knowledge 57
4.4 Students’ Perceptions of the Given Instruction 58
4.4.1 Benefits of the Morphology Instruction 58
4.4.2 Benefits of the Assignments 59
4.4.3 Reflection on the Interviews 60
4.4.3.1 The BrainPOP Video 60
4.4.3.2 The Morphology Instruction 61
4.4.3.3 The Chinese and English Definitions 64
4.4.3.4 The Teaching of Related Syntactic Structures 65
4.4.3.5 The Teaching of Lexical Synonyms and Antonyms 65
4.4.3.6 Sentence Making Practice with New Words 66
4.4.3.7 Recording New Words and Their Related Lexical Knowledge 66
4.4.3.8 Making a Storyline with New Words 67
CHAPTER FIVE DISCUSSION AND CONCLUSION 68
5.1 Summary of the Findings 68
5.2 Pedagogical Implications 71
5.3 Limitations of the Study 75
5.4 Suggestions for Future Research 75
REFERENCES 77
APPENDICES 83
Appendix A Pre/ Post-test 83
Appendix B The Vocabulary Learning Strategy Questionnaire 89
Appendix C Self-reflection Questionnaire 93
Appendix D Interview 95
Appendix E Teaching Materials 97

REFERENCES
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Bolt, Beranek, and Newman. Inc. ED, 317, 950.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34.
Arbukle, J. (1970). August Schleicher and the linguistics/philology dichotomy: a chapter in the history of linguistics. Word, 26(1), 17-31.
Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65-77.
Becker, W. (1977). Teaching reading and language to the disadvantaged—What we have learned from field research. Harvard Educational Review, 47(4), 518-543.
Bereiter, C., & Scardamalia, M. The psychology of written composition. 1987. The Journal of the Legal Writing Institute [, 2, 6.
Berne, J. I., & Blachowicz, C. L. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The Reading Teacher, 62(4), 314-323.
Biemiller, A. (1999). Language and Reading Success (Vol. 5). Brookline Books.
Biemiller, A. (2005). Size and Sequence in Vocabulary Development: Implications for Choosing Words for Primary Grade Vocabulary Instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223-242). Mahwah, NJ: Lawrence Erlbaum Associates.
Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension. International journal of listening, 14(1), 14-31.
Booij, G. (2017). The Oxford handbook of derivational morphology ed. by Rochelle Lieber, Pavol Štekauer. Language, 93(3), 717-720.
Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515-537.
Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1984). Instructing comprehension-fostering activities in interactive learning situations. Learning and comprehension of text, 255-286.
Brown, S. H., Lignugaris, B., & Forbush, D. E. (2016). The effects of morphemic vocabulary instruction on prefix vocabulary and sentence comprehension for middle school students with learning disabilities. Education and Treatment of Children, 39(3), 301-337.
Butler, S., Urrutia, K., Buenger, A., Gonzalez, N., Hunt, M., & Eisenhart, C. (2010). A review of the current research on vocabulary instruction. National Reading Technical Assistance Center, RMC Research Corporation, 1.
Brimo, D., Apel, K., & Fountain, T. (2017). Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension. Journal of Research in Reading, 40(1), 57-74.
Cameron, L. (2001). Children learning a foreign language. Lynne Cameron, Teaching Languages to Young Learners, 1-20.
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviors. Evaluation & Research in Education, 16(1), 1-18.
Chapelle, C. (1998). Construct definition and validity inquiry in SLA research. In L.F. Bachman, & A.D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp.32-70). Cambridge: Cambridge University Press.
Cooper, T. (1976). Measuring written syntactic patterns of second language learners of German. The Journal of Educational Research, 69(5), 176-183.
Coxhead, A., & Nation, P. (2001). The specialized vocabulary of English for academic purposes. Research perspectives on English for academic purposes, 252-267.
Cross, D. (1991). A Practical Handbook of Language Teaching. Great Britain.: Duteous Limited, Trowbridge, Wiltshire.
Dunn, L. M., & Dunn, L. M. (1997). Examiner's manual for the PPVT-III peabody picture vocabulary test: Form IIIA and Form IIIB. AGS.
Fishley, K. M., Konrad, M., Hessler, T., & Keesey, S. (2012). Effects of GO FASTER on morpheme definition fluency for high school students with high‐incidence disabilities. Learning Disabilities Research & Practice, 27(3), 104-115.
Rasouli, F., & Jafari, K. (2016). A deeper understanding of L2 vocabulary learning and teaching: a review study. Int. J. Lang. Linguist, 4, 40-46.
Ganbari-Taleb, M., Ghanbari, A., Yousefi, Z., & Botlani, S. (2013). Cognitive strategies instruction: Attitudes toward learning and academic functioning in science. Bulgarian Journal of Science and Education Policy, 7(1), 104.
Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11 (4), 341-363.
Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching reading in the 21st century: Order processing. Allyn and Bacon, PO Box, 11071, 50336-1071.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL quarterly, 29(2), 261-297.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language learning, 46(4), 643-679.
Harmon, J. M., Buckelew-Martin, E., & Wood, K. D. (2010). The cognitive vocabulary approach to word learning. English journal, 100-107.
Hashemi, M., & Aziznezhad, M. (2011). Etymology: A word attack strategy for learning the English vocabulary. Procedia-Social and Behavioral Sciences, 28, 102-106.
Henry, A., Davydenko, S., & Dornyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329-345.
Higbee, K. L. (1988). Your memory: How it works and how to improve it. London, England: Piatkus.
Hong, L. P. C. (2008, December). Investigating the most frequently-used and most-useful vocabulary language learning strategies among Chinese EFL postsecondary students in Hong Kong. In Global Practices of Language Teaching: Proceedings of the 2008 International Online Language Conference (IOLC 2008) (p. 209). Universal-Publishers.
Hosenfeld, C. (1984). Case studies of ninth grade readers. Reading in a foreign language, 4, 231-249.
Hu, Y. (2016). The role of learner autonomy for learning English out-of-class in Chinese universities. Master thesis. University of Victoria.
Khoshkhoonejad, A., Khalifelu, S. F., & Abdipour, S. (2016). Exploring the Effect of Morphological Instruction on Vocabulary Learning among Iranian EFL Learners. Journal of Education and Learning (EduLearn), 10(2), 151-158.
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The reading teacher, 61(2), 134-144.
Ko, M. H., & Goranson, J. (2014). Learner perceptions and preferences of device type in vocabulary learning. Multimedia-Assisted Language Learning, 17(3), 37-67.
Lai, Y. C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL quarterly, 43(2), 255-280.
Lai, Y. C. (2013). Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms. Taiwan Journal of TESOL, 10(1), 37-76.
Lai, Y. C. (2016). EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests. Taiwan Journal of TESOL, 13(1), 33-70.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 1.
Lessard-Clouston, M. (2013). Teaching Vocabulary. TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
Lewis, M. (1993). The Lexical Approach. The State of ELT and a Way Forward. Hove: LTP.
Lieber, R. (2015). Introducing morphology. Cambridge University Press.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology.
Little, A., & Kobayashi, K. (2015). Vocabulary learning strategies of Japanese life science students. TESOL Journal, 6(1), 81-111.
Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233.
Manuel, N. N. (2017). Evaluating Vocabulary Learning Strategies (VLS): Gender differences, the most and least used (VLS) among Angolan EFL Students at the Faculty of Arts (Luanda, Angola). International Journal of Scientific Research in Education, 10(5), 483-504.
McLean, S., & Kramer, B. (2015). The creation of a new vocabulary levels test. Shiken, 19(2), 1-11.
Moghadam, S. H., Zainal, Z., & Ghaderpour, M. (2012). A review on the important role of vocabulary knowledge in reading comprehension performance. Procedia-Social and Behavioral Sciences, 66, 555-563.
Mohammadi, S. M., & Afshar, N. B. (2016). Vocabulary Knowledge Learning and Reading Comprehension Performance: Which One is Superior-Breadth or Depth? International Journal for 21st Century Education, 3(2), 5-14.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston, Ma.: Heinle & Heinle Publishers.
Nation, P. (2015). Principles Guiding Vocabulary Learning through Extensive Reading. Reading in a Foreign Language, 27(1), 136-145.
Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 014-024.
O'malley, J. M., O'Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press.
Oxford, R. L. (1986). Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL). Appendix. KINTON INC ALEXANDRIA VA.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House / Harper & Row
Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. Language learning strategies around the world: Cross-cultural perspectives, 227-246.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300.
Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context (2nd ed) (pp. 317-333). New York: Routledge.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oakes.
Pérez, L. M., & Alvira, R. (2017). The acquisition of vocabulary through three memory strategies. Colombian Applied Linguistics Journal, 19(1), 103-116.
Pongweni, A., & Alimi, M. M. (2013). Etymology and the Development of L2 Vocabulary: The Case of ESL Students at the University of Botswana. International Journal of English Linguistics, 3(4), 89.
Pressley, M., & Harris, K. R. (2009). Cognitive strategies instruction: From basic research to classroom instruction. Journal of Education, 189(1-2), 77-94.
Prince, R. E. C. (2009). Usable knowledge from Harvard Graduate School of Education-Morphological analysis: New light on a vital reading skill, HGSE Nonie Lesaux.
Rasti Behbahani, A. (2015). Vocabulary learning strategies. TESOL Newsletter, 1.
Reinders, H. (2014). Personal Learning Environments for Supporting Out-of-Class Language Learning. In English teaching forum (Vol. 52, No. 4, p. 14). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Richards, J. C. (1976). The role of vocabulary teaching. TESOL quarterly, 77-89.
Rosenshine, B., & Meister, C. (2013). Cognitive strategy instruction in reading. In Instructional models in reading (pp. 95-118). New York: Routledge.
Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy. Cambridge university press.
Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in second language acquisition, 19(1), 17-36.
Schmitt, N. (1999). The relationship between TOEFL vocabulary items and meaning, association, collocation and word-class knowledge. Language testing, 16(2), 189-216.
Schmitt, N. (2000). Vocabulary in language teaching. Ernst Klett Sprachen.
Schneid, K. (1993). Helping students become strategic learners. Brookline, MA: Brookline Books.
Scruggs, T. E., & Mastropieri, M. A. (1993). Special education for the twenty-first century: Integrating learning strategies and thinking skills. Journal of Learning Disabilities, 26(6), 392-398.
Shaikh, M. (2017). Vocabulary a key for Effective Communication Skills: A Necessity for Engineering Students. International Journal of Multifaceted and Multilingual Studies, 4(6).
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in second language acquisition, 31(4), 577-607.
Takač, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters.
Templeton, S. (2012). Teaching and learning morphology: A reflection on generative vocabulary instruction. Journal of Education, 192(2-3), 101-107.
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513-536.
Van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimension’s approach. System, 41(3), 609-624. doi: 10.1016/j.system.2013.07.012
White, M. C., & DiBenedetto, M. K. (2015). Self-regulation and the common core: Application to ELA standards. New York: Routledge.
Willingham, D., & Price, D. (2009). Theory to practice vocabulary instruction in community college developmental education reading classes: What the research tells us. Journal of College Reading and Learning, 40(1), 91-105.
Wilson, B. A. (2005). Instruction for older students struggling with reading. Multisensory teaching of basic language skills, 2, 319-344.
Wu, M. M. F. (2012). Beliefs and Out-of-Class Language Learning of Chinese-Speaking ESL Learners in Hong Kong. New Horizons in Education, 60(1), 35-52.
Yeh, C. Y., & Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Taiwan Journal of TESOL, 1(2), 1-44.
Zhang, H., & Xuan, W. W. (2019). Word knowledge in academic literacy skills among collegiate ESL learners. Applied Linguistics Review, 10(2), 201-218.
Zhang, L. J., & Annul, S. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. RELC Journal: A Journal of Language Teaching and Research, 39, 51-76.