臺灣博碩士論文加值系統

本研究旨在調查台灣的國中生單字記憶策略並期發現程度好及程度不好的學生在字彙記憶策略上之不同。參與實驗對象為來自彰化地區某所國中的六位學生，其中三位是程度佳的，三位是程度差的學生。資料收集主要來自每位學生有聲思考法背十個不熟悉單字，研究者的觀察及回顧性的訪談。有聲思考法是一種了解學習者大聲說出完成一項任務的過程或使用策略之方法，在背完十個生字後，研究者施以回顧性的訪談，讓學生進一步解釋他們背誦的過程，因此，可以更清楚的將他們使用的策略歸在不同群組上。記憶策略的分類是部份改編自Oxford的1990年之語言學習策略。
研究結果顯示所有的研究對象都使用翻譯和複習，最常使用的前五名策略則是複習、複誦、翻譯、複寫及發音輔助。這五種策略除了複習是屬於後設認知策略，其它都屬於認知策略。程度佳的學習者應用多種不同類型的策略；而程度差的學習者大部份用的是認知策略。
研究結論如下：(1) 程度佳的學習者背單字較有效率；(2) 程度佳的學習者能有自信、愉悅且有效率的背誦單字，而程度差的學習者背單字時很痛苦；(3) 程度差的學習者大量使用重複策略，此外，他們在背誦中會背錯及拼錯一些單字；(4) 程度佳的學習者能使用多種不同的單字記憶策略使得背單字容易又有效率。
本研究質性研究，而資料來源是描述性的資料可以提供給讀者一些深入的了解英文字彙記憶的過程。文中所提到的策略可提供給有生字記憶困難者應用，然而，應用這些策略要謹慎，並非所有策略都適合任何人，需用時當慎選為宜。

This study aimed to investigate vocabulary mnemonic strategies used by
good and poor Taiwanese EFL junior high school learners and to find out what are the differences between good and poor learners in using English vocabulary
memorization strategies. The participants were six junior high school students
studying at a junior high school in Chiang-hua, including three good learners and three poor learners. The data collected for this study were based on think-aloud protocol during students’ memorization of 10 target words, the notes that the researcher took during the memorization and a retrospective interview conducted by the researcher. Think-aloud protocol is a technique in which learners think aloud when they are completing a task to discover what kinds of thinking processes or strategies they are making use of. A retrospective interview was conducted by the researcher after the memorization to realize the strategies used during the memorization process. Thus, it would be clearer to categorize their strategies in groups. The mnemonic strategies
were categorized by partially adapting Oxford’s (1990) language learning strategies.
The study showed that translating and review were used by all the participants. The top five strategies used by the six participants were review, verbal repetition, translating, writing repetition and phonetic aid. The top five strategies used by the students were all cognitive strategies except review strategy, a metacognitive strategy. All the good learners applied various types of strategy. Poor learners used cognitive strategies mostly. They also used review strategy to help themselves to strengthen their memorization.
Some conclusions could be drawn. (1) The good learners used less time than the poor ones. (2) The good learners memorized the new vocabulary words with confidence in a pleasant mood and used less time, while the poor learners appeared to suffer a lot during memorizing the vocabulary words. (3) The poor learners also did a lot of repetition work. In addition, they made some mistakes and misspelled some target words during the memorization. (4) Good learners with a variety types of strategy used seemed to memorize vocabulary words easily and efficiently.
This study was mainly a qualitative study, and the data sources were descriptive data that provide the readers some in depth insight of the English vocabulary memorization process. The strategies used in this study could provide those who have problems in vocabulary memorization. However, the implication should be caution, not every strategy is suitable for anyone. A careful choice is important when needed.

ABSTRACT (Chinese) .....................................................i
ABSTRACT (English) ...................................................iii
ACKNOWLEDGEMENTS.......................................................vi
TABLE OF CONTENTS.....................................................vii
LIST OF TABLES.........................................................xi
LIST OF FIGURES.......................................................xii
CHAPTER ONE INTRODUCTION ...............................................1
Background and Motivation of the Study.............................1
The Current Vocabulary Policy in Taiwan.......................2
Vocabulary Acquisition for Taiwanese EFL Learners.............4
Study Purpose and the Research Questions...........................6
Significance of the Study..........................................6
Definition of Terms................................................7
Overview of the Study..............................................8
CHAPTER TWO LITERATURE REVIEW..........................................10
Vocabulary Size in Learning a Target Language.....................10
The Threshold Vocabulary ....................................10
Studies on Vocabulary Size...................................15
Think-Aloud Protocol..............................................16
Merits of Think-aloud Protocol...............................17
Think-aloud Protocol in the Instructional Realm..............19
Disadvantages and Limitations of Think-aloud Protocol........19
Vocabulary Memorizing Strategies .................................20
Mnemonic Strategies..........................................20
Cognitive Strategies.........................................26
Metacognitive Strategies.....................................26
Social Strategies............................................27
Good and Poor EFL/ESL Language Learners ..........................28
CHAPTER THREE RESEARCH METHODS.........................................30
Research Design ..................................................30
Pilot Study ......................................................32
Memorization Materials.......................................33
The Participants of the Pilot Study..........................34
The Result of the Pilot study................................35
Setting and Participants .........................................35
Instrumentation...................................................37
Think-Aloud Training.........................................38
Posttest.....................................................39
Material.....................................................39
Procedure ........................................................39
Data nalysis .....................................................40
HAPTER FOUR RESULTS....................................................42
The Vocabulary Memorizing Methods.................................42
Memory Strategies............................................43
Cognitive Strategies.........................................47
Metacognitive Strategies.....................................50
Social Strategies............................................52
The Differences Between Good and Poor Learners’In Strategies Used
from Think-Aloud Protocol.........................................53
The Types of Strategy Used by All the Participants...........55
Other Differences Observed During Data Collection............59
CHAPTER FIVE DISCUSSIONS AND CONCLUSION................................63
Discussions.......................................................63
Some Tentative Conclusions........................................66
Summary of the Findings......................................66
Some Tentative Conclusions...................................68
Implications......................................................69
Role of Pronunciation........................................69
Role of Strategies...........................................70
Role of Textbooks............................................70
Limitations and Suggestions for Future Research...................71
CHINSES REFERENCES.....................................................74
ENGLISH REFERENCES.....................................................74
APPENDIX A VOCABULARY WORDS............................................87
APPENDIX B THE TRANSCRIPTION OF THINK-ALOUD............................92

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