臺灣博碩士論文加值系統

本研究旨在探討造句練習對學生單字表現及句子寫作的影響。本研究對象為四十九位台南某私立高職的應用英語科學生，研究為期一學期。
在造句練習前，所有研究對象的上學期單字、平時單字以及單字句子填空分數都已收集完成，也接受了前測寫作測驗。在造句練習期間，研究對象必須在研究者所設計的學習單上用一個目標單字造出兩個句子。總共有十份學習單，每份都包含十個單字。身為教師的研究者會批改學生的句子並給予回饋。每完成一份學習單，研究對象必須寫一份學習日誌並接受前述相同的單字測驗。用單字造句練習做完所有學習單後，研究對象再接受後測寫作測驗，填寫問卷，並接受面談。
歸納資料分析結果，得到以下結論:
一、 造句練習可以提升研究對象單字及寫作的表現。
二、 目標單字中，動詞最常犯的錯誤是單字的連用；名詞則是單複數的誤用或未加冠詞；形容詞最常犯的錯誤是詞性的誤用；副詞則是常拼錯。
三、 造句過程中，寫作最常犯的錯誤為動詞使用，其次是詞彙運用及拼錯單字。
四、 研究對象認為最難記憶的目標單字通常很長。依他們的觀點，造句過程常遇到的問題與文法、單字及創造性有關。副詞則是他們認為最難造句的詞類。
五、 大部分研究對象對於造句練習用在他們的單字學習及句子寫作上都給予正面回饋。

This study aimed to explore the impact of sentence-making practice (SMP) on students’ vocabulary learning and sentence writing. The subjects were 49 first-grade English major students in a private vocational high school in Tainan. This study was conducted for one semester.
Before SMP was conducted, the subjects’ vocabulary scores of the final exam, vocabulary quizzes, and sentence completion quizzes from the previous semester had been collected. A pre-instruction sentence-making test was also conducted. During SMP, each subject was required to make two sentences with one target word in a worksheet designed by the researcher. There were ten worksheets in total, each of which contained 10 target words. The researcher as the teacher corrected their sentences and gave them feedback. After finishing each worksheet, they had to write a journal and take the aforesaid vocabulary tests. After all the worksheets were done with SMP, a post-instruction sentence-making test, a questionnaire, and an interview were conducted.
To answer the research questions of the study, the data mentioned above was analyzed quantitatively and qualitatively. The findings were summarized as follows:
1. SMP could facilitate the subjects’ vocabulary as well as writing performance.
2. The most common error committed in “verb” target words was “collocation”. As for “noun”, “errors of singular or plural nouns, nouns without articles” ranked first. The “lexical category” of “adjective” errors was the most numerous. The most frequently made error in “adverb” was “wrong spelling”.
3. The top three common error committed by the subjects when writing sentences in their SMP worksheets were “verbs”, “lexicons”, and “wrong spelling”.
4. The target word most subjects deemed hard to memorize was usually long. The problems they usually had when doing SMP were related to grammar, vocabulary, and creativity. Adverbial word was considered the hardest to make sentences with.
5. Most subjects’ perceptions of SMP on their vocabulary acquisition and sentence writing were positive.

Chinese Abstract………………………………………………………….………. iv
English Abstract…………………………………………………….…………….. v
Table of Contents……………………………………………………….………… vii
List of Tables and Figures…………………………………………………..……. xiii
Chapter One: Introduction……………………………………………………..…. 1
Background and Motivation…………………………………………..…….. 1
Purpose of the Study……………………………………………………..….. 6
Research Questions………………………………………………………..… 6
Significance of the Study……………………………………………..……... 7
Chapter Two: Literature Review………………………………………..……….... 9
Vocabulary Learning………………………………………………..……….. 9
Knowing a word—receptive and productive vocabulary knowledge.... 10
Vocabulary learning strategies (VLSs)…………………………..……. 15
The Levels-of-Processing Hypothesis………………………………..…….. 21
Sentence-Making Practice (SMP)…………………………………..……… 23
Definition of SMP…………………………………………..………… 23
Related studies of SMP and
its relation with the levels-of-processing hypothesis…………..……... 25
Vocabulary Instruction……………………………………………………. 27
Principles of vocabulary instruction……………………………..…… 27
The relationship between Nation’s four strands and SMP…..……….. 30
Difficulties in L2 Writing………………………………………..………… 32
Summary…………………………………………………………..………. 34
Chapter Three: Methodology…………………………………………..……….. 35
Pilot Study…………………………………………………………………. 35
Participants…………………………………………………..…………….. 40
Materials……………………………………………………..…………….. 42
Instruments………………………………………………..……………….. 47
The English Reading and Writing term exams………………..…….... 47
Two Types of Vocabulary quizzes……………………………….…… 49
Vocabulary quizzes…………………………………………..….. 50
Sentence completion quizzes………………………………...….. 50
A pre-instruction and a post-instruction sentence-making test…...…... 51
Criteria for the sentence-making tests………………………………… 52
Error statistic table for the target words……………..……………..…. 53
Error classification coding scheme…………………………..……….. 56
Learning journals…………………………………………..……….… 62
A post-instruction questionnaire…………………………..…….……. 62
Interview……………………………………………………….……… 63
Procedures………………………………………………………….……….. 64
Data Analysis……………………………………………………….………. 69
Chapter Four: Results and Discussions……………………………………..….... 72
Students’ Performances on Vocabulary Learning with SMP………….. .….. 72
Comparison of the term exam vocabulary testing results
with and without SMP…………………………………………………. 72
Comparison of the vocabulary quiz results with and without SMP…… 75
Comparison of the sentence completion quiz results
with and without SMP………………………………………………… 76
Errors Committed in Vocabulary Using and Sentence Writing during SMP.. 78
The result of the target word errors…………………………………… 78
The verbs………………………………………………………… 78
The nouns………………………………………………………... 83
The adjectives…………………………………………………… 88
The adverbs……………………………………………………... 91
The result of sentence writing errors during SMP…………………… 92
Students’ Performances on Sentence Writing before and after SMP…….. 113
Comparison of the sentence-making test scores of the participants’ pre-instruction and post-instruction tests…………………………… 114
Comparison of the sentence-making performances on the participants’ pre-instruction and post-instruction tests…………………………… 115
Difficulties Students Confront while Doing SMP……………………….. 120
The results of the learning journals dealing with
students’ learning difficulties………………………………………. 120
The results of the post-instruction questionnaires and the interviews
dealing with students’ learning difficulties………………………… 123
The adverbs…………………………………………………… 124
The nouns…………………………………….……………….. 124
The verbs……………………………………………………… 125
The adjectives………………………………………………… 125
Students’ Perceptions of SMP…………………………………………... 127
The results of the learning journals dealing with
students’ perceptions of SMP………………………………………. 128
The results of the post-instruction questionnaires and the interviews
dealing with students’ perceptions of SMP………………………… 131
Perceptions of SMP on vocabulary learning………………….. 131
Perceptions of SMP on writing…………………………….…. 133
Participants’ attitudes toward SMP…………………………... 134
Discussions……………………………………………………………… 139
Students’ performances on vocabulary learning with SMP……….. 139
Errors committed in vocabulary using and sentence writing
during SMP………………….…………………………………….. 140
Students’ performances on sentence writing before and after SMP.. 141
Difficulties students confront while doing SMP…………………... 142
Students’ perceptions of SMP………………………………….….. 143
Chapter Five: Conclusions…………………………………………………… 146
Summary of Research Findings………………………………………… 146
Pedagogical Implications……………………………………………….. 149
Suggestions for Future Research…………………………….………….. 151
References……………………………………………………………………. 154
Appendix…………………………………………………….……………….. 162
Appendix A-1 Target Words in the Worksheets………………….... 162
Appendix A-2 Target Words Learned without SMP………………. 163
Appendix B-1 Worksheet 8A (Participants’ Version)……….…….. 164
Appendix B-2 Worksheet 8A (Teacher’s Version)………………... 166
Appendix C Vocabulary Quiz for 8A………………….………. 168
Appendix D-1 Pre-instruction of Sentence-making Test…………. 169
Appendix D-2 Post-instruction of Sentence-making Test…….….. 170
Appendix E-1 Journal of SMP Worksheet (Chinese Version)……. 171
Appendix E-2 Journal of SMP Worksheet (English Version)…...... 172
Appendix F-1 Post-instruction Questionnaire on SMP
(Chinese Version)……………………………..….. 173
Appendix F-2 Post-instruction Questionnaire on SMP
(English Version)………………………..……….. 175
Appendix G-1 Interview Questions and the Categories Involved
(Chinese Version)…………………………….….. 177
Appendix G-2 Interview Questions and the Categories Involved
(English Version)………………..……………….. 178

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