臺灣博碩士論文加值系統

本研究目的在檢視國小學童在學習英文單字時遇到的困難以及所使用的學習策略。本研究參與者為10位就讀屏東縣某國小五年級的學生。研究工具包括一份單字策略學習問卷、訪談及放聲思考。資料收集時間從2008年2月至2008年6月。參與學生先接受字彙學習策略問卷調查，再接受訪談及放聲思考，詳細描述他們的字彙學習困難及策略使用方法。訪談及放聲思考使用錄影方式記錄過程，之後轉譯成逐字稿供後續資料分析。文中藉由單字策略學習問卷調查結果，探究10位學生單字策略的使用頻率與偏好使用的類型，再以訪談及放聲思考的資料，進一步了解學生如何使用字彙學習策略及其使用策略的步驟。研究發現如下:
1.十位參與學生主要面臨的單字學習困難有六種：記憶詞組式字彙的意思、背較長的單字、記憶詞組的單字、混淆有共同字根字首的單字拼法、單字的發音及單字中母音的發音、不存在中文裡的發音。
2.當無法記住較長單字的拼法時，不論英文程度高或低，這些學生都偏好使用重覆寫或重覆唸的學習策略。但其使用策略的方式及重覆的次數則有不同。
3.由學生訪談的資料得知，他們偏好使用的策略為反覆書寫或反覆唸出單字以及先記憶單字中較簡單或較短的部份。
依據上述研究發現，研究者提供未來研究及教學上的建議。

The purpose of this study was to examine the strategies employed by EFL elementary school students while encountering difficulties in learning English vocabulary. Ten fifth grade elementary school students in southern Taiwan participated in this study. The study utilized a combination of qualitative and quantitative methods to collect data. A questionnaire survey, retrospective interviews, and think-aloud tasks were used to understand the participants’ strategy use and the difficulties they have encountered. The data collection was carried out from February to June, 2008. Data collection procedures consisted of the following sequence: questionnaire, interview, and think-aloud task. Participants’ report was video-recoded, transcribed, and coded for the identification of vocabulary learning strategies used and difficulties met. The data analysis revealed information on the ten students’ vocabulary learning difficulties, and the types and the range of their vocabulary learning strategy use, and. The major findings are as follows: 1) The participants encountered six different types of vocabulary learning difficulties. 2) Both higher and lower level groups preferred to employ repetition strategy to deal with the difficulty in memorizing long length lexical items. However, the repetition strategy was used differently. 3) The participants also preferred to memorize the shorter or easier part of a lexical item first. Along with these findings, limitations of the study and implications for future research are discussed.

ACKNOWLEDGEMENTS i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENTS iv
CHAPTER ONE: INTRODUCTION 1
The Purpose of the Study 4
Research Questions 5
CHAPTER TWO: LITERATURE REVIEW 6
Vocabulary Knowledge and Learning 6
Defining Words 7
Aspects of Knowing a Word 8
Difficulties in Learning Vocabulary 10
Types of Difficulties in Learning Vocabulary 10
Taiwanese Students’ Difficulties in Learning English Vocabulary 13
Vocabulary Learning Strategies 16
Types of Vocabulary Learning Strategies 17
Relevant Empirical Research on Vocabulary Learning Strategies 19
Useful and Helpful Vocabulary Learning Strategies 19
Language Proficiency and Vocabulary Learning Strategies 20
Strategies for Solving Difficulties in Learning Vocabulary 24
Summary 26
CHAPTER THREE: METHOD 27
The Rationale 27
The Teacher as Researcher 28
The Participants 28
Data Collection 30
Vocabulary Learning Strategy Questionnaire 31
Interviews 32
Think-aloud Tasks 34
Data Analysis 36
Trustworthiness 38
CHAPTER FOUR: RESULTS AND DISCUSSION 40
Types of Difficulties in Learning Vocabulary 40
Lower Level Group’s Difficulties in Learning Vocabulary 40
Higher Level Group’s Difficulties in Learning Vocabulary 44
Vocabulary Learning Strategy Use for Solving Difficulties 47
Strategies for solving difficulties on learning the meaning of
a lexical item 48
Strategies for solving difficulties in learning the pronunciation of
a lexical item 51
Strategies for solving difficulties in learning the spelling of a lexical item 56
Processes of Vocabulary Learning Strategy for Solving Difficulties 65
Use of Repetitions for Memorizing Long Length Words 65
Processes of Other Vocabulary Learning Strategies 69
Summary 72
CHAPTER FIVE: CONCLUSION AND IMPLICATIONS 74
Limitations of the Study 74
Pedagogical Implications 75
Suggestions for Future Research 76
REFERENCES 78
Appendix A-1 88
Appendix A-2 89
Appendix B 90
Appendix C-1 91
Appendix C-2 94
Appendix D 97
Appendix E 99
Appendix F 101
Appendix G 104
Appendix H 105

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