臺灣博碩士論文加值系統

本研究目的在比較分析現行高中及高職最為普遍使用的英文教科書的詞彙量及詞彙的難易度，藉由比較高中職的教科書來探討高職學生目前所使用的英文教材，是否足以應付他們未來在大學或是就業的需求。在詞彙量的統計方面，先將含有文法詞尾變化 (inflection) 的字併為一字及將衍生詞 (derivation) 像是含有副詞字尾的副詞、形容詞字尾的形容詞、名詞字尾的名詞及動詞字尾的動詞併為一字後，再做字數的計算。在詞彙的難易度方面，除了參照國內大學入學考試中心所提供的「高中英文參考詞彙分級表」(共六級)並比較國外的—基礎詞彙表General Service List (GSL)及學術用字詞彙表Academic Word List (AWL)。目前市面上，不管高中或高職都有多種版本的教科書，而本研究是透過問卷，調查新竹苗栗地區37所高中職，各個年級最廣泛所使用之版本作為研究資料。
本研究的結果如下：(一)從問卷的結果得知，三民書局和東大書局各別是竹苗地區高中及高職最普遍使用的英文教科書版本。（二）高中版的總字數(包含重複使用的字)為244,172字，而高職版則大約只有高中版的六成—144,594字，因此每冊平均的字數為40,696字及24,099字。（三）高中教科書的總詞彙量(生字量，不包含重覆使用的字)為5,360字，而高職則是3,405字，約為高中的65%。（四）高中和高職的課本比起來不但詞彙量有差，而且在難易度方面也有差，經與「高中英文參考詞彙分級表」比較後得知，高職版難度較高的詞彙量只有高中版的1/3或1/4。（五）在基礎詞彙表(GSL)方面，高中版涵蓋了88.75% GSL 的詞彙，而高職版則是74.13%。（六）另一難度較高的學術用字詞彙表(AWL)方面，有70.7% 出現在高中版的教科書，但只有43.16%出現在高職版的教科書。本研究結果，冀望能做為政府教育決策者、高職英語教科書編輯、高職英文教師之參考，以提升台灣高職英語教育，造福千萬高職學子。

The study aims to compare the vocabulary size and word difficulty level in senior high school and vocational high school English textbooks. And through the comparison with the domestically made popular word list the College Entrance Examination Center English Word List (EWL) and worldwide word lists—the General Service List (GSL) and the Academic Word List (AWL), the distinction in the word difficulty level between senior high school and vocational high school English textbooks could be revealed. The research data are from the top two sets of textbooks, 6 books in each, which are most widely used in senior high schools and vocational high schools respectively in the Hsinchu and Miaoli area in the academic year of 2009.
The major findings of the study are: (a) the set of textbooks published by San-min and the set published by Dong-da are the top 2 sets of textbooks being used respectively in the senior high schools and the vocational high schools in the Hsinchu and Miaoli area; (b) there are 40,696 words in each book of the San-min set but only 24,099 words, 60% of the word size of the San-min set, are found in the Dong-da set; (c) the SH school set has a vocabulary size of 5,360 words and the VH school set has 3,405 words, the latter being 65% of the former; (d) the word difficulty level in the most popular SH school textbook set is higher than that of vocational high school set. Particularly the number of vocabulary words in the two high difficulty levels, levels 5 and 6, in the SH textbook set is three times or four times more than that of the VH textbook set; (e) the SH textbooks cover 2,027 GSL words (88.75%), but the VH textbooks have only cover 1,700 GSL words (74.13%) ; and (f) 403 AWL words (70.7%) have appeared in the SH textbooks and only 246 AWL words (43.16%) have occurred in the VH textbooks.
The research is significant in that (a) the findings may assist the SH and the VH English teachers in selecting textbooks appropriate to their students and providing supplementary materials that include extra vocabulary words so that their students will have acquired a big enough vocabulary size when entering college; (b) the findings can serve as important reference for textbook publishers and compilers so that they would become more cautious and take more heed of the vocabulary size and the word difficulty level while they are revising their textbooks or compiling new ones; and finally (c) the findings will arouse more of English language educators’ attention to the issue of vocabulary size and word difficulty level in English textbooks used either in senior high schools or vocational high schools in Taiwan.

Table of Contents
Chinese Abstract i
English Abstract ii
List of Tables vii
List of Charts & Figures viii

Chapter 1 Introduction 1
1.1 Backgrounds and Motivation 1
1.2 Purposes of the Study 4
1.3 Research Questions 5
1.4 Significance of the Study 6
1.5 Definition of Terms 7
Chapter 2 Literature Review 11
2.1 Importance of Vocabulary 11
2.1.1 Vocabulary and Reading 12
2.1.2 Vocabulary Size 13
2.2 Importance of Textbooks 13
2.3 Learning of Vocabulary 14
2.3.1 Knowing a Word 15
2.3.2 Analyzing Vocabulary 15
2.3.3 Nature of Vocabulary Learning 16
2.3.4 Role of Memory in Vocabulary Acquisition 17
2.4 Related Studies on Vocabulary in the High School Textbooks in Taiwan 18
2.4.1 Quantitative Analysis of the Vocabulary in the SH/VH Textbooks 18
2.4.2 VH School Students’ Small Vocabulary Size 20
Chapter 3 Methodology 23
3.1 Data Collection 23
3.1.1 Either set of the English Textbooks 23
3.1.2 Determination of the Textbooks Being Most Widely Used 24
3.2 Instruments 25
3.2.1 An Inquiry Form 25
3.2.2 Perl 26
3.2.3 Cmd 27
3.2.4 Excel 27
3.2.5 SPSS 27
3.2.6 College Entrance Examination Center English Word List (EWL) 27
3.2.7 General Service List (GSL) 29
3.2.8 Academic Word List (AWL) 29
3.3 Procedures and Data Analysis 30
Chapter 4 Results and Discussion 40
4.1 Most Popular SH/VH Textbooks 40
4.2 Word Size in the SH Textbooks and the VH Textbooks 43
4.3 Vocabulary Size in the SH Textbooks and the VH Textbooks 45
4.4 Word Difficulty Level in the SH/ VH Textbooks against the EWL 47
4.4.1 Comparison in the SH English Textbooks against the EWL 48
4.4.2 Comparison in the VH English Textbooks against the EWL 50
4.5 Word Difficulty Level in the SH/ VH Textbooks against the GSL 55
4.5.1 Comparison in the SH/ VH English Textbooks against the GSL 56
4.5.2 Comparison in the GSL against the EWL 57
4.6 Word Difficulty Level between the SH/ VH Textbooks against the AWL 58
4.6.1 Comparison in the SH/ VH English Textbooks against the AWL 58
4.6.2 Comparison in the AWL against the EWL 59
4.7 Appropriateness of Vocabulary Size for High School Students 60
Chapter 5 Conclusion and Implications 62
5.1 Summary of Major Findings 62
5.1.1 Word Size 62
5.1.2 Vocabulary Size 63
5.1.3 Word Difficulty Level 63
5.2 Implications 64
5.3 Limitations of the Study 65
5.4 Suggestions for Further Research 67
References 68
On-Line References 73
Appendices 74
Appendix A: List of High Schools in Hsinchu and Miaoli District 74
Appendix B: Inquiry Form about English Textbooks Selection in the Hsinchu/ Misoli District (English Version) 75
Appendix C: Inquiry Form about English Textbooks Selection in the Hsinchu/ Misoli District (Chinese Version) 76
Appendix D: Result of the Inquiry Form–SH schools 77
Appendix E: Result of the Inquiry Form–VH schools 79
Appendix F: College Entrance Examination Center Word List (EWL) 81
Appendix G: EWL with Irregular Forms 105
Appendix H: Temporary File for Non-count Words—Level-0 141
Appendix I: Result of the Word Difficulty Level in the EWL—SH Textbooks 142
Appendix J: Result of the Word Difficulty Level in the EWL—VH Textbooks 173
Appendix K: General Service List (GSL) with Irregular Forms 193
Appendix L: Result of the Word Difficulty Level in the GSL—SH Textbooks 207
Appendix M: Result of the Word Difficulty Level in the GSL—VH Textbooks 217
Appendix N: Academic Word List (AWL) with Irregular Forms 225
Appendix O: Result of the Word Difficulty Level in the AWL—SH Textbooks 242
Appendix P: Result of the Word Difficulty Level in the AWL—VH Textbooks 244
Appendix Q: The List of the Homographs in the EWL 246
Appendix R: Environment of Running Programming Language—cmd 247

List of Tables
Table 3.1 List of the SH/ VH English Textbooks Published and Used in Taiwan 24
Table 3.2 EWL with Irregular Forms 32
Table 3.3 Small Quantity of Samples for the Verification of Validity and Reliability 38
Table 3.4 Results of the Samples for the Verification of Validity and Reliability 39
Table 4.1 Results of the Most Popular SH/VH Textbooks 41
Table 4.2 Information of Two Popular English Textbooks in the SH and VH Schools 42
Table 4.3 Comparison in Word Size of the SH/ VH Textbooks in Each Book 43
Table 4.4 Group Statistics in Word Size between the SH and the VH Textbooks 44
Table 4.5 Independent-Samples t-test Results in Word Size in Either Set of the Textbooks 44
Table 4.6 Comparison in Vocabulary Size of the SH/ VH Textbooks in Each Book 45
Table 4.7 Group Statistics in Vocabulary Size between the SH and the VH Textbooks 46
Table 4.8 Independent-Samples t-test Results in Vocabulary Size in Either Set of the Textbooks 47
Table 4.9 Comparison in Vocabulary Size of the SH Textbooks and the VH Textbooks 47
Table 4.10 Comparison in Word Difficulty Level between the SH Textbooks against the EWL in Each Book 48
Table 4.11 Comparison in Word Difficulty Level between the SH Textbooks against the EWL 49
Table 4.12 Comparison in Word Difficulty Level between the VH Textbooks against the EWL in Each Book 50
Table 4.13 Comparison in Word Difficulty Level between the VH Textbooks against the EWL 51
Table 4.14 Listed and Unlisted Vocabulary Size 52
Table 4.15 Comparison in Proper Nouns of the SH/ VH Textbooks in Each Book 53
Table 4.16 Comparison in Word Difficulty Level of the SH/ VH Textbooks against the EWL 53
Table 4.17 Comparison in Word Difficulty Level with Weight of the SH/ VH Textbooks against the EWL 55
Table 4.18 Comparison in Vocabulary Size of the SH/ VH Textbooks against the GSL 56
Table 4.19 Comparison the Word List GSL against the Word List EWL 57
Table 4.20 Comparison in Vocabulary Size of SH/ VH Textbooks against the AWL 58
Table 4.21 Comparison the Word List AWL against the Word List EWL 60

List of Charts & Figures
Chart 3.1 Procedures of the Study 30
Chart 3.2 Stage 4—Analyzing the Research Corpus 36

Figure 1.1 Typical Pattern of Forgetting 17
Figure 1.2 Pattern of Forgetting with Rehearsal 17
Figure 4.1 Comparison in Word Size of the SH/ VH Textbooks in Each Book 43
Figure 4.2 Comparison in Vocabulary Size of the SH/ VH Textbooks in Each Book 46
Figure 4.3 Comparison in Word Difficulty Level between the SH Textbooks against the EWL 49
Figure 4.4 Comparison in Word Difficulty Level between the VH Textbooks against the EWL 51
Figure 4.5 Comparison in Word Difficulty Level of the SH/ VH Textbooks against the EWL 54
Figure 4.6 Comparison in Vocabulary Size of the SH/ VH Textbooks against the GSL 56
Figure 4.7 Comparison of the Word List GSL against the Word List EWL 57
Figure 4.8 Comparison in Vocabulary Size of SH/ VH Textbooks against the AWL 59
Figure 4.9 Comparison of the Word List AWL against the Word List EWL 60

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