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| Title: | 單字練習題對第二外語字彙學習成效類型之影響
The Effect Type of Vocabulary Exercise on L2 Vocabulary Learning |
| Authors: | 劉惠雯
Liu, Hui-Wen |
| Contributors: | 余明忠
Yu, Ming-Chung
劉惠雯
Liu, Hui-Wen |
| Keywords: | 單字習得
單字練習題
Vocabulary acquisition
Vocabulary exercise |
| Date: | 2020 |
| Issue Date: | 2021-02-01 14:28:22 (UTC+8) |
| Abstract: | 本研究旨在探討三種不同的單字練習題型，對第二外語字彙學習成效類型之影響。依據涉入程度假說，涉入程度較高的單字練習題型，可以為學習者帶來更好的單字習得成效。因此本研究採用最常使用兩種的單字練習題－填空與造句，來組合成三種單字練習題型：一次填空題、三次填空題與造句題，來探討影響單字練習題成效的原因。另外，學習者的英文程度、年齡以及性別是否與單字練習題的效益有相互的影響，也在本研究中有所探討。
本實驗的研究對象為南台灣一所私立中學的七十二位學生，分別屬於一班三十六位國中部學生及一班三十六位的高中部學生。在實驗開始之前，研究者採用修正版的單字知識等級表(VKS)測驗，以確認受試者不認識實驗中的15個目標單字。實驗中，所有的受試者因皆完成三種單字練習題組，並得以練習15個目標單字，而每一種單字練習題組皆隨機出現，以避免序位效應。之後，受試者隨即接受後測，以了解學生記憶目標單字的情形。
研究結果顯示：(1)在記憶單字成效方面，三種單字練習題型皆有顯著的效果。其中，三次填空題型帶來最多單字知識與記憶保留的進步，其次為造句題型，第三為一次填空題型；而最高得分和次高得分的練習題型，兩者差異不顯著，但都和最低得分的一次填空題型有顯著的差異。(2)三種單字練習題型對於英語高、低成就者而言，皆能帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，英語高成就者皆表現比英語低成就者較好。另外，對於英語低成就者，三次填空題型比一次填空題型可以帶來更多顯著的單字知識與記憶保留的進步。(3)三種單字練習題型皆能為高中與國中的學生，帶來單字知識與記憶保留的正面影響。而三種單字練習題型的成效，高中學生皆表現比國中學生較好。此外，三次填空題型比一次填空題型可以為高中學生群組帶來更佳顯著有益的單字記憶保留。(4)這三種單字練習題型皆能為男女生，帶來單字知識與記憶保留的正面影響。而一次填空題型和三次填空題型的單字記憶保留，女生表現比男生好；造句題型部分的單字記憶保留，則不相上下。此外，對於女生群組而言，三次填空題型比一次填空題型為更有助益之題型。
希望此實驗的結果，可以提供英語教師一些使用單字練習題的建議，來增強學生的單字習得與記憶，以提升字彙量。最後，根據實驗的結果，提供未來研究之參考方向和建議。
This study aimed to investigate the effect type of vocabulary exercise on L2 vocabulary learning. Based on the Involvement Load Hypothesis, the vocabulary exercises with higher involvement load claim better performance of vocabulary acquisition (Hulstijin & Laufer, 2001). In view of this, the efficacy of the exercises on word retention was explored with two types of commonly-used vocabulary exercises, exercises of blank-filling and writing original sentences. They were employed for three exercise conditions: one set of fill-in-the-blank, three sets of fill-in-the-blank and one set of writing original sentences. Besides, three variables of learner factors were also investigated in this study: English proficiency, age and gender.
Seventy-two students participated in this study. They were from two classes, one from junior high schools and the other from senior high schools, in a private secondary school in the southern Taiwan. Prior to the experiment, learners’ vocabulary knowledge of 15 target words was examined by the modified Vocabulary Knowledge Scale (VKS). During the experiment, all of the participants practiced these target words in the three exercise conditions, which appeared in a random sequence to avoid the recency effect (Phillips, 1981). After the experiment, the vocabulary knowledge of these words was examined in an immediate posttest.
The results are summarized as follows. First, the three exercise conditions significantly enhanced the participants’ word retention. Besides, Condition 2 (three sets of fill-in-the-blank) produced the most word gains, Condition 3 (one set of writing original sentences) made the more gains, and Condition 1 (one set of fill-in-the-blank) made the least gains. Also, Conditions 2 and 3 did not show a significant difference between each other while they each showed significant superiority over Condition 1. Second, the three exercise conditions exerted a significant effect on word knowledge and retention of both high and low English achievers. Specifically, high English achievers performed better than low ones in the three conditions, and Condition 2 facilitated the low English achievers’ word retention more than Condition 1. Third, no matter senior and junior high school students, the three conditions all demonstrated positive effects on their word retention, but the senior high school students outperformed the junior high school students. Fourth, not only the males but also the females reaped benefits from the three conditions. However, the females outperformed their counterparts in all conditions, and they also yielded a markedly higher score in Condition 2 than in Condition 1.
It is hoped that the findings of the present study could offer English teachers some insights on how to apply vocabulary exercises to help improve learners’ word acquisition, and retention. |
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| Description: | 碩士
國立政治大學
英語教學碩士在職專班
95951007 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0095951007 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202100113 |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
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| 100701.pdf | | 3709Kb | Adobe PDF2 | 0 | View/Open |
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