政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/31805
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113325/144300 (79%)
造訪人次 : 51167941      線上人數 : 886
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/31805


    題名: 高中英文教科書字彙頻率分析
    A Study of Vocabulary Frequency in Senior High School English Textbooks
    作者: 范龍妹
    Fan, Lung-mei
    貢獻者: 張郇慧
    Chang, Hsun-huei
    范龍妹
    Fan, Lung-mei
    關鍵詞: 教科書
    字彙
    頻率
    textbook
    vocabulary
    frequency
    日期: 2003
    上傳時間: 2009-09-14 12:16:27 (UTC+8)
    摘要: 本研究旨在分析現行在台灣較為普遍使用的二種英文教科書—遠東版及龍騰版—的字彙量、字彙頻率、字根字首的出現頻率及類型，以協助教師更瞭解教科書中的字彙並進而協助學生習得他們所最需要的字彙。
    本研究除了分析比對出現於教科書的所有字彙外，也就每課生字表中的生字作比較分析。在字彙量的統計方面，是先將含有文法語尾變化 (inflection) 的字併為一字及將含有副詞字尾 (-ly) 的副詞與形容詞並併為一字後，再作字數的計算。在字彙頻率的統計方面是以The General Service List (GSL) 和The University Word list (UWL) 作為參照比較的對象。字根字首的出現頻率是以含有同一字根字首的不同字彙為計算標準。
    本研究的結果如下：(一)教科書的字彙量大約為5000字。(二)在GSL中的字彙，大約有88%出現在教科書中；而在UWL中的字彙，大約有47%出現在教科書中。(三)在遠東版的生字表中，有64%的字與GSL和UWL兩個字彙表有關連；而在龍騰版的生字表中，有51%的字與GSL和UWL兩個字彙表有關連。(四)以字彙量來看，有部分字根字首的學習是較為有利的。總而言之，本研究可促進教師對課本字彙的瞭解，並啟發教師作更有效能的字彙教學。
    The purpose of this study is to provide a better understanding of the vocabulary occurring in the two sets of senior high school textbooks—Far East English Reader (FE) and Lungteng English Reader (LT). It is hoped that the results will help teachers know more about the quantity, frequency, and composition of the vocabulary in the textbooks and thus facilitate their vocabulary instruction.
    In addition to all the vocabulary occurring in the textbooks, the vocabulary in the word-for-production lists is also analyzed in terms of quantity, frequency, and composition. The quantity of the vocabulary is computed after the lemmatization of the vocabulary; the frequency of it is explored through the comparison with the General Service List (GSL) and the University Word List (UWL); the composition of it is analyzed on the basis of affixation.
    The results of this study are summarized as follows: (1) There are about 5000 words in each reader. (2) There are about 88% of the GSL words and 47% of the UWL words appearing in the textbooks. The GSL words generally have a higher frequency of occurrence in the textbooks than the UWL words. (3) About 64% of the words in FE word-for-production list are related to the GSL and the UWL and about 51% of the words in LT word-for-production list are related to the GSL and the UWL. (4) In terms of quantity, some of the affixes occurring in the whole set of textbooks or in the word-for-production lists are more easily to be acquired by learners than the others.
    Based on the findings, this study has some pedagogical implications regarding how to teach vocabulary in terms of word family and multiple exposures to supplement the inadequacy of vocabulary in the textbooks.
    參考文獻: Alderson, J. C. (1984). Reading in a foreign language: A reading or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 1-24). London: Longman.
    Bahrick, H. P. (1984). Semantic memory content in permastore: Fifty yeas of memory for Spanish learned in school. Journal of Experimental Psychology: General 113, 1-29.
    Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effects. Psychological science,4, 316-321.
    Bahrick, H. P., & Phelps, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology,13, 344-349.
    Bamford, J. (1984). Extensive reading by means of graded readers. Reading in a foreign language 2(2), 218-260.
    Bauer, L., & Nation, P. (1995). Word families. International Journal of Lexicography,6(3), 253-279.
    Bauman, J. (2002). About the general service list. Retrieved October 13, 2002 from the World Wide Web: http://jbauman.com/aboutgsl.html
    Bensoussan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading 7, 15-32.
    Bogaards, P. (2001). Lexical units and the learning of foreign language vocabulary. Studies in Second Language Acquisition, 23, 321-343.
    Bongers, H. (1947). The history and principles of vocabulary control. Woerden: Wocopi.
    Campion, M. E., & Elley, W. B. (1971). An academic vocabulary list. Wellington: New Zealand Council for Educational Research.
    Carroll, J. B., Davies, P., & Richman, B. (1971). The American heritage word frequency book. New York: American Heritage Publishing Co. Inc.
    Chen, C. H. (2000). Senior high school English teachers` perceptions of the new English teaching materials and their usage in southern Taiwan. Unpublished Master Degree Thesis, National Kaohsiung Normal University, Kaohsiung.
    Chuang, Y. S. (1999). Corpus analyses of the vocabulary in the junior and senior school students` English textbooks and writings in Taiwan. Taipei: Crane.
    Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301-315.
    Dagut, M. B., & Laufer, B. (1985). Avoidance of phrasal verbs by English learners, speakers of Hebrew---a case for contrastive analysis. Studies in Second Language Acquisition, 7, 73-79.
    DeRocher, J. E. (1973). The counting of words: A review of the history, techniques and theory of word counts with annotated bibliography. New York: Syracuse University Research Corp.
    Ellis, N. C., & Sinclair, S. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. Quarterly Journal of Experimental Psychology, 49A, 234-250.
    Engels, L. (1968). The fallacy of word counts. IRAL, 6, 213-231.
    Francis, W. N., & Kucera, H. (1982). Frequency analysis of English usage. Boston: Houghton Mifflin Company.
    Garside, R., Leech, G., & McEnery, A. (Eds.) (1997). Corpus annotation. New York: Addison Wesley Longman.
    Ghadessy, M. (1979). Frequency counts, word lists and materials preparation: A new approach. English Teaching Forum, 17(1), 24-27.
    Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in second language acquisition,21, 303-317.
    Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E. (1987). Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 22, 263-284.
    Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8(2), 689-696.
    Hsu, C. F. (2004). A study of the effect of word analysis instruction on vocabulary acquisition in a Taiwanese senior high school. Unpublished Master Degree Thesis, National Chengchi University, Taipei.
    Huang, C. C. (2000). A threshold for vocabulary knowledge on reading comprehension. In the Proceedings of the seventeenth conference on English teaching and learning in the Republic of China (pp.132-144). Taipei: Crane.
    Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in second language acquisition,21, 181-193..
    Hulstijin, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. Arnaud & H. Béjoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: MacMillan.
    Hulstijin, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 259-286). Cambridge: Cambridge University Press.
    Hwang, K., & Nation, P. (1995). Where would general service vocabulary stop and special purposes vocabulary begin? System, 23, 35-41.
    Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning Vocabulary through reading. American Educational Research Journal, 21, 767-787.
    Judd, E. (1978). Vocabulary teaching and TESOL: A need for reevaluation of existing assumptions. TESOL Quarterly, 12, 71-76.
    Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL, 29, 135-149.
    Larsen-Freeman, (1991). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 279-296). New York: Newbury House and Harper & Row.
    Laufer, B. (1988). What percentage of text-lexis is essential for comprehension? In C. Lauren and M. Nordmann (Eds.), Special language: From humans thinking to thinking machines (pp.116-322). Clevedon: Multilingual Matters.
    Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.140-155). Cambridge: Cambridge University Press.
    Liu, N., & Nation, I. S. P. (1985). Factors affecting guessing vocabulary in context. RELC Journal, 16, 33-42.
    Lynn, R. W. (1973). Preparing word lists: A suggested method. RELC Journal 11(2), 25-32.
    Marton, W. (1977). Foreign vocabulary learning as problem number one of foreign language teaching at the advanced level. Interlanguage Studies Bulletin 2(1), 33-47.
    Meara, P. (1980). Vocabulary acquisition: a neglected aspect of language learning. Language Teaching and Linguistics, 13, 221-246.
    Moon, R. (1997). Vocabulary connection: Multi-word items in English. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 40-63). Cambridge: Cambridge University Press.
    Nagy, W. E., Anserson, R. C., Schommer, M., Scott, J. A., & Stallman, A. C. (1989). Morphological families in the internal lexicon. Reading Research Quarterly, 24(3), 262-281.
    Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implication for acquisition and instruction. In M. G. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillside, NJ: Erlbaum.
    Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.
    Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
    Nation, P. (1982). Beginning to learn a foreign vocabulary: A review of the research. RELC Journal, 13, 14-36.
    Nation, P. (1993). Vocabulary size, growth, and use. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 115-134). Philadelphia: John Benjamins.
    Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge: Cambridge University Press.
    Ogden, C. K. (1930). Basic English: A general introduction. London: Kegan Paul, Trench and Trubbner.
    Praninskas, J., (1972). American university word list. London: Longman.
    Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19, 299-258.
    Richards, J. C., Platt, J., & Platt, H. (1998). Longman dictionary of language teaching & applied linguistics (English-Chinese ed.). Hong Kong: Addison Wesley Longman.
    Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589-619.
    Saragi,T., Nation, P., & Meister, G. (1978). Vocabulary learning and reading. System, 6, 72-80.
    Stoller, F. L., & Grabe, W. (1992). Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 29-45). Norwood, NJ: Ablex.
    Sutarsyah, C., Nation, I. S. P., & Kennedy, G. (1994). How useful is EAP vocabulary for ESP? A corpus based case study. RELC Journal, 25(2), 34-50.
    Thorndike, E. L. (1921). The teacher’s wordbook of 10,000 words. New York: Teachers College Press.
    Thorndike, E. L. (1931). The teacher’s wordbook of 20,000 words. New York: Teachers College Press.
    Thorndike, E. L., & Lorge, I. (1944). The Teacher`s Wordbook of 30,000 Words. New York: Columbia University Teachers` College Press.
    Wesche, M. B., & Paribakht, T. S. (2000). Reading-based exercises in second language vocabulary learning: An introspective study. The modern language journal,84(2), 196-213.
    West, M. (1953). A General Service List of English Words. London: Longman, Green and Co.
    White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24(3), 283-304.
    Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
    Wysocki, K., & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66-81.
    Xue, G., & Nation, I. S. P. (1984). A university word list. Language Learning and Communication 3, 215-229.
    Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual Richness. The Canadian Modern Language Review 57(4), 541-572.
    描述: 國立政治大學
    英國語文學系英語教學碩士在職專班
    89951014
    92
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0089951014
    資料類型: thesis
    顯示於類別:[英國語文學系] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    index.html0KbHTML2686檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋