Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/33390
|
| Title: | 台灣國中學生英語字彙學習策略之研究
An Investigation into English Vocabulary Learning Strategies Used by Junior High School Students in Taiwan |
| Authors: | 鄭孟淳
Cheng, Meng-chun |
| Contributors: | 黃麗儀
Huang, Li-yi
鄭孟淳
Cheng, Meng-chun |
| Keywords: | 字彙學習策略
學習策略
字彙學習
字彙學習成就
Vocabulary learning strategies
Learning strategies
Vocabulary learning
Vocabulary learning achievement |
| Date: | 2005 |
| Issue Date: | 2009-09-17 16:27:33 (UTC+8) |
| Abstract: | 字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。
本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。
最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。
Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning.
The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA.
The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input.
According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners` individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own. |
| Reference: | Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp.85-102). London: Prentice Hall International.
Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp. 3-14). London: CILT.
Anderson, J. R. (1985). Cognitive psychology and its implications (2nd ed.). New York: Freeman.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. Eric Digest. Education Resources Information Center.
Baddeley, A. (1990). Human memory: Theory and practice. Needham Heights, MA: Allyn and Bacon.
Béjoint, H. B., & Moulin A. (1987). The place of the dictionary in an EFL programme. In A. Cowie (ed.), The dictionary and the language learner (pp. 381-392). Tübingen: Niemeyer.
Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28, 69-83.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 24-35.
Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. In C. Faerch & G. Kasper (Eds.), Strategies in interlanguage communication (pp. 100-118). Harlow, England: Longman.
Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategies learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2(1), 1-17.
Brown, T. S., & Perry, F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly, 25, 655-670.
Carter, R., & McCarthy, M. (Eds.) (1988). Vocabulary and language teaching. London: Longman.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 71-83). New York: Prentice Hall.
Chamot, A. U. (2001). The role of learning strategies in SLA. In M. P. Been (Ed.), Learner contributions to language learning: New directions in research (pp. 25-43). London: Longman.
Chamot, A. U., & Kupper. L. (1989) Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The proceedings of the 7th international symposium on English teaching (pp. 219-230). Taipei: Crane Publishing Co.
Chou, Y. C. (2002). An exploratory study of language learning strategies and the relationship of these strategies to motivation and language proficiency among EFL Taiwanese technological and vocational college students. Unpublished PhD Dissertation, University of Iowa.
Clarke, D.F., & Nation, J.S.R. (1980). Guessing the meaning of words from context: Strategy and techniques. System, 8, 211-220.
Coady, J. M. (1986). Vocabulary acquisition: Mystery and paradox. Anaheim, CA: International TESOL.
Cohen, A.D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman.
Cohen, A.D., & Aphek, E. (1980). Retention of second language vocabulary over time: Investigating the role of mnemonic associations. System, 8, 221-235.
Cohen, A.D., & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3, 221-235.
Cook, L. K., & Mayer. R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley and J. Levin (Eds.) Cognitive strategy research. New York: Springer Verlag.
Cortazzi, M., & Jin, L. (1994). Ways with words—Chinese students learning of English vocabulary. The proceedings of the second international symposium on English teaching (pp. 15-28). Taipei: Crane Publishing Co.
Craik, F., & Lockhart, R. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
Craik, F., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology, 104, 268-284.
Dansereau, D. (1985). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. C. Glaser (Eds.), Thinking and learning skills: Relating learning to basic research (pp. 209-240). Hillsdale, NJ: Erlbaum.
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 285-299). Boston, MA: Heinle & Heinle Publisher.
DeVellis, R. F. (1991). Scale development theory and applications. London: SAGE.
Dubin, F., & Olshtain, E. (1986). Course Design: Developing programs and materials for language learning. Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Fan, M. Y. (1999). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong Learners. The Modern Language Journal, 87 (2), 222-241.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. In Bird, N. et al. (Eds.), Language and learning (pp. 376-401). Hong Kong Education Department, Hong Kong. (ERIC Document Reproduction Service No. ED 370 411).
Gu, Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 7(2), A-4. Retrieved October 30, 2005 from http://www-writing.berkeley.edu/TESL-EJ/ej26/a4.html
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language learning, 46(4), 643-679.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
Hosenfeld, C. (1979). A learning-teaching view of second language instruction. Foreign Language Annals, 12, 51-57.
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368-383.
Huckin T., Haynes M., & Coady J. (Eds.) (1993). Second Language Reading and Vocabulary. Norwood, NJ: Ablex.
Jiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77.
Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Boston, MA: Pearson Education Inc.
Kelly, P. (1992). Does the ear assist the eye in the long-term retention of lexis? IRAL, 30, 137-145.
Klassen, J.M. (1994). The language learning strategies of freshman English students in Taiwan: A case study. Paper presented at the Third International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students with different verbal abilities. The Modern Language Journal, 78, 285-299.
Kojic-Sabo, I., & Lightbown, P. M.(1999). Students` approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.
Kudo, Y. (1999). L2 vocabulary learning strategies (NFLRC NetWork #14) [HTML document]. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center. Retrieved September 25, 2005 from the World Wide Web: http://www.nflrc.hawaii.edu/NetWorks/NW14/
Kung, J. W. (2004). An Exploratory study on vocabulary learning strategies by Taiwanese EFL elementary school students. Unpublished Master Degree Thesis, National Taipei Teachers College.
Lan, R., & Oxford, R. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, 41, 339-379.
Lawson, M. J., & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Learning, 46, 101-135.
Liao, Y. F. (2004). A survey study of Taiwanese EFL freshmen’s vocabulary learning strategies. Journal of Pingtung Teachers College, 21, 271-288.
Lin, L. (2001). Taiwanese Children`s EFL vocabulary learning strategies. Unpublished Master Degree Thesis, National Tsinghua University.
Lu, M. C. (2002). A study of the effects of vocabulary learning strategy instruction on junior high school students in Taiwan. Unpublished Master Degree Thesis, National Taiwan Normal University.
McCarthy, M. (1984). A new look at vocabulary in EFL. Applied Linguistics, 5, 12-22.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
McDonough, S.H. (1999). State of the art article: Learner strategies. Language Teaching, 32(1), 1-18.
Meara, P. (1982). Vocabulary acquisition: A neglected aspect of language learning. In V. Kinsella (Ed.), Surveys I: Eight state-of-the-art articles on key areas in language teaching (pp. 100-126). Cambridge: Cambridge University Press.
Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education, The Modern Language Center.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston, MA: Heinle & Heinle Publisher.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
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.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, Russo, R. P., & Küpper, L. (1985b). Learning strategy applications with students of English as a foreign language. TESOL Quarterly, 19, 557-584.
O`Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Langue Learning (SILL). System, 23(1), 1-23.
Oxford, R. L. (1986). Development and psychometric testing of the strategy inventory for language learning. ARI Technical Report 728. Alexandria, VA: US Army Research Institute for the Behavioral and Social Science.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publisher.
Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, 73, 404-419.
Oxford, R. L., & Ehrman, M. E. (1995). Adults’ learning strategies in an intensive foreign language program in the United States. System, 23, 359-386.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.
Oxford, R. L. (1992/1993). Language learning strategies in a nutshell: Research update and ESL classroom implications. TESOL Journal, 1, Cover, 18-22.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady, & T. Huckin (Eds), Second language vocabulary acquisition (pp. 174-200). Cambridge: Cambridge University Press.
Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30, 211-221.
Parry, K. (1993). Too many words: learning the vocabulary of an academic subject. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 109-159). Norwood, New Jersey: Ablex Publishing Co.
Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESO Quarterly, 19, 103-123.
Pressley, M., Levin, J. R., & Delaney, J. D. (1982). The mnemonic keyword method. Review of Educational Research, 52, 61-91.
Purpura, J. E. (1994). The role of learners strategies in language learning and testing. Paper given at the Thai TESOL Conference, Bangkok, January, 1994.
Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.
Rigney, J. W. (1978). Learning strategies: a theoretical perspective. In O`Neil, H. F. Jr. (Ed.), Learning strategies. New York: Academic Press.
Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51.
Rubin, J. (1981). The study of cognitive processes in second language learning. Applied Linguistics, 11, 118-131.
Sanaoui, R. (1995). Adult learners` approaches to learning vocabulary in second languages. Modern Language Journal, 79, 15-28.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Shih, H. H. (2004). The effects and the strategies of vocabulary learning on EFL junior and senior high school students in Taiwan. Unpublished Master Degree Thesis, National Kaohsiung Normal University.
Skehan, P. (1991). Individual differences in second-language learning. Studies in Second Language Acquisition, 13, 275-298.
Spender, D. (1980). Man Made Language. London: Routledge & Kegan Paul.
Stern, H. H. (1975). What can we learn from the good language learner? The Canadian Modern Language Review, 31, 304-318.
Stoffer, I. (1995). University foreign language students’ choice of vocabulary learning strategies as related to individual difference variables. Unpublished PhD Dissertation, University of Alabama.
Tomaszczyk, J. (1983). On bilingual dictionaries: the case for bilingual dictionaries for foreign language learners. In R.R.K. Hartmann (ed.), Lexicography: Principles and Practice (pp. 41-51). Academic Press, London.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 2, 177-198.
Vermeer, A. (1992). Exploring the second language learner lexicon. In L. Verhoeven, & de J. H. A. L. Jong (Eds.), The construct of language proficiency (pp. 147-162). Amsterdam: John Benjamins.
Wang, A. Y., Thomas, M.H., Inzana, C. M., & Primicerio, L. J. (1993). Long-term retention under conditions of intentional learning and the keyword mnemonic. Bulletin of the Psychonomic Society, 31, 545-547.
Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Unpublished Master Degree Thesis, National Chengchi University.
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp.315-327). New York: Collier Macmillan.
Wen, Q. F., & Johnson K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied Linguistics, 18(1), 27-48.
Wenden, A. (1986). Helping language learner think about their learning. ELT journal, 40(1), 3-12.
Wenden, A. L. (1987). Conceptual background and utility. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp.3-13). London: Prentice Hall International.
Xia, L. Y. (2002). The effects of vocabulary learning strategies on EL learning. Journal of Jiangsu University Higher Education Study Edition, 24 (4), 53-57.
Yang, N. D. (1994a). An Investigation of Taiwanese College Students’ Us of English Learning Strategies. Research report for the National Science Council (Project No. NSC 82-0301-H-002-071-T). Taipei, Taiwan.
Yang, N. D. (1994b). A study of factors affecting EFL learners’ use of learning strategies: An investigation of Taiwanese college students. Paper from the eleventh conference on English teaching and learning in the Republic of China. Taipei: Crane Publishing Co.
You, H. L. (2004). Analysis of the Basic Competence English Test for Junior High School. Unpublished Master Degree Thesis, National Yunlin University of Science & Technology.
Zimmerman, C. B. (1994). Self-selected reading and interactive vocabulary instruction: Knowledge and perceptions of word learning among L2 learners. Unpublished PhD Dissertation, University of Southern California, Los Angeles.
王文科 (1994): 教育研究法。台北: 五南圖書公司。 |
| Description: | 碩士
國立政治大學
語言學研究所
90555007
94 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0905550071 |
| Data Type: | thesis |
| Appears in Collections: | [語言學研究所] 學位論文
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
