Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/54505
|
| Title: | 網絡圖教學對高中生英文字彙習得之效益研究：以The Frayer Model為基礎
The effects of graphic organizer instruction on English vocabulary acquisition of senior high school students: Take the Frayer Model as the basis |
| Authors: | 吳依婷
Wu, Yi Ting |
| Contributors: | 葉潔宇
Yeh, Chieh Yue
吳依婷
Wu, Yi Ting |
| Keywords: | 網絡圖
the Frayer Model
字彙習得
記憶保留
graphic organizers
the Frayer Model
vocabulary acquisition
word retention |
| Date: | 2011 |
| Issue Date: | 2012-10-30 11:11:50 (UTC+8) |
| Abstract: | 本研究旨在探討網絡圖教學對高中生英文字彙習得的影響。網絡圖已廣泛運用於閱讀教學，且the Frayer model之前的研究都專注在學科領域的單字與閱讀教學。然而在以英語為第二外語的環境中，針對使用the Frayer model於網絡圖教學是否能增進學習者字彙習得(vocabulary acquisition)與記憶保留(word retention)，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究「網絡圖暨傳統單字教法」與「純傳統單字教法」對高中生英文字彙習得與記憶保留的影響。
研究對象為台灣北部一所公立高中一年級兩個班的六十九位學生，具有相同英文能力的這兩個班級被隨機指定為實驗組與控制組。在歷時六週的實驗教學中，實驗組與控制組分別接受「網絡圖暨傳統單字教法」與「純傳統單字教法」來學習三十二個主要單字。之後，兩組受試者隨即接受包含所有主要單字的研究者自編測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：(1)整體而言，接受「網絡圖暨傳統單字教法」的實驗組學生習得大多數的主要單字，但單字保留成效不佳；(2)總括來說，接受「純傳統單字教法」的控制組學生習得並保留大多數的主要單字；(3)在單字習得與記憶保留成效方面，接受「網絡圖暨傳統單字教法」的實驗組學生顯著優於接受「純傳統單字教法」的控制組學生；(4)「網絡圖暨傳統單字教法」與「純傳統單字教法」對於高英語學習成就者的單字習得與記憶保留皆有正面影響，但只對低英語學習成就者的單字習得有正面影響；(5)對於高英語學習成就者之單字習得而言，「網絡圖暨傳統單字教法」的成效優於「純傳統單字教法」：然而，對於單字記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。對於低英語學習成就者之單字習得與記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。最後，研究者針對「網絡圖暨傳統單字教法」與「純傳統單字教法」在實際教學上的應用提供建議，以作為教育學者們的參考。
This study intends to explore the effects of graphic organizer instruction on vocabulary acquisition of senior high school students. Though graphic organizers have been widely employed in reading instruction and previous studies on the Frayer model focus on vocabulary and reading in content areas, little research has been conducted on whether graphic organizer instruction utilizing the adapted Frayer model will facilitate learners’ vocabulary acquisition and word retention in an EFL context. Therefore, this present study adopted a quantitative research method to investigate the effectiveness of two different vocabulary instructions, i.e., “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” on senior high school students’ vocabulary acquisition and word retention.
Participants of this study were two classes of 69 first year students in a public senior high school in northern Taiwan. With similar English proficiency on General English Proficiency Test (GEPT), the two classes were randomly assigned as the experimental and control groups. During the six-week instructional experiment, the experimental and control groups received “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” respectively to learn 32 target words selected in this study. After receiving the last vocabulary instructions, both groups took the immediate post-test, a researcher self-designed test, to assess their acquisition of all the target words. One month after the immediate post-test, both groups received the delayed post-test, which was the same as the immediate post-test, to track their word retention. The major findings are summarized as follows. (1) As a whole, learners receiving “graphic organizer plus traditional vocabulary instruction” acquired most of the target words but did not retain them one month after. (2) Overall, learners receiving “traditional vocabulary instruction only” not only acquired the target words but also retained them in a month. (3) In terms of vocabulary acquisition and word retention, learners receiving “graphic organizer plus traditional vocabulary instruction” significantly performed better than those receiving “traditional vocabulary instruction only”. (4) Both “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” promoted high proficiency learners’ vocabulary acquisition and word retention, but were only effective in low proficiency learners’ vocabulary acquisition. (5) High proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” significantly acquired much more target words than those receiving “traditional vocabulary instruction only”, but similarly retained target words as those receiving “traditional vocabulary instruction only”. Low proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” acquired target words as well as retained the words to a similar extent. Pedagogical implications and recommendations for further research were provided at the end of the thesis. |
| Reference: | Atkinson, R. C., & Shriffin, R. M. (1968). Human memory: A proposed system and its control processes. In K. Spence & J. Spence (Eds.), The psychology of learning and motivation (Vol. 2). New York: Academic Press.
Ausubel, D. P., & Youssef, M. (1963). Role of discriminability in meaningful paralleled learning. Journal of Educational Psychology, 54(6), 331-336.
Benson, M., Benson, E., & Ilson, R. (1997). The BBI dictionary of English word combinations (Rev. ed.). Amsterdam: John Benjamins Publishing Company.
Bonk, W. J. (2000). Testing ESL Learners’ Knowledge of Collocations.
Chan, T. P., & Liou, H. C. (2005). Online verb-noun collocation instruction with the support of a bilingual concordancer. In Selected Papers from the Fourteenth International Symposium on English teaching, 270-281. Taipei: Crane Publishing Co.
Chang, K., Sung, Y., & Chen, I. (2002). The Effect of Concept Mapping To Enhance Text Comprehension and Summarization. Journal of Experimental Education, 71(1), 5-23.
Chang, S-F. (2004). A Brain-Compatible Vocabulary Teaching Strategy Applied to Underachieving EFL Learners. Master’s thesis, Ming Chuan University, Taipei, Taiwan.
Darch, C., & Eaves, R. C. (1986). Visual Displays to Increase Comprehension of High School Learning-Disabled Students. Journal of Special Education, 20(3), 309-318.
DiCecco, V. M., & Gleason, M. M. (2002). Using Graphic Organizers to Attain Relational Knowledge from Expository Text. Journal of Learning Disabilities, 35(4), 306-320.
Driscoll, M. P. (2002). Psychological foundations of instructional design. In Reiser, R. A. & Dempsey, J. V. (Eds.), Trends and issues in instructional design and technology (2nd ed.). Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall
Dunston, P. J. (1992). A Critique of Graphic Organizer Research. Reading Research and Instruction, 31(2), 57-65.
Durrant, P., & Schmitt, N. (2010). Adult Learners’ Retention of Collocations from Exposure. Second Language Research, 26(2), 163-188.
Dye, G. A. (2000). Graphic Organizers to the Rescue! Helping Students Link--and Remember--Information. TEACHING Exceptional Children, 32(3), 72-76.
Eeds, M., & Cockrum, W. A. (1985). Teaching Word Meanings by Expanding Schemata vs. Dictionary Work vs. Reading in Context. Journal of Reading, 28(6), 492-497.
Egan, M. (1999). Reflections on Effective Use of Graphic Organizers. Journal of Adolescent & Adult Literacy, 42(8), 641-645.
Flanigan, K., & Greenwood, S. C. (2007). Effective Content Vocabulary Instruction in the Middle: Matching Students, Purposes, Words, and Strategies. Journal of Adolescent & Adult Literacy, 51(3), 226-238.
Greenwood, S. C. (2002). Making Words Matter: Vocabulary Study in the Content Areas. Clearing House, 75(5), 258-263.
Han, W. H. (2009). A Study of Vocational High School Students’ English Learning Motivation, Learning Style, Learning Strategy and English Learning Achievement. Unpublished master thesis, National Chung Cheng University.
Holden, W. R. (1999). Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints. Modern English Teacher, Retrieved from EBSCOhost.
Hopkins, G., & Bean, T. W. (1998). Vocabulary learning with the verbal-visual word association strategy in a Native American community. Journal of Adolescent & Adult Literacy, 42(4), 274-281.
Hung, Y-C. (2006). The Effects of Three Different Vocabulary Glossaries on Reading Comprehension and Noun Recognition of EFL Vocational High School Students. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Irvin, J. L., & National Education Association, W. C. (1990). Vocabulary Knowledge: Guidelines for Instruction. What Research Says to the Teacher. Retrieved from EBSCOhost.
Ivie, S. D. (1998). Ausubel’s Learning Theory: An Approach To Teaching Higher Order Thinking Skills. High School Journal, 82(1), 35-42. Retrieved from EBSCOhost.
Jiang, X., & Grabe, W. (2007). Graphic Organizers in Reading Instruction: Research Findings and Issues. Reading in a Foreign Language, 19(1), 34-55.
Jones, R. C., & Thomas, T. G. (2006). Leave No Discipline Behind. The Reading Teacher, 60(1), 58-64.
Kaelin, A. (1991, January 1). The Effects of Instruction Using a Mnemonic Graphic Organizer on Vocabulary Acquisition among Adult English-as-a-Second-Language Students. Retrieved from EBSCOhost.
Kan, H-C. (2011). The Effects of After-Instruction Vocabulary Exercises on Taiwanese Young Learners’ Vocabulary Acquisition: Hierarchy Vocabulary Exercises vs. Copying Exercises. Master’s thesis, National Chengchi University, Taipei, Taiwan.
Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society, 11(3), 114-126.
Lai, C-C. (2003). A Study of Enhancing English Reading Comprehension through Vocabulary Instruction for Junior High School Students. Master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Liao, B-S. (2009). 英語搭配詞的教與學. Retrieved February 20, 2012, from http://www.cavesbooks.com.tw/e_magazine/e_magazine_article.aspx?language1=0&sn=303
Lo, W-C. (2010). An Investigation into the Effects of Graphic Organizers on Reading Comprehension of Senior High School Students in Taiwan. Master’s thesis, National Chengchi University, Taipei, Taiwan.
Monroe, E. (1997). Using Graphic Organizers To Teach Vocabulary: How Does Available Research Inform Mathematics Instruction?. Retrieved from EBSCOhost.
Monroe, E., & Pendergrass, M. R. (1997). Effects of Mathematical Vocabulary Instruction on Fourth Grade Students. Retrieved from EBSCOhost.
Moore, D. W., & Readence, J. E. (1984). A Quantitative and Qualitative Review of Graphic Organizer Research. Journal of Educational Research, 78(1), 11-17.
Myers, J. L., & Chang, S. (2009). A Multiple-Strategy-Based Approach to Word and Collocation Acquisition. International Review of Applied Linguistics in Language Teaching (IRAL), 47(2), 179-207.
Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.
Peters, C. (1974). A Comparison between the Frayer Model of Concept Attainment and the Textbook Approach to Concept Attainment. Reading Research Quarterly, 10(2), 252-254.
Pressley, M., & Harris, K. (1990). What We Really Know about Strategy Instruction. Educational Leadership, 48(1), 31-34.
Rekrut, M. D. (1996). Effective vocabulary instruction. High School Journal, 80(1), 66-74.
Reutzel, D. (1986). Investigating a Synthesized Comprehension Instructional Strategy: The Cloze Story Map. Journal of Educational Research, 79(6), 343-349.
Richard E. Mayer (1979). Can Advance Organizers Influence Meaningful Learning? Review of Educational Research, 49(2), 371-383.
Richards, J. C. (1976). The Role of Vocabulary Teaching. TESOL Quarterly, 10(1), 77-90.
Ritchie, D., & Gimenez, F. (1995). Effectiveness of graphic organizers in computer-based instruction with dominant Spanish and dominant English speaking students. Journal of Research on Computing In Education, 28(2), 221-233.
Rosenbaum, C. (2001). A word map for middle school: A tool for effective vocabulary instruction. Journal of Adolescent & Adult Literacy, 45(1), 44-49.
Ruhe, V. (1996). Graphics and Listening Comprehension. TESL Canada Journal, 14(1), 45-60.
Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. Modern Language Journal, 78(2), 179-189.
Schwartz, R. M. (1988). Learning to Learn Vocabulary in Content Area Textbooks. Journal of Reading, 32(2), 108-118.
Smith, J. J. (2000). Descriptive Writing: A Thematic Unit. Retrieved from EBSCOhost.
Smith, C. B., ERIC Clearinghouse on Reading, E. N., & Family Learning Association, B. N. (2002). Building a Strong Vocabulary: A Twelve-Week Plan for Students. 2nd Edition. Retrieved from EBSCOhost.
Smith, J. J. (2002, April 1). The Use of Graphic Organizers in Vocabulary Instruction. Retrieved from EBSCOhost.
Teng, H-C. (1994). The Effects of Visual Cues on the EFL Listening Comprehension by Technology College Students in Taiwan. Papers from the 9th T. V. E. Conference of R. O. C., 247-258.
Wang, C-H. (2010). The Effects of Sound Symbolism Instruction on Junior High School Students’ English Vocabulary Memorization. Master’s thesis, National Chengchi University, Taipei, Taiwan.
Wang, J., & Good, R. L. (2007). The Repetition of Collocations in EFL Textbooks: A Corpus Study. Online Submission,
Wei, Y. (1999). Teaching Collocations for Productive Vocabulary Development.
Wilder, J. M. (2010, April). Kentucky Council of Teachers of Mathematics: The KCTM Newsletter. Retrieved from http://www.kctm.org/Default.aspx?pageId=149628
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold. |
| Description: | 碩士
國立政治大學
英語教學碩士在職專班
98951016
100 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0098951016 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 101601.pdf | 1761Kb | Adobe PDF2 | 559 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
