政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/60029

政大典藏 > College of Foreign Languages and Literature > Department of English > Theses > Item 140.119/60029

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/60029

Title:	台北市國中生單字能力及性別在單字策略使用上的差異之研究 A study of vocabulary proficiency and gender differences in english vocabulary learning strategies used by junior high school students in Taipei
Authors:	張鐵鋼 Chang, Tieh Kang
Contributors:	許炳煌 Sheu, Ping Huang 張鐵鋼 Chang, Tieh Kang
Keywords:	單字能力單字策略性別 vocabulary proficiency vocabulary learning strategies gender
Date:	2010
Issue Date:	2013-09-04 14:56:09 (UTC+8)
Abstract:	本研究主要探討台北市國中生的單字能力及性別差異是否影響其英語單字策略的使用。主要目標欲(1)探究三組單字能力組別在單字策略使用上的差異；(2)探討男女生使用單字策略的頻率；(3)發現單字策略使用上的性別差異；(4)確認單字能力組別內，在單字策略使用上的性別差異；以及(5)從性別的角度來說明單字策略使用的規則。共有來自台北市區一所國中的203位學生參與本研究。研究工具為單字策略使用問卷及英語單字能力測驗。前者用來引出學生所認為的單字策略使用方式，而後者則是用來將學生依單字能力分成高中低三組。資料分析採用SPSS 12.0版本，分析工具包含描述性統計、單因子變異數分析、及獨立樣本t檢定。本研究結果指出(1)單字能力越高的學生，傾向使用較多的單字策略，尤以決定策略、社會策略、記憶策略、及後設認知策略最為顯著。(2)整體而言，男生及女生使用單字策略的頻率皆不高。男女生皆最常使用決定策略，最少使用後設認知策略。(3)除在整體策略、決定策略、記憶策略、認知策略有顯著較高的使用頻率外，女生也比男生較常使用與歸類相關單字、運用學習工具作手寫練習、及聽力練習等相關的單一策略。(4)單字能力組別內，亦發現十七個單一策略具有顯著的性別差異。大部份策略顯示女生運用的頻率較高。然而高分組男生使用聽英文廣播及想像單字畫面比高分組女生較頻繁，且中間組別的男生較女生常使用分析字根字首。(5)對男女生而言，發音及意思是學習單字中最難的兩部份。雙方在有效的策略上有所共識，但在無效果的策略上意見有些分歧。至於教師協助的需求方面，男生偏好動態的單字練習，女生則較喜歡靜態的學業練習。最後，本研究建議教師應該(1)介紹學生更多元的單字策略，尤其是低成就的學生；(2)進行以策略為主的教學時，將性別差異納入考量；(3)就單字能力及性別差異的交互關係，進一步了解學生單字策略的偏好。 This study investigated vocabulary proficiency and gender differences in English vocabulary learning strategies (VLS) used by junior high school students in Taipei. The goals were to (1) explore the differences in VLS use among three vocabulary scoring levels, (2) to investigate the frequencies use of VLS by male and female students, (3) to find out gender differences in VLS use, (4) to indentify gender difference in VLS use in terms of vocabulary scoring level, and (5) to illustrate the patterns of VLS use in gender perspectives. A total of 203 junior high school students from an urban school in Taipei City were involved in the study. A vocabulary learning strategy questionnaire (VLSQ) and an English vocabulary proficiency test (EVPT) were administered as instruments. The former was used to elicit the self-report strategy use by the students and the latter was utilized to categorize the participants into three vocabulary levels. The data was analyzed by employing SPSS version 12.0, including descriptive analysis, one-way analysis of variance, and independent t-Tests. A summary of the results are as follows. (1) The higher vocabulary level students belonged to, the more VLS they tended to apply, especially determination strategies, social strategies, memory strategies and metacognitvie strategies. (2) Both male and female students could be regarded as moderate users of VLS. Both groups favored determination strategies the most and metacognitive strategies the least. (3) Besides a significantly more frequent use of overall strategies, determination strategies, memory strategies and cognitive strategies, female students also tended to use more often individual strategies concerning grouping related words together, writing practice with study aids and auditory practice. (4) Significances found in each scoring group seemed to favor female students in strategy use, except three strategies, analyzed affixes and roots by the Intermediate-Scoring group, listening to English broadcast and image word’s meanings by the High-Scoring group. (5) To both genders, the most difficult aspects in learning vocabulary are pronunciation and meanings. As for the effectiveness of VLS, male and female students had the same opinions on the most five but thought slightly differently on the least five. Besides, sharing some similar needs for teachers’ assistance, male students preferred dynamic vocabulary activities but female students favored academic vocabulary practice. The findings suggest teachers should (1) introduce a variety of VLS to students, particularly those of lower levels, (2) take gender differences into consideration when administering strategies-based instruction, and (3) be aware of students’ preferences of VLS use with both gender and vocabulary level perspectives.
Reference:	Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp. 3-14). London: British Association for Applied Linguistics/Centre for Information on Language Teaching & Research. Bacon, S. & Finnman, M. (1990). A study of the attitudes, motives and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74(4), 459-482. Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514. Chang, C. K. (1990). How I learned English. Taipei: Bookman Books. Chang, C. R. (2009). Developing model of English vocabulary proficiency test for junior high school students in Kinmen district. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan. 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. Chen, J. Y. (2004). Strategies used by Taiwanese EFL junior high school students to memorize vocabulary. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan. Cheng, M. C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman. Cohen, A. & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3, 221-236. Cook, V. (2008). Second language learning and language teaching. London: Hodder Education. DaSilva Iddings, A. C. (2006). Conclusion. In S. G. McCafferty, G. M. Jacobs, & A. C. DaSilva Iddings (Eds.) Cooperative learning and second language teaching. (pp. 177-180). Cambridge: Cambridge University Press. De Groot, A.M.B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463-506. Ehrman, M. & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adults’ language learning strategies. Modern Language Journal, 73, 1-13. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Ellis, N.C., & Beaton, A. (1995). Psycholinguistic determinants of foreign language vocabulary learning. In B. Harley (Ed.), Lexical Issues in Language Learning (pp. 107-165). Amsterdam: Benjamins. 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. Field, K. (2000). Why are girls better at modern language skills- speaking and writing. In K. Field (Ed.) Issues in the teaching of modern foreign languages (pp. 134-145). London: Routledge. Green, J. M., & Oxford, R (1995). A closer look at learning strategies, L2 proficiency, and gender, TESOL Quarterly, 29(2), 261-297. Gu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. Paper presented at TESOL `94, Baltimore. (ERIC Document Reproduction Service No. ED 370 411) Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33, 35-54. Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643-679. Huckin, T., Haynes, M., & Coady, J. (1993). Second language reading and vocabulary learning. Norwood, NJ: Ablex. Jiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77. Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 75-88). Honolulu University of Hawaii, Second Language Teaching & Curriculum Center. Kirkness, A. (2004). Review of three advanced learners’ dictionaries. ELT Journal, 58(3), 294-300. Kojic-Sabo, I., & Lightbown, P. M. (1999). Students` approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83(2), 176-192. Kudo, Y. (1999). L2 vocabulary learning strategies (NFLRC NetWorks #14) [HTML document]. Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center. Retrieved August 25, 2010 from the World Wide Web: www.nflrc.hawaii.edu/NetWorks/NW14.pdf Kung, J. W. (2004). An exploratory study on vocabulary learning strategies by Taiwanese EFL elementary school students. Unpublished master’s thesis, National Taipei Teachers College, Taipei, Taiwan. Krashen, S. D., & Terrel, T. D. (1983). The natural approach. Englewood Cliffs, NJ: Prentice Hall Regents. Larsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and differential success in second language acquisition. In M.P. Breen (Ed.) Learner contributions to language learning: New directions in research (pp. 141-158). London: Longman. Laufer, B. (1997). What’s in a word that makes it hard or easy? Intralexical factors affecting the difficulty of vocabulary acquisition. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140-155). Cambridge, UK: Cambridge University Press. Laufer, B. (2010). Form-focused instruction in second language vocabulary learning. In R. Chacon-Beltran, C. Abello-Contesse & M. M. Torreblanca-Lopez (Eds.), Insights into Non-native Vocabulary Teaching and Learning (pp. 15-27). Bristol: Multilingual Matters. Liao, Y. F. (2004). A survey study of Taiwanese EFL freshman’s vocabulary learning strategies. Journal of Pingtung Teachers College, 21, 271-288. Lin, W. L. (2006). Strategies used by Taiwanese vocational high school students to memorize English vocabulary. Unpublished master’s thesis, Fu Jen Catholic University, Taipei, Taiwan. Meara, P. (1996). The dimensions of lexical compe- tence. In G. Brown, K. Malmkjaer, & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 35-53). Cambridge: Cambridge University Press Moir, J. & Nation, P. (2008). Vocabulary and good language learners. In C. Griffiths (Eds.), Lessons from goof language learners (pp. 83-98). Cambridge, England: Cambridge University Press. Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. Modern Language Journal, 90(3), 387–401. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nation, P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 33-54). London: Hodder Arnold. Nation, I.S.P. (2008). Teaching vocabulary: strategies and techniques. Boston, MA: Heinle & Heinle Publishers. Nyikos, M. (1990). Sex-related differences in adult language learning: Socialization in memory factors. Modern Language Journal, 74(3), 273-287. Nyikos, M. (2008). Gender and good language learners. In C. Griffiths (Eds.), Lessons from good language learners (pp. 73-82). Cambridge, England: Cambridge University Press. Olivares-Cuhat, G. (2002). Learning strategies and achievement in the Spanish writing classroom: A case study. Foreign Language Annals, 35(5), 561-570. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press. O’Malley, J. M., & Chamot, A. U., Stewener-Manzanares, G., Kupper, L., & Russo, R. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21–24. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Englewood Cliffs, NJ: Newbury House. Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291–300. Oxford, R. (1993). Gender differences in styles and strategies for language learning: What do they mean? Should we pay attention? In J. Alatis (Ed.), Strategic interaction and language acquisition: Theory, practice, and research (pp. 541-557). Washington, DC: Georgetown University Press. Oxford, R. (1995). Gender differences in language learning styles: What do they mean? In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp.34-73). New York: Newbury House. Palchler, N., Barnes, A., & Field, K. (2009). Learning to teach modern foreign language in the secondary school. London: Routledge. Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30, 211-221. Pavičić, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon: Multilingual Matters. Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19(1), 103-123. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-45. Rubin, J. (1981). The study of cognitive processes in second language learning. Applied linguistics, 11, 118-131. Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge, UK: Cambridge University Press. Schmitt, N. (2010a). Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan. Schmitt, N. (2010b). Key issues in teaching and learning vocabulary. In R. Chacon-Beltran, C. Abello-Contesse & M. M. Torreblanca-Lopez (Eds.), Insights into Non-native Vocabulary Teaching and Learning (pp. 28-40). Bristol: Multilingual Matters. Stern, H. H. (1975). What can we learn from the goof language learner? The Canadian Modern Language Reviews, 31, 304-318. Sunderland, J. (2000). Issues of language and gender in second and foreign language education. Language Teaching, 33, 203-223. Tung, C. W. (2007). An exploratory study on vocabulary learning strategies by comprehensive high school students in Taiwan. Unpublished master’s thesis, National Chengchi University. Vasijević, Z. (2010). Word associations as a vocabulary teaching stratey in an advanced L2 reading class. In Chacon-Beltran, R. (Eds.) Insights into Non-native Vocabulary Teaching and Learning (pp.186-205). Bristol: Multilingual Matters. Wang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University. Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-244. 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. 張武昌、周中天、陳純音、葉錫南、林正昌、許月貴等(2004)，國民中學學生基本學力測驗英語雙峰現象暨改進措施結案報告。教育部。張武昌(2006)，台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-14。
Description:	碩士國立政治大學英語教學碩士在職專班 97951007 99
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0097951007
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

Files in This Item:

File	Size	Format
100701.pdf	569Kb	Adobe PDF2	844	View/Open

社群 sharing

Loading...