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系統識別號 U0026-1307201023335700
論文名稱(中文) 單字學習策略教學對高職學生單字習得與存留之影響
論文名稱(英文) The Effects of Vocabulary Learning Strategy Instruction on Vocational Senior High School EFL Students’ Vocabulary Acquisition and Retention
校院名稱 成功大學
系所名稱(中) 外國語文學系在職專班
系所名稱(英) Department of Foreign Languages & Literature (on the job class)
學年度 98
學期 2
出版年 99
研究生(中文) 翁美玲
研究生(英文) Mei-Ling Weng
電子信箱 maureenching12@yahoo.com.tw
學號 k2796110
學位類別 碩士
語文別 英文
論文頁數 180頁
口試委員 指導教授-高實玫
口試委員-陳璧清
口試委員-劉繼仁
中文關鍵字 英語為外語的學習者  單字學習策略  單字習得  單字存留  單字強化 
英文關鍵字 EFL learners  vocabulary learning strategies  vocabulary acquisition  vocabulary retention  vocabulary consolidation 
學科別分類
中文摘要 本研究的目的在於了解單字學習策略教學對英語為外語的高職學生單字習得與存留的影響,並探討具備不同英文能力的學生在單字習得與存留的表現是否有差異。此外,文中亦探究學生單字策略的使用頻率與類型,以及學生所採用的單字學習策略。

本研究對象為台南縣某國立高級工業職業學校110位一年級學生。本研究包括單字學習策略教學,紙筆測驗及兩份問卷調查。教學實驗分兩階段:明確的策略教學及複習階段。由紙筆測驗—實施於教學前的前測、教學中的四次小考、教學後的立即後測和教學後三星期的延遲後測—以及兩份問卷調查所收集到的資料作量化分析。研究結果摘要如下:

1. 單字學習策略教學顯著增進學生單字的習得與存留。
2. 不同英文能力的學生在單字習得與存留表現上有所差異。
3. 由問卷調查得知,最常被使用的策略為反覆背誦、字母拼讀、字首字尾拆字和複合字拆字法;而較少被使用的策略為置單字於情境中、聯想/意義化、繪製語義圖以及心像法。
4. 學生單字策略的使用和單字的習得與存留之關係為正相關。
5. 由實施於教學後的學生自我報告得知,學生偏好使用且認為最有效的策略為字母拼讀、規律複習和字首字尾拆字法;而學生較少使用且認為最無效的策略為使用身體動作和感官、繪製語義圖以及心像法。

本研究結果顯示單字學習策略教學能幫助英語為外語的學習者習得、強化並記住原本學習上有困難的單字。再者,對單字學習策略增進有效的單字學習及第二外語單字教學的發展上,本研究結果亦提出未來的研究方向。
英文摘要 The purpose of this study was to investigate the effects of vocabulary learning strategies (VLS) instruction on vocational senior high school EFL students’ vocabulary acquisition and retention. The performance of students with different English proficiency levels on vocabulary acquisition and retention were also examined. In addition, this study explored the frequencies and types of students’ vocabulary strategy use along with their preference for strategy use.

The present study included 110 participants who were the first graders at a vocational high school located in Tainan County. They took three months of strategy instruction, written assessments, and two questionnaires. The experimental instruction was comprised of two sessions: explicit VLS instruction and successive VLS reviewing. Data collected from written assessments—a pretest, four quizzes, a posttest, and a delayed posttest administered before, during, right after, and three weeks after the instruction—and two questionnaire surveys conducted before and after the instruction were analyzed by using SPSS 17.0, including descriptive statistics, paired samples t-tests, and One-way ANOVA.

The major findings of this study are summarized as follows.

1. VLS instruction enhanced students’ vocabulary acquisition and retention; furthermore, the words that the students considered difficult were consolidated after the strategy instruction.
2. Students with different English proficiency levels differed in performance and retention.
3. In terms of the frequencies and types of students’ vocabulary strategy use, the most frequently used strategies revealed from the questionnaires were “repeating,” “syllabification,” “prefix and suffix analysis,” and “compound word analysis,” and the least frequently used strategies were “placing new words into a context,” “associating/elaborating,” “semantic mapping,” and “using imagery.”
4. The relationship between vocabulary strategy use and vocabulary acquisition was positively correlated.
5. With regard to students’ preference for strategy use, the most preferred and useful strategies received from students’ self reports after the instruction were “syllabification,” “structured review,” and “prefix and suffix analysis” while the least preferred and useless strategies were “using physical response or sensation,” “semantic mapping,” and “using imagery.”

To sum up, the proposed VLS instruction helped EFL learners acquire, consolidate and retain vocabulary with which they used to have difficulties. Also, many of the vocabulary learning strategies were accepted and applied by students in their vocabulary learning. Finally, pedagogical implications and suggestions for future research were provided.
論文目次 TABLE OF CONTENTS

Abstract (Chinese) i
Abstract (English) iii
Acknowledgements iv
Table of Contents v
List of Tables x
List of Figures xii

CHAPTER ONE INTRODUCTION 1
Background of the Study 1
Motivation 4
Purpose of the Study 7
Research Questions 8
Significance of the Study 9
Definition of Terms 12
CHAPTER TWO LITERATURE REVIEW 17
Language Learning Strategies (LLS) 18
Definitions of LLS 18
Classifications of LLS 22
Vocabulary Learning Strategies (VLS) 25
Definitions of VLS 25
Classifications and Taxonomies of VLS 26
Approaches to L2 Vocabulary Teaching and Learning 29
Individual VLS 32
Previous Studies on VLS 46
Studies on the Use of VLS 47
Studies on the Instruction of VLS 54
Summary 60
CHAPTER THREE METHODOLOGY 63
Overview 63
Research Setting 63
Participants 64
Instruction 67
Overview 68
Materials 72
Instruction Procedures 73
Measurements 77
Pretest, Posttest, and Delayed Posttest 78
Quizzes for VLS 81
Scoring 83
Questionnaires 84
Data Analysis 85
CHAPTER FOUR RESULTS AND DISCUSSION 87
Overview 87
1. The Effectiveness of the VLS Instruction on Students’ Vocabulary Acquisition and Retention
91
RQ 1-A 91
RQ 1-B 93
RQ 1-C 93
Discussion 96
2. The Performance on Vocabulary Acquisition and Retention among Students with Different English Proficiency Levels
97
RQ 2-A 98
RQ 2-B 101
Discussion 103
3. The Frequency and Types of Students’ Vocabulary Strategy Use before and after the VLS Instruction
104
RQ 3-A 105
RQ 3-B 107
RQ 3-C 109
Discussion 111
4. The Relationship between Vocabulary Strategy Use and Vocabulary Acquisition and Retention
113
RQ 4-A 113
RQ 4-B 115
Discussion 118
5. Students’ Self Reports on Strategy Preference and Effectiveness of the Strategies
119
RQ 5-A 120
RQ 5-B 120
Discussion 122
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 125
Summary of the Major Findings 125
Discussion of the Findings 128
Limitation of the Study 131
Pedagogical Implications 133
Suggestions for Future Research 135

REFERENCES 139

APPENDICES 157
APPENDIX A: The Consent for the Subjects 157
APPENDIX B: Class Schedule 158
APPENDIX C: Pre-questionnaire 160
APPENDIX D: Post-questionnaire 164
APPENDIX E: Pretest, Posttest, and Delayed Posttest 168
APPENDIX F: Quizzes for VLS 171
F-1: Strategy B Quiz (Quiz 1) 172
F-2: Strategy C Quiz (Quiz 2) 174
F-3: Strategy D Quiz (Quiz 3) 176
F-4: Word List Quiz (Quiz 4) 178




LIST OF TABLES

Table Page
2.1 Definitions for LLS 19
2.2 Features of Language Learning Strategies 21
2.3 Classification of Vocabulary Learning Strategies 28
2.4 Mnemonic Strategies in Oxford’s and Schmitt’s Taxonomies 40
3.1 A Description for Quizzes and Tests on VLS 69
3.2 An Overview of the Proposed Vocabulary Learning Strategies 73
3.3 The Question Types Designed in the Quizzes 82
4.1 Summary of Respondents’ Demographic Data 90
4.2 Descriptive Statistics on Test Outcome 92
4.3 Comparisons of Students’ Performance on Quizzes and Tests 92
4.4 Descriptive Statistics on Test Outcome within Two Sections in Three Tests
95
4.5 Comparisons of Test Outcome of Two Sections within Three Tests 96
4.6 Descriptive Statistics on Test Outcome for Three EPL Groups 99
4.7 Comparisons of Three EPL Groups’ Performance on Three Tests 100



Table Page
4.8 One-Way ANOVA for F Values of Quizzes and Tests among Three
EPL Groups
102
4.9 The Frequencies of Students’ Vocabulary Strategy Use before and after the Instruction for the Top Ten Question Items
106
4.10 The Frequencies of Students’ Vocabulary Strategy Use before and after the Instruction for the Bottom Six Question Items
108
4.11 The Most- and Least-used Strategy Categories of Students’ Vocabulary Strategy Use before and after the Instruction for the Top Ten and Bottom Six Question Items

110
4.12 The Correlations between the Use of Strategy Categories and the Performance on the Three Tests
115
4.13 The Correlations between the Use of Sub-strategy and the Performance on the Three Tests
117
4.14 The Preferences for Strategy Use Based on Students’ Self Reports 121
4.15 The Efficacy of Strategy Use Based on Students’ Self Reports 122


LIST OF FIGURES

Figure Page
2.1 Semantic Map 42
3.1 An Overview of the Procedures of Conducting the Study 71
3.2 Instruction Procedures 74
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