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Title: 對比隱性教學及顯性教學探究字彙學習: 廣泛閱讀對國小學生字彙學習之影響
Implicit or Explicit? Exploring Effects of Extensive Reading on Taiwanese Primary Students’ Vocabulary Learning
Authors: 周孟薇
Chou, Meng-Wei
Contributors: 劉怡君
Liu, Yi-Chun
Chou, Meng-Wei
Keywords: 內隱學習
implicit learning
explicit learning
extensive reading
vocabulary learning
vocabulary knowledge
Date: 2019
Issue Date: 2019-08-07 17:02:56 (UTC+8)
Abstract: 字彙學習是學習語言中重要的關鍵,而學習者字彙量也影響了在閱讀文本中理解量的多寡。許多字彙教學方式中,以內隱學習方式 (implicit learning) 和外顯學習方式 (explicit learning) 為兩大主要的教學方向。本研究目的是探究透過廣泛閱讀中閱讀分級讀本的方式和外顯學習方式對EFL國小學童字彙學習的影響。主要的研究方向有: (1) 廣泛閱讀是否能改善EFL國小學童的字彙學習 (2) 廣泛閱讀在字彙學習中可以提供哪方面的詞彙知識 (3) 學生的語言程度內隱學習方式及外顯學習方式是否有關連性及影響。

資料來源包含學生字彙成績測驗、問卷。研究結果有下列幾點: 第一,透過廣泛閱讀,能有效加強字彙學習。第二,語言程度較弱的學生接受廣泛閱讀後,在字彙認知性知識(receptive knowledge) 和操作性知識 (productive knowledge) 較其他組學生有明顯進步。第三,內隱學習方式對於語言程度較弱,但願意花時間閱讀的學生,語言學習上有明顯的進步。

Vocabulary learning plays an important role in language learning. Students’ vocabulary size influences their reading comprehension. In vocabulary learning, implicit learning and explicit learning are the two major approaches. The purpose of the present study aims to explore the effect of EFL students’ vocabulary learning through implicit instructions and explicit instructions. The study attempts to answer three research questions: (1) Does extensive reading improve EFL students’ vocabulary learning? (2) What can extensive reading afford students’ vocabulary learning? (3) How does learners’ language proficiency relate to their implicit and explicit vocabulary learning?
In this study, the participants of the study were two classes of fifth-grade elementary school students in Taichung City. First, all the students took the pretest. Then, the controlled group received the explicit instructions in class while the experimental group received both the explicit and implicit instructions in four-month period. Last, the post-tests and Paired Sample t-test were administered to analyze the learning effectiveness. The multiple data were collected including vocabulary pretests and posttests, surveys. The results reveal that 1) extensive reading is effective to vocabulary learning. 2) extensive reading enhances low language proficiency students’ receptive knowledge and productive knowledge. 3) implicit learning has a positive influence on the low proficiency students.
The findings of the study suggest that integrating extensive reading into classroom activities enhances not only receptive knowledge of vocabulary learning but also productive knowledge of vocabulary application. Furthermore, pedagogical implications and suggestions for future studies were provided as well.
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