Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/125020


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
周孟薇
Chou, Meng-Wei
Keywords: 內隱學習
外顯學習
廣泛閱讀
字彙學習
詞彙知識
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。

研究對象為臺中市某國小兩班五年級學生,實驗前先進行前測,其中控制組班級以外顯學習方式為主,實驗組班級則以外顯學習和內隱學習一起進行為期四個月的課程。最後,透過成對樣本t檢定及後測結果探討學習方式的成效。
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。

此研究結果也建議教學者能融入廣泛閱讀在課室教學中。透過繪本閱讀加強字彙的學習,也同時加深學生對單字的應用,提升學習的成效。此外,本研究結果亦提供英語教師教學上的參考及未來研究方向的建議。
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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Description: 碩士
國立政治大學
英語教學碩士在職專班
104951013
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0104951013
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

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