Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/60029
題名: 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
作者: 張鐵鋼
Chang, Tieh Kang
貢獻者: 許炳煌
Sheu, Ping Huang
張鐵鋼
Chang, Tieh Kang
關鍵詞: 單字能力
單字策略
性別
vocabulary proficiency
vocabulary learning strategies
gender
日期: 2010
上傳時間: 4-九月-2013
摘要: 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。\n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。\n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.\nA 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.\nA 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. \nThe 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.
參考文獻: Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words \n(pp. 3-14). London: British Association for Applied Linguistics/Centre for \nInformation on Language Teaching & Research.\nBacon, S. & Finnman, M. (1990). A study of the attitudes, motives and strategies of \nuniversity foreign language students and their disposition to authentic oral and written \ninput. Modern Language Journal, 74(4), 459-482.\nBremner, S. (1999). Language learning strategies and language proficiency: Investigating the \nrelationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.\nChang, C. K. (1990). How I learned English. Taipei: Bookman Books.\nChang, C. R. (2009). Developing model of English vocabulary proficiency test for junior \nhigh school students in Kinmen district. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.\nChen, H. J. (1998). Second language vocabulary learning strategies: A preliminary \ninvestigation of Chinese EFL learners. The proceedings of the 7th international \nsymposium on English teaching (pp. 219-230). Taipei: Crane Publishing Co.\nChen, J. Y. (2004). Strategies used by Taiwanese EFL junior high school students to \nmemorize vocabulary. Unpublished master’s thesis, National Changhua University of \nEducation, Changhua, Taiwan.\nCheng, M. C. (2006). An investigation into English vocabulary learning strategies used by\njunior high school students in Taiwan. Unpublished master’s thesis, National Chengchi \nUniversity, Taipei, Taiwan.\nCohen, A. D. (1998). Strategies in learning and using a second language. New York: \nAddison Wesley Longman.\nCohen, A. & Aphek, E. (1981). Easifying second language learning. Studies in Second \nLanguage Acquisition, 3, 221-236.\nCook, V. (2008). Second language learning and language teaching. London: Hodder \nEducation.\n\nDaSilva Iddings, A. C. (2006). Conclusion. In S. G. McCafferty, G. M. Jacobs, & A. C. \nDaSilva Iddings (Eds.) Cooperative learning and second language teaching. \n(pp. 177-180). Cambridge: Cambridge University Press.\nDe Groot, A.M.B. (2006). Effects of stimulus characteristics and background music on \nforeign language vocabulary learning and forgetting. Language Learning, 56(3), \n463-506.\nEhrman, M. & Oxford, R. (1989). Effects of sex differences, career choice, and \npsychological type on adults’ language learning strategies. Modern Language Journal, \n73, 1-13.\nEllis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. \nEllis, N.C., & Beaton, A. (1995). Psycholinguistic determinants of foreign language \n vocabulary learning. In B. Harley (Ed.), Lexical Issues in Language Learning \n(pp. 107-165). Amsterdam: Benjamins.\nFan, M. Y. (1999). Frequency of use, perceived usefulness, and actual usefulness of second \n language vocabulary strategies: A study of Hong Kong Learners. The Modern \nLanguage Journal, 87(2), 222-241.\nField, K. (2000). Why are girls better at modern language skills- speaking and writing. In K. \nField (Ed.) Issues in the teaching of modern foreign languages (pp. 134-145). London: Routledge.\nGreen, J. M., & Oxford, R (1995). A closer look at learning strategies, L2 proficiency, and \ngender, TESOL Quarterly, 29(2), 261-297.\nGu, Y. (1994). Vocabulary learning strategies of good and poor Chinese EFL learners. \nPaper presented at TESOL `94, Baltimore. (ERIC Document Reproduction Service \nNo. ED 370 411)\nGu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL \nlearners. RELC Journal, 33, 35-54.\nGu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language \nlearning outcomes. Language Learning, 46, 643-679.\nHuckin, T., Haynes, M., & Coady, J. (1993). Second language reading and vocabulary \nlearning. Norwood, NJ: Ablex.\nJiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. \nInternational Journal of Applied Linguistics, 13(1), 54-77.\nKaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in \nJordan. In R. L. Oxford (Ed.), Language learning strategies around the world: \nCross-cultural perspectives (pp. 75-88). Honolulu University of Hawaii, Second \nLanguage Teaching & Curriculum Center. \nKirkness, A. (2004). Review of three advanced learners’ dictionaries. ELT Journal, 58(3), \n294-300. \nKojic-Sabo, I., & Lightbown, P. M. (1999). Students` approaches to vocabulary learning \nand their relationship to success. Modern Language Journal, 83(2), 176-192.\nKudo, 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 \nKung, J. W. (2004). An exploratory study on vocabulary learning strategies by Taiwanese \nEFL elementary school students. Unpublished master’s thesis, National Taipei Teachers \nCollege, Taipei, Taiwan.\nKrashen, S. D., & Terrel, T. D. (1983). The natural approach. Englewood Cliffs, NJ: \nPrentice Hall Regents. \nLarsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and \ndifferential success in second language acquisition. In M.P. Breen (Ed.) Learner \ncontributions to language learning: New directions in research (pp. 141-158). London: Longman.\nLaufer, B. (1997). What’s in a word that makes it hard or easy? Intralexical factors affecting \nthe difficulty of vocabulary acquisition. In N. Schmitt, & M. McCarthy (Eds.), \nVocabulary: Description, acquisition and pedagogy (pp. 140-155). Cambridge, UK: Cambridge University Press.\nLaufer, B. (2010). Form-focused instruction in second language vocabulary learning. In R. \nChacon-Beltran, C. Abello-Contesse & M. M. Torreblanca-Lopez (Eds.), Insights into \nNon-native Vocabulary Teaching and Learning (pp. 15-27). Bristol: Multilingual Matters. \nLiao, Y. F. (2004). A survey study of Taiwanese EFL freshman’s vocabulary learning \nstrategies. Journal of Pingtung Teachers College, 21, 271-288.\nLin, W. L. (2006). Strategies used by Taiwanese vocational high school students to \nmemorize English vocabulary. Unpublished master’s thesis, Fu Jen Catholic University, \nTaipei, Taiwan. \nMeara, P. (1996). The dimensions of lexical compe- tence. In G. Brown, K. Malmkjaer, \n& J. Williams (Eds.), Performance and competence in second language acquisition \n(pp. 35-53). Cambridge: Cambridge University Press\nMoir, J. & Nation, P. (2008). Vocabulary and good language learners. In C. Griffiths (Eds.), \n Lessons from goof language learners (pp. 83-98). Cambridge, England: Cambridge \nUniversity Press.\nNassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 \nlearners’ lexical inferencing strategy use and success. Modern Language Journal, \n90(3), 387–401.\nNation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge \nUniversity Press. \nNation, P., & Meara, P. (2002). Vocabulary. In N. Schmitt (Ed.), An introduction to applied\nlinguistics (pp. 33-54). London: Hodder Arnold. \nNation, I.S.P. (2008). Teaching vocabulary: strategies and techniques. Boston, MA: Heinle \n& Heinle Publishers.\nNyikos, M. (1990). Sex-related differences in adult language learning: Socialization in \nmemory factors. Modern Language Journal, 74(3), 273-287.\nNyikos, M. (2008). Gender and good language learners. In C. Griffiths (Eds.), Lessons from \ngood language learners (pp. 73-82). Cambridge, England: Cambridge University Press.\nOlivares-Cuhat, G. (2002). Learning strategies and achievement in the Spanish writing \nclassroom: A case study. Foreign Language Annals, 35(5), 561-570.\nO’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language \nacquisition. Cambridge, UK: Cambridge University Press.\nO’Malley, J. M., & Chamot, A. U., Stewener-Manzanares, G., Kupper, L., & Russo, R. \n(1985). Learning strategies used by beginning and intermediate ESL students. \nLanguage Learning, 35(1), 21–24.\nOxford, R. L. (1990). Language learning strategies: What every teacher should know. \nEnglewood Cliffs, NJ: Newbury House.\nOxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning\nstrategies by university students. Modern Language Journal, 73, 291–300.\nOxford, R. (1993). Gender differences in styles and strategies for language learning: What \ndo they mean? Should we pay attention? In J. Alatis (Ed.), Strategic interaction and \nlanguage acquisition: Theory, practice, and research (pp. 541-557). Washington, DC: \nGeorgetown University Press.\nOxford, R. (1995). Gender differences in language learning styles: What do they mean? In J. \nM. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp.34-73). New York: \nNewbury House.\nPalchler, N., Barnes, A., & Field, K. (2009). Learning to teach modern foreign language in \nthe secondary school. London: Routledge.\nPark, G. (1997). Language learning strategies and English proficiency in Korean university \nstudents. Foreign Language Annals, 30, 211-221.\nPavičić, V. (2008). Vocabulary learning strategies and foreign language acquisition. \nClevedon: Multilingual Matters.\nPolitzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and \ntheir relationship to gains in linguistic and communicative competence. TESOL \nQuarterly, 19(1), 103-123.\nRubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), \n41-45.\nRubin, J. (1981). The study of cognitive processes in second language learning. Applied \nlinguistics, 11, 118-131.\nSchmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), \nVocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge, UK: Cambridge University Press.\nSchmitt, N. (2010a). Researching vocabulary: A vocabulary research manual. London: \nPalgrave Macmillan.\n\nSchmitt, N. (2010b). Key issues in teaching and learning vocabulary. In R. Chacon-Beltran, \nC. Abello-Contesse & M. M. Torreblanca-Lopez (Eds.), Insights into Non-native\nVocabulary Teaching and Learning (pp. 28-40). Bristol: Multilingual Matters. \nStern, H. H. (1975). What can we learn from the goof language learner? The Canadian \nModern Language Reviews, 31, 304-318.\nSunderland, J. (2000). Issues of language and gender in second and foreign language education. Language Teaching, 33, 203-223.\nTung, C. W. (2007). An exploratory study on vocabulary learning strategies by comprehensive high school students in Taiwan. Unpublished master’s thesis, National \nChengchi University. \nVasijević, Z. (2010). Word associations as a vocabulary teaching stratey in an advanced L2 \nreading class. In Chacon-Beltran, R. (Eds.) Insights into Non-native Vocabulary \nTeaching and Learning (pp.186-205). Bristol: Multilingual Matters.\nWang, Y. H. (2004). An investigation into vocabulary learning strategies used by senior \nhigh school students in Taiwan. Unpublished master’s thesis, National Chengchi \nUniversity. \nWharton, G. (2000). Language learning strategy use of bilingual foreign language learners in \nSingapore. Language Learning, 50(2), 203-244.\nWeinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. C. Wittrock \n(Ed.), Handbook of research on teaching (pp. 315-327). New York: Collier Macmillan.\n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。\n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。
描述: 碩士
國立政治大學
英語教學碩士在職專班
97951007
99
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0097951007
資料類型: thesis
Appears in Collections:學位論文

Files in This Item:
File SizeFormat
100701.pdf569.36 kBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.