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Title: 台灣高中生英語字彙學習策略之探討
A Study of Vocabulary Learning Strategies of Senior High School Students in Taiwan
Authors: 張翔喩
Chang, Hsiang- Yu
Contributors: 許麗媛
Hsu, Li-Yuan
Chang, Hsiang- Yu
Keywords: 英語字彙學習策略
English vocabulary learning strategy
English proficiency
English as a foreign language (EFL)
EFL high school student
Date: 2021
Issue Date: 2021-08-04 14:23:31 (UTC+8)
Abstract: 國立政治大學英國語文學系碩士班

指導教授:許麗媛 博士
本研究試圖以Schmitt (1997)的英語字彙學習策略量表為基礎,新編製一份具有信效度的字彙策略問卷,並應用此問卷來探討台灣高中生的字彙學習策略使用模式,以及比較不同英文程度學生的策略使用情形。研究參與者為321名來自北部數所高中一、二年級學生,研究資料來源為問卷以及訪談。
研究分三階段進行:量表編寫與預試、量表正式應用、受試者訪談。正式的英語字彙學習策略量表共有38題,Cronbach’s alpha係數為高信度的 .94,因素分析結果顯示四個主要類別:決定型學習策略、聯想式記憶學習策略、認知學習策略群、互動學習策略。研究結果顯示: (一)整體而言,學生最常使用的字彙學習策略屬於認知學習策略類,而最少使用的為互動學習策略類。(二) 英文能力較高的學生,除了在使用策略的頻率上比起能力較低的學生多,也展現出比較好的策略掌握能力。(三) 低成就的學生,除了比較偏好記憶取向的學習策略,也偏好文字之外的幫助,來輔助學習。最後根據以上結果,本文也針對字彙學習策略提出未來教學及研究上的建議。

The purpose of the current research was to develop a reliable English vocabulary learning strategy questionnaire based on Schmitt’s (1997) framework and apply the scale to investigate a group of Taiwanese high school EFL students’ use of the vocabulary learning strategies (VLSs). Furthermore, the study also attempted to compare the pattern of VLSs between learners with different English ability. A total of 321 10th and 11th grade students from four high schools in northern Taiwan were recruited to participate in the study. Data were collected through questionnaires and interviews.
The study involved three major phases: generation and validation of a preliminary scale, application of the finalized scale, and the interviews. The resulting finalized vocabulary learning strategy questionnaire contained 38 items and the Cronbach’s alpha coefficient was .94, indicating the scale’s high reliability. The result of exploratory factor analysis revealed four factors in the scale: Determination, Memory-Association, Cognition, and Interaction. The results of the study showed that overall students most frequently used strategies in the category of Cognition whereas they least frequently used those in Interaction. Next, more proficient students not only used VLSs more frequently but had better awareness and control of VLSs than those less proficient ones. Moreover, less proficient students also tended to prefer using strategies in the Memory-Association category. Lastly, based on the findings of the study, some suggestions for teaching and researching VLSs are provided.
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