Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/54502| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 許炳煌 | zh_TW |
| dc.contributor.advisor | Sheu, Ping Huang | en_US |
| dc.contributor.author | 黃瀞瑤 | zh_TW |
| dc.contributor.author | Huang, Ching Yao | en_US |
| dc.creator | 黃瀞瑤 | zh_TW |
| dc.creator | Huang, Ching Yao | en_US |
| dc.date | 2011 | en_US |
| dc.date.accessioned | 2012-10-30T03:11:46Z | - |
| dc.date.available | 2012-10-30T03:11:46Z | - |
| dc.date.issued | 2012-10-30T03:11:46Z | - |
| dc.identifier | G0096951012 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/54502 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 96951012 | zh_TW |
| dc.description | 100 | zh_TW |
| dc.description.abstract | 本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。 | zh_TW |
| dc.description.abstract | The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning.\r\nThe subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored.\r\nThe results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning. | en_US |
| dc.description.tableofcontents | Acknowledgments………………………………………………………………iii\r\nTable of Contents……………………………………………………………iv\r\nList of Tables…………………………………………………………………vi\r\nList of Figures………………………………………………………………vii\r\nChinese Abstract……………………………………………………………viii\r\nEnglish Abstract………………………………………………………………ix\r\nChapter One: Introduction……………………………………………………1\r\nBackground and Motivation……………………………………………………1\r\nPurposes and Questions of the Study……………………………………6\r\nSignificance of the Study……………………………………………………6\r\nDefinition of Terms………………………………………………………………7\r\nChapter Two: Literature Review……………………………………………9\r\nPrinciples of Effective Vocabulary Instruction…………………9\r\nThe Use of Graphic Organizers in Vocabulary Instruction…12\r\nConcept of Graphic Organizers………………………………………12\r\nTheory of Graphic Organizers…………………………………………13\r\nBenefits of Graphic Organizers……………………………………14\r\nTypes of Graphic Organizers Used in Vocabulary Instruction......15\r\nRelated Studies on Graphic Organizers in Vocabulary Learning………………20\r\nCritiques on the Previous Research……………………………………23\r\nChapter Three: Method………………………………………………………27\r\nResearch Design………………………………………………………………27\r\nSubjects……………………………………………………………………28\r\nInstruments…………………………………………………………………28\r\nVocabulary Tests………………………………………………………29\r\nVocabulary Learning Attitude Questionnaire………………………31\r\nProcedure………………………………………………………………………34\r\nPreparation Stage…………………………………………………………34\r\nPilot Study………………………………………………………………37\r\nMain Study………………………………………………………………39\r\nData Analysis…………………………………………………………………44\r\nChapter Four: Results…………………………………………………………47\r\nThe Effects of Vocabulary Instruction Using Graphic Organizers on Students’ Vocabulary Learning……………………47\r\nThe Effects of Vocabulary Instruction Using Graphic Organizers on Learning Different Aspects of Vocabulary Knowledge………………………………48\r\nThe Effects of Vocabulary Instruction Using Graphic Organizers on Students’ Vocabulary Learning Attitudes……………………………………………51\r\nComparison of Students’ Vocabulary Learning Attitudes between the Groups………………………………………………………………51\r\nComparison of Students’ Vocabulary Learning Attitudes before and after the Vocabulary Instruction……………………52\r\nStudents’ Perceptions of the Vocabulary Instruction Using Graphic Organizers………………………………………………………57\r\nChapter Five: Discussion and Conclusion…………………………67\r\nSummary and Discussion of Major Findings…………………………67\r\nResearch Question 1: Does graphic organizer instruction improve Taiwanese junior high school students’ vocabulary learning more than traditional vocabulary instruction?....67\r\nResearch Question 2: In which aspect of vocabulary knowledge will the students receiving vocabulary instruction using graphic organizers perform better than those in the traditional instruction?....................70\r\nResearch Question 3: Will the students develop more positive attitudes toward vocabulary learning after receiving vocabulary instruction using graphic organizers?.......................72\r\nResearch Question 4: What are the students’ perceptions of the vocabulary instruction using graphic organizers?......73\r\nPedagogical Implications………………………………………………………74\r\nLimitations of the Study……………………………………………………76\r\nSuggestions for Future Research…………………………………………77\r\nReferences……………………………………………………………………………78\r\nAppendixes………………………………………………………………………84\r\nAppendix A: Vocabulary Pretest and Posttest……………………84\r\nAppendix B: Vocabulary Learning Attitude Questionnaire……88\r\nAppendix C-1: Vocabulary Learning Attitude Questionnaire for the GO Group……90\r\nAppendix C-2: Vocabulary Learning Attitude Questionnaire for the GO Group (English Version)……………………………………93\r\nAppendix D: Detailed Information of the Reading Texts……96\r\nAppendix E: Unknown Word Checklist……………………………………97\r\nAppendix F: Worksheet for the Pilot Study………………………98\r\nAppendix G: Teaching Procedures for the Pilot Study…………99\r\nAppendix H: Worksheets for the GO Group…………………………103\r\nAppendix I: Worksheets for the Control Group………………………………119\r\nAppendix J: Teaching Procedures for the GO Group…………135 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0096951012 | en_US |
| dc.subject | 單字學習 | zh_TW |
| dc.subject | 字彙圖 | zh_TW |
| dc.subject | 單字學習態度 | zh_TW |
| dc.subject | 字彙教學 | zh_TW |
| dc.subject | vocabulary learning | en_US |
| dc.subject | graphic organizers | en_US |
| dc.subject | vocabulary learning attitudes | en_US |
| dc.subject | vocabulary instruction | en_US |
| dc.title | 字彙圖教學對台灣國中生單字學習之成效 | zh_TW |
| dc.title | The effects of instruction using graphic organizers on vocabulary learning of junior high school students in Taiwan | en_US |
| dc.type | thesis | en |
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The Effects of English semantically related word instruction on vocabulary retention of junior high school students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.\r\nWorks, C. G. (1999). How to build a better vocabulary. Decatur, GA: Dekalb County School System. (ERIC Document Reproduction Service No. ED436006) | zh_TW |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.cerifentitytype | Publications | - |
| item.fulltext | With Fulltext | - |
| item.openairetype | thesis | - |
| item.grantfulltext | open | - |
| item.languageiso639-1 | en_US | - |
| Appears in Collections: | 學位論文 | |
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