Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/94976| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 張郇慧 | zh_TW |
| dc.contributor.author | 陳美麗 | zh_TW |
| dc.creator | 陳美麗 | zh_TW |
| dc.date | 2008 | en_US |
| dc.date.accessioned | 2016-05-09T05:31:59Z | - |
| dc.date.available | 2016-05-09T05:31:59Z | - |
| dc.date.issued | 2016-05-09T05:31:59Z | - |
| dc.identifier | G0899510023 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/94976 | - |
| 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 | 89951002 | zh_TW |
| dc.description.abstract | 本研究旨在分析高二生作文用字情形以期呈現學生高頻率單字並比較不同語文能力學生的寫作文字。同時，本研究也探討課文單字與學生實際使用單字的重疊與落差。再者，本研究也探討學生用字成長的比例。\r\n經過為期一學期的四次寫作練習後，共有五百六十份學生寫作文章在不得參考字典及互相討論的前提下完成。系統分析後的學生寫作文字以出現頻率高低及字母順序呈現不同情形。另外，這些學生不同用字也做分析對照表。\r\n本研究結果如下：（一）學生寫作單字存在著質與量的問題。（二）學生寫作能力因練習而加強，而且英文能力與寫作能力有正面關係。（三）在各別用字方面，有二十四個字的反覆地出現在四篇不同題目的文章中。（四）隨著寫作進行，課文單字在學生文章的使用上有增加的趨勢。（五）在不同字彙使用上，四次寫作的用字並無明顯地成長。 | zh_TW |
| dc.description.tableofcontents | Page\r\nAcknowledgements iii\r\nTable of Contents iv\r\nList of Tables vi\r\nChinese Abstract vii\r\nEnglish Abstract viii\r\n\r\nCHAPTER\r\n1. INTRODUCTION 1\r\n 1.1 Statement of the Problem 3\r\n 1.2 Purposes of the study 5\r\n 1.3 Research Questions 5\r\n 1.4 Significance of the Study 6\r\n \r\n2. LITERATRUE REVIEW 8 \r\n 2.1 Language Learning: From the Input Hypothesis to the Output Hypothesis 8\r\n 2.2 The Significance of Vocabulary 10\r\n 2.3 Vocabulary Learning through Meaningful Encounters 12 \r\n 2.4 Passive Vocabulary and Active Vocabulary 14 \r\n 2.5 The Vocabulary Process from Learning to Production 16 \r\n 2.6 Vocabulary Growth in Writing 19 \r\n \r\n3. METHOD AND DATA ANALYSIS 23\r\n 3.1 Subjects and Topics 23 \r\n 3.2 Data 25\r\n 3.3 The Procedure 25\r\n 3.3.1 Data Classification 25\r\n 3.3.2 Data Processing 26\r\n\r\n\r\n\r\n\r\n\r\n\r\niv\r\n Page\r\n4. DATA PRESENTATION AND DISCUSSION 29\r\n 4.1 Word Production 29\r\n 4.1.1 Demonstration of Students’ 50 top–frequency words 33 \r\n 4.1.2 Comparison and Analysis of Two Pieces of Articles 40 \r\n 4.2 The Vocabulary Learning from Reception to Production 43\r\n 4.2.1 The Gap between the Receptive Words and the Productive Words 43\r\n 4.2.2 The Overlapping of the Words of the Textbook Readers and the \r\n Words in Students’ Production 50 \r\n4.3 Lexical Richness in Students’ Writing 56 \r\n \r\n5. CONCLUSION AND PEDAGOGICAL IMPLICATIONS 61 \r\n 5.1 Conclusions 61 \r\n 5.2 Pedagogical Implications 66 \r\n 5.3 Suggestions for Vocabulary Teaching 67 \r\n 5.4 Limitations 69\r\n\r\nReferences 70 \r\nAppendixes 79\r\n One 79\r\nTwo 80\r\n Three 92\r\n Four 105\r\n Five 107\r\n Six 113\r\n Seven 118 | zh_TW |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0899510023 | en_US |
| dc.subject | 英文字彙 | zh_TW |
| dc.title | 英文字彙之學習及應用:以台灣高中生寫作用字為例之研究 | zh_TW |
| dc.type | thesis | en_US |
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London: Heinemann.\r\nWashburn, J. W. (1992). Teaching difficult vocabulary in reading. ERIC Document Production Service No. ED 347 836.\r\nWen Shen’s Advanced Dictionary. (1996). Taipei: Wen Shen Publishing Co.\r\nWest, M. (1953). The general service list of English words. London: Longman, Green & Co.\r\nYorio, C. A. (1971). Some sources of reading problems for foreign language learners. Language Learning, 21(1), 107-115.\r\nYoshida, M. (1978). The acquisition of English vocabulary by a Japanese speaking child. In E. M. Hatch (Ed.), Second language acquisition, (pp.91-100). New York: Newbury House.\r\n鄭恆雄 (2001).《大學入學考試中心學科能力測驗英文參考詞彙表 》，(四稿)， 台北：大學入學考試中心。\r\n楊懿麗 (2006). 國內各級英語教學的詞彙量問題. Journal of the National Institute for Compilation and Translation, Vol.34, No.3, 35–44. 國立編譯館館刊. 台北：國立編譯館. | zh_TW |
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| item.fulltext | With Fulltext | - |
| item.cerifentitytype | Publications | - |
| item.openairetype | thesis | - |
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