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題名 構詞法輔以常用詞根之法語生詞教學法:如何幫助台灣學生記憶法語生詞
A Morphological Approach via Commonly-used Roots to French Vocabulary Teaching: How to Help Taiwanese Students Memorize French Vocabulary
作者 蔣維珍
Chiang, Wei-Chen
貢獻者 莫建清<br>阮若缺
Mo,Chien-Ching<br>Juan,Rachel Yao-chueh
蔣維珍
Chiang, Wei-Chen
關鍵詞 構詞學
法語生詞
Morphology
French vocabulary
日期 2008
上傳時間 9-May-2016 11:21:39 (UTC+8)
摘要 本研究旨在探討「傳統字義生詞教學法」和「構詞法輔以常用詞根之生詞教學法」對台灣的法語學習者學習和記憶法語生詞的差異,希望能在生詞教學上,提供另一個不同於傳統生詞教學而且更為有效的方法。
      本研究的主要發現如下:1)接受「構詞法輔以常用詞根之生詞教學法」的受試者(實驗組)比接受「傳統字義生詞教學法」的受試者(對照組)在生詞的短期記憶和長期記憶上,均有較佳的表現。2)實驗組的辨別字義和拼字能力也比對照組佳。3)在字彙量、短期記憶與長期記憶的相關性上,短期記憶較佳者,也有較好的長期記憶表現。
The purpose of the study is to investigate the different effects of the traditional definition-based teaching method and the morphological approach via commonly-used roots on Taiwanese French learners’ vocabulary acquisition and memorization. It is hoped that the results of the study can provide an alternative to traditional vocabulary teaching in French.
      First of all, an on-line questionnaire which investigated the teaching situation of French vocabulary in Northern Taiwan was administered. Then, the subjects in this study involve 115 nonnative French majors at National Central University and Fu Jen University, including 57 seniors and 58 sophomores. The seniors were divided into experimental and the control groups, while the sophomores were also divided into experimental and the control groups. The experimental groups received the morphological approach via commonly-used roots, and the control groups received the traditional definition-based teaching method. In the beginning, the experimental and control groups took the same French vocabulary pre-test to examine their vocabulary size. Then, after receiving different instruction, the subjects were immediately asked to take post-test 1, which investigated their short-term memory for words. Two weeks later, post-test 2 was conducted to check the subjects’ long-term memory for words.
      The results of the study reveal that the experimental groups have better short-term memory for words and long-term memory for words than the control groups, regardless of the subjects’ language proficiency. With regard to the effect of learning new words, both the experimental groups and the control groups made progress after receiving the instruction. After two weeks, the experimental groups showed no regression on the vocabulary post-test. Furthermore, the experimental groups performed better than the control groups on both word spelling and word meaning, and in general, the subjects’ short-term memory for words was correlated with their long-term memory for words.
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     Atkinson, R. C. & R. M. Shiffrin. (1968). Human memory : a proposed system and its central processes. In K. W. & J. T. Spence (eds.) The Psychology of Learning and Motivation Vol. II. New York: Academic Press.
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     Byrant, M. M. (1980). The English language. The Encyclopedia Americana. Danbury, Conn: Grolier Publishing Company.
     Caramazza, A., Laudanna, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332.
     Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266.
     Carlisle, J. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal 12, 169-190.
     Carter, R. (1987). Vocabulary: Applied linguistic perspectives. London: Allen & Unwin.
     Channell, J. (1981). Applying semantic theory to vocabulary teaching. ELT Journal 35: 115-122.
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     Chi, F. M., & Chern, C. L. (1989). “Gao zhong ying wen yue dou jiao xiao ji xiao xi zhi tan tao.” (Studies in the teaching and learning of senior high school English reading.) The proceedings of the 6th conference on English teaching and learning in the ROC (pp.95-109). Taipei: Crane Publishing Co.
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     Cohen, A. D., & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3, 221-236.
     Cohen, G., Eysenck, M. W., & Le Voi, M. E. (1986). Memory : A cognitive approach. Philadelphia : Open University Press.
     Cole, P., Segui, J., & Taft, M. (1997). Words and morphemes as units for lexical access. Journal of Memory and Language 37, 312-330.
     Corbin, Danielle. (1987). Morphologie dérivationnelle et structuration du lexique. (vol. 2). Tubingen: Niemayer.
     Courtillon, J. (1989). Lexique et apprentissage de la langue. In A. H. Ibrahim (Ed.), Lexiques (pp.146-153). Paris: Hachette.
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描述 碩士
國立政治大學
語言學研究所
93555006
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093555006
資料類型 thesis
dc.contributor.advisor 莫建清<br>阮若缺zh_TW
dc.contributor.advisor Mo,Chien-Ching<br>Juan,Rachel Yao-chuehen_US
dc.contributor.author (Authors) 蔣維珍zh_TW
dc.contributor.author (Authors) Chiang, Wei-Chenen_US
dc.creator (作者) 蔣維珍zh_TW
dc.creator (作者) Chiang, Wei-Chenen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-May-2016 11:21:39 (UTC+8)-
dc.date.available 9-May-2016 11:21:39 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 11:21:39 (UTC+8)-
dc.identifier (Other Identifiers) G0093555006en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94620-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 93555006zh_TW
dc.description.abstract (摘要) 本研究旨在探討「傳統字義生詞教學法」和「構詞法輔以常用詞根之生詞教學法」對台灣的法語學習者學習和記憶法語生詞的差異,希望能在生詞教學上,提供另一個不同於傳統生詞教學而且更為有效的方法。
      本研究的主要發現如下:1)接受「構詞法輔以常用詞根之生詞教學法」的受試者(實驗組)比接受「傳統字義生詞教學法」的受試者(對照組)在生詞的短期記憶和長期記憶上,均有較佳的表現。2)實驗組的辨別字義和拼字能力也比對照組佳。3)在字彙量、短期記憶與長期記憶的相關性上,短期記憶較佳者,也有較好的長期記憶表現。
zh_TW
dc.description.abstract (摘要) The purpose of the study is to investigate the different effects of the traditional definition-based teaching method and the morphological approach via commonly-used roots on Taiwanese French learners’ vocabulary acquisition and memorization. It is hoped that the results of the study can provide an alternative to traditional vocabulary teaching in French.
      First of all, an on-line questionnaire which investigated the teaching situation of French vocabulary in Northern Taiwan was administered. Then, the subjects in this study involve 115 nonnative French majors at National Central University and Fu Jen University, including 57 seniors and 58 sophomores. The seniors were divided into experimental and the control groups, while the sophomores were also divided into experimental and the control groups. The experimental groups received the morphological approach via commonly-used roots, and the control groups received the traditional definition-based teaching method. In the beginning, the experimental and control groups took the same French vocabulary pre-test to examine their vocabulary size. Then, after receiving different instruction, the subjects were immediately asked to take post-test 1, which investigated their short-term memory for words. Two weeks later, post-test 2 was conducted to check the subjects’ long-term memory for words.
      The results of the study reveal that the experimental groups have better short-term memory for words and long-term memory for words than the control groups, regardless of the subjects’ language proficiency. With regard to the effect of learning new words, both the experimental groups and the control groups made progress after receiving the instruction. After two weeks, the experimental groups showed no regression on the vocabulary post-test. Furthermore, the experimental groups performed better than the control groups on both word spelling and word meaning, and in general, the subjects’ short-term memory for words was correlated with their long-term memory for words.
en_US
dc.description.tableofcontents Page
     ACKNOWLEDGEMENTS iv
     TABLE OF CONTENTS v
     LIST OF TABLES viii
     LIST OF FIGURES x
     CHINESE ABSTRACT xi
     ENGLISH ABSTRACT xii
     
     
     CHAPTER 1: INTRODUCTION 1
      1.1 Background and Motivation 1
      1.2 Need for the Study 2
      1.3 Purpose of the Study 4
      1.4 Research Questions 4
      1.5 Significance of the Study 5
      1.6 Organization of the Study 7
     CHAPTER 2: LITERATURE REVIEW 8
      2.1 Second Language Vocabulary Teaching 9
      2.1.1 Historical Trends in Second Language Vocabulary Instruction 10
      2.1.2 French Vocabulary Teaching Methods 11
      2.2 The Role of Morphology in Vocabulary Acquisition and Teaching 15
      2.2.1 Previous Studies on Morphologically-based Word Analysis 15
      2.2.2 Morphologically-based Word Analysis Method 17
      2.2.2.1 Characteristics of French Morphemes 17
      2.2.2.2 Morphophonemic Rules 20
      2.2.2.3 Word Analysis 29
      2.3 Vocabulary Learning 31
      2.3.1 Cognitive Theories in Vocabulary Learning 33
      2.3.2 The Memory System 36
      2.3.3 Levels of Processing Theory 38
      2.4 Rationale of the Study 39
     
     CHAPTER 3: METHODOLOGY 42
      3.1 Participants 42
      3.2 Materials 43
      3.2.1 Questionnaire 43
      3.2.2 French Vocabulary Pre-test 44
      3.2.3 Immediate Recall Test (Post-test 1) 45
      3.2.4 Two-week Recall Test (Post-test 2) 45
      3.3 Experimental Design 46
      3.4 Framework 48
      3.5 Procedures 49
      3.6 Statistical Treatment 51
     
     CHAPTER 4: RESULTS AND DISCUSSION 53
      4.1 Results of Questionnaires 53
      4.2 Results of the Pre-test and Post-tests 58
      4.2.1 The Effect of Different Teaching Methods on Memorization of Words 58
      4.2.2 The Effect of Teaching Methods on Learning New Words 62
      4.2.3 The Effect of Different Teaching Methods on Word Meaning and Word Spelling in Post-tests 66
      4.2.4 Correlations of the Pre-test, Post-test 1 and Post-test 2 71
      4.3 Findings and Discussion 76
     
     CHAPTER 5: CONCLUSION 82
      5.1 Summary 82
      5.2 Pedagogical Implications 83
      5.3 Limitations and Suggestions 88
      5.4 Closing Remarks 90
     
     APPENDIX A 92
     APPENDIX B 94
     APPENDIX C 96
     APPENDIX D 97
     APPENDIX E 98
     APPENDIX F 99
     APPENDIX G 101
     REFERENCES 103
zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093555006en_US
dc.subject (關鍵詞) 構詞學zh_TW
dc.subject (關鍵詞) 法語生詞zh_TW
dc.subject (關鍵詞) Morphologyen_US
dc.subject (關鍵詞) French vocabularyen_US
dc.title (題名) 構詞法輔以常用詞根之法語生詞教學法:如何幫助台灣學生記憶法語生詞zh_TW
dc.title (題名) A Morphological Approach via Commonly-used Roots to French Vocabulary Teaching: How to Help Taiwanese Students Memorize French Vocabularyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anderson, J. R., & Render, L. (1979). An elaborative processing explanation of depth of processing. In Cermak, L. S., & Craik, F. I. M. (Eds.), Levels of processing in human memory. Hillsdale, N. J.: Lawrence Erlbaum.
     Atkinson, R. C. & R. M. Shiffrin. (1968). Human memory : a proposed system and its central processes. In K. W. & J. T. Spence (eds.) The Psychology of Learning and Motivation Vol. II. New York: Academic Press.
     Baugh, Abert C., & Cable, T. (1993). A history of the English language. Englewood Cliffs, New Jersey: Prentice-Hall.
     British Broadcasting Corporation. “BBC Languages: French.” E-paper16 December 2007. 16 December 2007
     Berthet, A. (2006). Alter ego 1: Methode de français A1. Paris: Hachette. Alte
     Byrant, M. M. (1980). The English language. The Encyclopedia Americana. Danbury, Conn: Grolier Publishing Company.
     Caramazza, A., Laudanna, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332.
     Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266.
     Carlisle, J. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal 12, 169-190.
     Carter, R. (1987). Vocabulary: Applied linguistic perspectives. London: Allen & Unwin.
     Channell, J. (1981). Applying semantic theory to vocabulary teaching. ELT Journal 35: 115-122.
     Cheng, Y. C. (2003). “Learning words by singing French songs.” 04 March 2003
     Chi, F. M., & Chern, C. L. (1989). “Gao zhong ying wen yue dou jiao xiao ji xiao xi zhi tan tao.” (Studies in the teaching and learning of senior high school English reading.) The proceedings of the 6th conference on English teaching and learning in the ROC (pp.95-109). Taipei: Crane Publishing Co.
     Chia, H. L. (1996). Making a guess: Guidelines for teaching inference of word meaning. The Proceedings of the 5th International Symposium on English Teaching (pp.145-150). Taipei: Crane Publishing Co.
     Clark, D. F., & Nation, I.S.P. (1980). Guessing the meaning of words from context: Strategy and techniques. System, 8 (3), 211-220.
     Clark, E. V. (1995). The Lexicon in Acquisition. Cambridge: Cambridge University Press.
     Cohen, A. D., & Aphek, E. (1981). Easifying second language learning. Studies in Second Language Acquisition, 3, 221-236.
     Cohen, G., Eysenck, M. W., & Le Voi, M. E. (1986). Memory : A cognitive approach. Philadelphia : Open University Press.
     Cole, P., Segui, J., & Taft, M. (1997). Words and morphemes as units for lexical access. Journal of Memory and Language 37, 312-330.
     Corbin, Danielle. (1987). Morphologie dérivationnelle et structuration du lexique. (vol. 2). Tubingen: Niemayer.
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