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題名 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
作者 陳美麗
貢獻者 張郇慧
陳美麗
關鍵詞 英文字彙
日期 2008
上傳時間 9-五月-2016 13:31:59 (UTC+8)
摘要 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。
     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。
     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。
參考文獻 Bauer, L, & Nation, I. S. P. (1995). Word families. International Journal of Lexicography, 6(3), 253-279.
     Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow, England: Longman.
     Cadierno, T. (1995). Formal instruction from a processing perspective: an investigation into the Spanish past tense. The Modern Language Journal, 79, 179-193.
     Cambridge International Dictionary of English. (1995). Cambridge University Press.
     Carter, R. (1987). Vocabulary. London: Allen & Unwin.
     Carter, R., & McCarthy, M. (Eds.) (1988). Vocabulary and language teaching. London: Longman.
     Chamberlain, A. (1965). Learning a passive vocabulary. International conference of modern foreign language teaching, November, Part I.
     Chang, H. L. (2002). A comparative analysis of the quantity of the new words in senior high school English textbooks. Kaohsiung: National Kaohsiung Normal University. 91NKNU0240010.
     Chang, V. W. (1996). Senior English composition: An error analysis from the discourse perspective. NSC Project Final Report: 84-2411-H-003-007.
     Channell, J. (1988). Psycholinguistic considerations in the study of L2 vocabulary acquisition. In R. Carter and M. McCarthy (Eds.), Vocabulary and language teaching, (pp.83-96). London: Longman Group.
     Chen, H. J. (2001). Taiwanese EFL leaner corpus and interlanguage analysis. The Proceedings of the Tenth International Symposium on English Teaching, 288–299. Taipei: Crane Publishing Co.
     Chomsky, N. (1975). Reflections on Language. Pantheon Books, New York.
     Clark, E. V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.
     Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J., Coady and T. Huckin (Eds.), Second language vocabulary acquisition. Cambridge: Cambridge University Press.
     Coady, J. M., Carrell, P., & Nation, I. S. P. (1985). The teaching of vocabulary in ESL from the perspective of schema theory. Presented at Midwestern TESOL.
     Crow, J. T. (1986). Receptive vocabulary acquisition for reading comprehension. The Modern Language Journal, 70 (3), 242-250.
     Eringa, D. (1974). Enseigner, c’est choisir: vocabulaire-verwerving. Levende Talen, 306, 260-267.
     Faerch, C., Haastrup, K., & Phillipson, R. (1984). Learner language and language learning. København: Gyldendals Sprogbibliotek.
     Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
     Gairns, R., & S. Redman (1986). Working with Words. Cambridge: Cambridge University Press.
     Grabe, W. (1988). Reassessing the term “interactive”. In P. Carrell, J. Devine, and D. Eskey. (Eds.). Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
     Harmer, J. (1991). The practice of English language teaching. Harlow, UK: Longman.
     Haynes, M., & Baker, I. (1993). American and Chinese readers learning from lexical familiarization in English text. In T. Huckin, M. Haynes, and J. Coady (Eds.). Second language reading and vocabulary learning, 130-152. Norwood, N.J.: Albex Publishing Corporation.
     Herman, P. A., & Dole, J. (1988). Theory and practice in vocabulary learning and instruction. The Elementary School Journal, 89(1), 43-54.
     Horwitz, E. K. (1988).The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
     Huang, T. L. (1997). A study of word analysis and inference on vocabulary teaching and learning. Taipei: Crane Publishing Co.
     Jamieson, P. (1976). The acquisition of English as a second language by young Tokelau children living in New Zealand. Unpublished PhD thesis, Victoria University of Wellington.
     Jenkins, J. R., & Dixon, R. (1983). Vocabulary learning. Contemporary Educational Psychology, 8, 237-260.
     Johnson, E. Ben (1994). The Reading Edge: Thirteen Ways to Build Reading Comprehension. D.C. Health and Company.
     Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL, 29(2), 135-149.
     Krashen, S. (1985). The Input Hypothesis: Issues and Implications. New York: Longman Group.
     Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73, 440-464.
     Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics, 24(1), 69-75.
     Laufer, B. (1988). What percentage of text-lexis is essential for comprehension? In C. Laurén and M. Nordmann (Eds.), Special language: From humans thinking to thinking machines. Clevedon: Multilingual Matters.
     Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 147-155.
     Laufer, B. (1995). Beyond 2000: A measure of productive lexicon in a second language. In L., Eubank, L. Selinker & M. Sharwood Smith (eds.). The Current State of Interlanguage. Philadephia: John Benjamins Publishing Company.
     Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied linguistics, 19, 255-271.
     Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48 (3), 365–391.
     Laufer, B., & Nation, I. S. P. (1995). Vocabulary Size and Use: Lexical Richness in L2 Written Production. Applied Linguistics, 16, 307–322.
     Leong, C. K., Cheng P. W., & Mulcahy, R. (1987). Automatic processing of morpheme orthography by mature readers. Language and Speech, 30, 181-196.
     Lin, T. F. (2000). The teaching of vocabulary in Taiwan: A review. In Selected Papers from the Ninth International Symposium on English Teaching, (pp.460-469). Taipei: Crane Publishing Co.
     Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382.
     Marton, W. (1977). Foreign vocabulary learning as problem number one of foreign language teaching at the advanced level. Interlanguage Studies Bulletin, 2(1), 33-47.
     McCarthy, M. (1990). Vocabulary. Hong Kong: Oxford University Press.
     Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.
     MeKeown, M. G., Beck, I. L., Omanson, R. G.., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522–535.
     Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy, (pp.84-102). Cambridge: Cambridge University Press.
     Michel, J. (1972). The problem of time; some techniques for teaching vocabulary. Eric Reports, 27, New York.
     Morgan, B. Q., & Oberdeck, L. M. (1930). Active and passive vocabulary. In E. W. Bagster-Collins (Ed.), Studies in modern language teaching, (pp.213-221).
     Nagy, W., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition, (pp.19-35). Hillsdale, NJ: Erlbaum.
     Nagy, W. E., Anderson, R. C., & Herman, P. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.
     Nation, I. S. P. (1982). Beginning to learn foreign vocabulary: a review of the research. RELC Journal, 13(1), 14-36.
     Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.
     Nation, I. S. P. (2002). Best Practice in Vocabulary Teaching and Learning. In J. C. Richards, & W. A. Renandya, (Eds.), Methodology in Language Teaching: An Anthology of Current Practice. (pp.267-272). Cambridge: Cambridge University Press.
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     Nation, I. S. P., & Waring, R. (1997).Vocabulary size, text coverage and word lists. In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy, (pp.6-19). Cambridge: Cambridge University Press.
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描述 碩士
國立政治大學
英語教學碩士在職專班
89951002
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0899510023
資料類型 thesis
dc.contributor.advisor 張郇慧zh_TW
dc.contributor.author (作者) 陳美麗zh_TW
dc.creator (作者) 陳美麗zh_TW
dc.date (日期) 2008en_US
dc.date.accessioned 9-五月-2016 13:31:59 (UTC+8)-
dc.date.available 9-五月-2016 13:31:59 (UTC+8)-
dc.date.issued (上傳時間) 9-五月-2016 13:31:59 (UTC+8)-
dc.identifier (其他 識別碼) G0899510023en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94976-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 89951002zh_TW
dc.description.abstract (摘要) 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。
     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。
     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
     Acknowledgements iii
     Table of Contents iv
     List of Tables vi
     Chinese Abstract vii
     English Abstract viii
     
     CHAPTER
     1. INTRODUCTION 1
      1.1 Statement of the Problem 3
      1.2 Purposes of the study 5
      1.3 Research Questions 5
      1.4 Significance of the Study 6
     
     2. LITERATRUE REVIEW 8
      2.1 Language Learning: From the Input Hypothesis to the Output Hypothesis 8
      2.2 The Significance of Vocabulary 10
      2.3 Vocabulary Learning through Meaningful Encounters 12
      2.4 Passive Vocabulary and Active Vocabulary 14
      2.5 The Vocabulary Process from Learning to Production 16
      2.6 Vocabulary Growth in Writing 19
     
     3. METHOD AND DATA ANALYSIS 23
      3.1 Subjects and Topics 23
      3.2 Data 25
      3.3 The Procedure 25
      3.3.1 Data Classification 25
      3.3.2 Data Processing 26
     
     
     
     
     
     
     iv
      Page
     4. DATA PRESENTATION AND DISCUSSION 29
      4.1 Word Production 29
      4.1.1 Demonstration of Students’ 50 top–frequency words 33
      4.1.2 Comparison and Analysis of Two Pieces of Articles 40
      4.2 The Vocabulary Learning from Reception to Production 43
      4.2.1 The Gap between the Receptive Words and the Productive Words 43
      4.2.2 The Overlapping of the Words of the Textbook Readers and the
      Words in Students’ Production 50
     4.3 Lexical Richness in Students’ Writing 56
     
     5. CONCLUSION AND PEDAGOGICAL IMPLICATIONS 61
      5.1 Conclusions 61
      5.2 Pedagogical Implications 66
      5.3 Suggestions for Vocabulary Teaching 67
      5.4 Limitations 69
     
     References 70
     Appendixes 79
      One 79
     Two 80
      Three 92
      Four 105
      Five 107
      Six 113
      Seven 118		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0899510023en_US
dc.subject (關鍵詞) 英文字彙zh_TW
dc.title (題名) 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 (資料類型) thesisen_US
dc.relation.reference (參考文獻) Bauer, L, & Nation, I. S. P. (1995). Word families. International Journal of Lexicography, 6(3), 253-279.
     Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow, England: Longman.
     Cadierno, T. (1995). Formal instruction from a processing perspective: an investigation into the Spanish past tense. The Modern Language Journal, 79, 179-193.
     Cambridge International Dictionary of English. (1995). Cambridge University Press.
     Carter, R. (1987). Vocabulary. London: Allen & Unwin.
     Carter, R., & McCarthy, M. (Eds.) (1988). Vocabulary and language teaching. London: Longman.
     Chamberlain, A. (1965). Learning a passive vocabulary. International conference of modern foreign language teaching, November, Part I.
     Chang, H. L. (2002). A comparative analysis of the quantity of the new words in senior high school English textbooks. Kaohsiung: National Kaohsiung Normal University. 91NKNU0240010.
     Chang, V. W. (1996). Senior English composition: An error analysis from the discourse perspective. NSC Project Final Report: 84-2411-H-003-007.
     Channell, J. (1988). Psycholinguistic considerations in the study of L2 vocabulary acquisition. In R. Carter and M. McCarthy (Eds.), Vocabulary and language teaching, (pp.83-96). London: Longman Group.
     Chen, H. J. (2001). Taiwanese EFL leaner corpus and interlanguage analysis. The Proceedings of the Tenth International Symposium on English Teaching, 288–299. Taipei: Crane Publishing Co.
     Chomsky, N. (1975). Reflections on Language. Pantheon Books, New York.
     Clark, E. V. (1993). The lexicon in acquisition. Cambridge: Cambridge University Press.
     Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J., Coady and T. Huckin (Eds.), Second language vocabulary acquisition. Cambridge: Cambridge University Press.
     Coady, J. M., Carrell, P., & Nation, I. S. P. (1985). The teaching of vocabulary in ESL from the perspective of schema theory. Presented at Midwestern TESOL.
     Crow, J. T. (1986). Receptive vocabulary acquisition for reading comprehension. The Modern Language Journal, 70 (3), 242-250.
     Eringa, D. (1974). Enseigner, c’est choisir: vocabulaire-verwerving. Levende Talen, 306, 260-267.
     Faerch, C., Haastrup, K., & Phillipson, R. (1984). Learner language and language learning. København: Gyldendals Sprogbibliotek.
     Fries, C. C. (1945). Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press.
     Gairns, R., & S. Redman (1986). Working with Words. Cambridge: Cambridge University Press.
     Grabe, W. (1988). Reassessing the term “interactive”. In P. Carrell, J. Devine, and D. Eskey. (Eds.). Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
     Harmer, J. (1991). The practice of English language teaching. Harlow, UK: Longman.
     Haynes, M., & Baker, I. (1993). American and Chinese readers learning from lexical familiarization in English text. In T. Huckin, M. Haynes, and J. Coady (Eds.). Second language reading and vocabulary learning, 130-152. Norwood, N.J.: Albex Publishing Corporation.
     Herman, P. A., & Dole, J. (1988). Theory and practice in vocabulary learning and instruction. The Elementary School Journal, 89(1), 43-54.
     Horwitz, E. K. (1988).The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72, 283-294.
     Huang, T. L. (1997). A study of word analysis and inference on vocabulary teaching and learning. Taipei: Crane Publishing Co.
     Jamieson, P. (1976). The acquisition of English as a second language by young Tokelau children living in New Zealand. Unpublished PhD thesis, Victoria University of Wellington.
     Jenkins, J. R., & Dixon, R. (1983). Vocabulary learning. Contemporary Educational Psychology, 8, 237-260.
     Johnson, E. Ben (1994). The Reading Edge: Thirteen Ways to Build Reading Comprehension. D.C. Health and Company.
     Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL, 29(2), 135-149.
     Krashen, S. (1985). The Input Hypothesis: Issues and Implications. New York: Longman Group.
     Krashen, S. (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73, 440-464.
     Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics, 24(1), 69-75.
     Laufer, B. (1988). What percentage of text-lexis is essential for comprehension? In C. Laurén and M. Nordmann (Eds.), Special language: From humans thinking to thinking machines. Clevedon: Multilingual Matters.
     Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 147-155.
     Laufer, B. (1995). Beyond 2000: A measure of productive lexicon in a second language. In L., Eubank, L. Selinker & M. Sharwood Smith (eds.). The Current State of Interlanguage. Philadephia: John Benjamins Publishing Company.
     Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied linguistics, 19, 255-271.
     Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48 (3), 365–391.
     Laufer, B., & Nation, I. S. P. (1995). Vocabulary Size and Use: Lexical Richness in L2 Written Production. Applied Linguistics, 16, 307–322.
     Leong, C. K., Cheng P. W., & Mulcahy, R. (1987). Automatic processing of morpheme orthography by mature readers. Language and Speech, 30, 181-196.
     Lin, T. F. (2000). The teaching of vocabulary in Taiwan: A review. In Selected Papers from the Ninth International Symposium on English Teaching, (pp.460-469). Taipei: Crane Publishing Co.
     Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382.
     Marton, W. (1977). Foreign vocabulary learning as problem number one of foreign language teaching at the advanced level. Interlanguage Studies Bulletin, 2(1), 33-47.
     McCarthy, M. (1990). Vocabulary. Hong Kong: Oxford University Press.
     Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.
     MeKeown, M. G., Beck, I. L., Omanson, R. G.., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522–535.
     Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In In N. Schmitt and M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy, (pp.84-102). Cambridge: Cambridge University Press.
     Michel, J. (1972). The problem of time; some techniques for teaching vocabulary. Eric Reports, 27, New York.
     Morgan, B. Q., & Oberdeck, L. M. (1930). Active and passive vocabulary. In E. W. Bagster-Collins (Ed.), Studies in modern language teaching, (pp.213-221).
     Nagy, W., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition, (pp.19-35). Hillsdale, NJ: Erlbaum.
     Nagy, W. E., Anderson, R. C., & Herman, P. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.
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