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題名 台灣國中學生英語字彙學習策略偏好個案研究
A case study on english learner’s preferences lies in vocabulary learning strategies used by some junior high school students in Taiwan
作者 簡鈺珊
Chien, Yu Shan
貢獻者 黃麗儀
Huang, Li Yi
簡鈺珊
Chien, Yu Shan
關鍵詞 單字學習策略
英語單字教學
英語單字學習
vocabulary learning strategies
English vocabulary teaching
English vocabulary learning
日期 2009
上傳時間 9-May-2016 14:40:43 (UTC+8)
摘要 本研究基於字彙學習以及字彙學習策略的重要性，探討台灣國中學生使用字彙學習策略的情形。且加入其在字彙學習程度高低的因素，來探討台灣國中學生使用策略之情形。本研究問題有二：第一，台灣國中學生最常使用的字彙學習策略有哪些？最不常使用的字彙學習策略有哪些？第二，台灣國中學生字彙學習程度與字彙學習策略之間是否有關聯性？如果有，其關聯性又為何？本研究依據Oxford（1990）的語言學習策略分類標準，測驗某台北市立國中二年級的學生使用字彙學習策略的情形，同時也比較字彙學習程度不同的學生使用這些策略的頻率高低。結果顯示如下：(1)台灣國中學生最常使用的字彙學習策略為認知策略，最少使用的字彙學習策略為情意策略。(2)程度高的學生使用字彙學習策略的頻率高於程度低的學生。此研究結果可為英語教師和學習者在字彙教與學方面提供一些參考，讓英語字彙的教學變得更加有效率。
The study investigates the usage of English vocabulary learning strategies by some junior high school students in Taiwan. The factor of the levels of the students is included. There are two research questions: (1) what are the most commonly used English vocabulary learning strategies among junior high school students in Taiwan? (2) whether the levels of the students are related to the types of vocabulary learning strategies they use? If the answer is “yes”, what relationship it is? The study is based on the language learning strategies in Oxford（1990）. The subjects are some second graders in a junior high school in Taipei. In the study, the researcher compares the usage of English vocabulary learning strategies among students at different vocabulary levels. The result shows that the most commonly used vocabulary strategy among the students is cognitive strategy, and the least commonly used one is affective strategy. Furthermore, the result also shows that higher level students use vocabulary learning strategies more often than lower level students. The researcher hopes that this study could give the English learners some suggestions to make vocabulary learning more effective.
參考文獻 中文部分
     林芝寧（2004）關鍵字學習策略:對台灣高中生英語字彙學習成效之研究。高雄，
     台灣：國立高雄師範大學英語學系碩士論文
     呂敏娟（2002）台灣國中生英語字彙學習策略訓練效益之研究。台北，台灣：國
     立師範大學英語研究所碩士論文
     簡玉卿（2005）國小五年級學童英語單字學習策略教學成效之探討。台北，台
     灣：國立台北教育大學兒童英語教育研究所碩士論文。
     張靜怡（2006）台灣大學生英語字彙學習策略使用之研究。台南，台灣：私立立
     德大學外國語文研究所英語教學組碩士論文
     鄭孟淳（2005）台灣國中學生英語字彙學習策略之研究。台北，台灣：國立政治
     大學語言所碩士論文。
     施秀香（2004）台灣國高中生單字學習策略及其成效之研究。高雄，台灣：國
     立高雄師範大學英語研究所碩士論文。
     王玉華（2003）台灣高中學生英語字彙學習策略之探討。台北，台灣：國立政治
     大學英語教學碩士在職專班碩士論文
     安詩潔（2005）國小六年級學生英語學習策略之研究。嘉義，台灣：國立嘉義大
     學國民教育研究所碩士論文
     
     英文部分
     Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.),
     Comprehension and teaching: Research reviews (p.77-177). Newark, DE:
     International Reading Association.
     Decarrico, J.S. (2001). Vocabulary learning and teaching. In M, Celce-Murcia (Ed.),
     Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle Publisher.
     Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of
     second language vocabulary strategies: A study of Hong Kong learners. The modern language journal, 87 (2), 222-241.
     Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning
     outcomes. Language Learning, 46, p.643-679.
     Gui, S. (1985). A survey analysis of the English majors’ vocabulary size in China.
     Modern Foreign Languages, 27(1), p.1-6.
     Hosenfeld, C. (1979). A learning-teaching view of second language instruction.
     Foreign language annuals, 12, 51-57.
     Laufer, B. (1991). How much lexis is necessary for reading comprehension? In P. J. L.
     Arnaud & H. Bejoint (Eds). Vocabulary and applied linguistics (p.126-132)
     McCarthy, M. (1990). Vocabulary. Oxford: Oxford University press.
     Meara, P. & Jones, G. (1987). Tests of vocabulary size in English as a foreign
     language. Potyglot, 8(1), p.1-40
     Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language
     learner. Toronto: Ontario Institute for Studies in Education, The Modern
     Language Center.
     Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newburry
     House
     Nation, I. S. P. (1993b). Vocabulary size, growth, and use. In R. Schreuder & B.
     Weltens (Eds.), The bilingual lexicon. Amsterdam / Philadelphia: John
     Benjamins
     Ou, H. C. (1997). A study of university freshmen’s English reading proficiency and
     learning strategies. Proceedings of the fourteenth conference on English teaching
     and learning in the Republic of China. Taipei: Crane Publishing Co.
     Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
     Boston, MA: Heinle & Heinle publisher.
     Oxford, R. L., Park-Oh., Ito, S., & Sumrall, M. (1993). Learning Japanese by satellite:
     What Japanese by satellite: What influences student achievement? System, 21(1),
     p.31-48.
     Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51 (2), 73-75.
     Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly,
     9(1), 41-51.
     Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy
     (Eds.), Vocabulary: Description, acquisition and pedagogy. Cambridge:
     Cambridge University Press.
     Shen, W. W. (2001). The vocabulary learning strategies of Chinese and British
     university students, with an analysis of approaches to selected cultural keywords.
     Ph. D. dissertation, University of Leicester.
     Stern, H. H. (1975). What can we learn from the good language learner? The
     Canadian modern language review, 31, 304-318.
     Thomas, M. H., & Dieter, J. N. (1987). The positive effects of writing practice on
     integration of foreign words in memory. Journal of Educational Psychology, 79,
     p.249-253
     Wilkins, D. A. (1972). Linguistics in language teaching (p. 111). London: Edward
     Arnold.
描述 碩士
國立政治大學
語言學研究所
92555004
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0925550041
資料類型 thesis
dc.contributor.advisor 黃麗儀zh_TW
dc.contributor.advisor Huang, Li Yien_US
dc.contributor.author (Authors) 簡鈺珊zh_TW
dc.contributor.author (Authors) Chien, Yu Shanen_US
dc.creator (作者) 簡鈺珊zh_TW
dc.creator (作者) Chien, Yu Shanen_US
dc.date (日期) 2009en_US
dc.date.accessioned 9-May-2016 14:40:43 (UTC+8)-
dc.date.available 9-May-2016 14:40:43 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 14:40:43 (UTC+8)-
dc.identifier (Other Identifiers) G0925550041en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95005-
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) 92555004zh_TW
dc.description.abstract (摘要) 本研究基於字彙學習以及字彙學習策略的重要性，探討台灣國中學生使用字彙學習策略的情形。且加入其在字彙學習程度高低的因素，來探討台灣國中學生使用策略之情形。本研究問題有二：第一，台灣國中學生最常使用的字彙學習策略有哪些？最不常使用的字彙學習策略有哪些？第二，台灣國中學生字彙學習程度與字彙學習策略之間是否有關聯性？如果有，其關聯性又為何？本研究依據Oxford（1990）的語言學習策略分類標準，測驗某台北市立國中二年級的學生使用字彙學習策略的情形，同時也比較字彙學習程度不同的學生使用這些策略的頻率高低。結果顯示如下：(1)台灣國中學生最常使用的字彙學習策略為認知策略，最少使用的字彙學習策略為情意策略。(2)程度高的學生使用字彙學習策略的頻率高於程度低的學生。此研究結果可為英語教師和學習者在字彙教與學方面提供一些參考，讓英語字彙的教學變得更加有效率。zh_TW
dc.description.abstract (摘要) The study investigates the usage of English vocabulary learning strategies by some junior high school students in Taiwan. The factor of the levels of the students is included. There are two research questions: (1) what are the most commonly used English vocabulary learning strategies among junior high school students in Taiwan? (2) whether the levels of the students are related to the types of vocabulary learning strategies they use? If the answer is “yes”, what relationship it is? The study is based on the language learning strategies in Oxford（1990）. The subjects are some second graders in a junior high school in Taipei. In the study, the researcher compares the usage of English vocabulary learning strategies among students at different vocabulary levels. The result shows that the most commonly used vocabulary strategy among the students is cognitive strategy, and the least commonly used one is affective strategy. Furthermore, the result also shows that higher level students use vocabulary learning strategies more often than lower level students. The researcher hopes that this study could give the English learners some suggestions to make vocabulary learning more effective.en_US
dc.description.tableofcontents 第一章：緒論………………………………………………………………………………………..1
      第一節：研究背景及研究動機………………………………………………………………..1
      第二節：研究目的、研究問題、研究特點及研究的重要性………………………………….3
      第三節：本論文組織架構………………………………………………………………….….5
      第二章：文獻探討…………………………………………………………………………………..7
      第一節：字彙的重要性………………………………………………………………………..7
      第二節：字彙學習策略的重要性……………………………………………………………..7
      第三節：英語字彙學習策略相關研究………………………………………………..............8
      第三章：研究設計與實施…………………………………………………………………………13
      第一節：研究對象……………………………………………………………………………13
      第二節：研究工具……………………………………………………………………………13
      第三節：研究步驟……………………………………………………………………………15
      第四章：分析與討論………………………………………………………………………………18
      第一節：台灣國中學生使用字彙學習策略的頻率…………………………………………18
      第二節：台灣國中學生使用字彙學習策略的頻率與字彙學習成就的相關性……………20
      第三節：台灣國中學生使用字彙學習策略偏好情形………………………………………26
      第四節：台灣國中學生程度高中低各組使用字彙學習策略偏好情形……………………32
      第五節：六大字彙學習策略之各細項目的使用情形………………………………………43
      第六節：台灣國中學生使用字彙學習策略偏好分析………………………………………58
      第五章：研究結果…………………………………………………………………………………70
      第一節：本研究的發現………………………………………………………………………70
      第二節：相關研究之比較……………………………………………………………………72
      第三節：建議台灣國中學生的字彙學習策略………………………………………………73
      第六章：結論與建議……………………………………………………………………………….75
      第一節：結論…………………………………………………………………………………75
      第二節：研究限制...………………………………………………………………………….77
      第三節：未來研究方向………………………………………………………………………77
      附錄一：本研究者根據Oxford修正之字彙學習策略…...………………………………………..79
      附錄二：第一次單字測驗試題…...………………………………………………………………..84
      附錄三：第二次單字測驗試題…………………………………………………………………….86
      附錄四：字彙學習策略問卷…..…...………………………………………………………………88
      參考文獻…………………………………………………………………………………………...92		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0925550041en_US
dc.subject (關鍵詞) 單字學習策略zh_TW
dc.subject (關鍵詞) 英語單字教學zh_TW
dc.subject (關鍵詞) 英語單字學習zh_TW
dc.subject (關鍵詞) vocabulary learning strategiesen_US
dc.subject (關鍵詞) English vocabulary teachingen_US
dc.subject (關鍵詞) English vocabulary learningen_US
dc.title (題名) 台灣國中學生英語字彙學習策略偏好個案研究zh_TW
dc.title (題名) A case study on english learner’s preferences lies in vocabulary learning strategies used by some junior high school students in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文部分
     林芝寧（2004）關鍵字學習策略:對台灣高中生英語字彙學習成效之研究。高雄，
     台灣：國立高雄師範大學英語學系碩士論文
     呂敏娟（2002）台灣國中生英語字彙學習策略訓練效益之研究。台北，台灣：國
     立師範大學英語研究所碩士論文
     簡玉卿（2005）國小五年級學童英語單字學習策略教學成效之探討。台北，台
     灣：國立台北教育大學兒童英語教育研究所碩士論文。
     張靜怡（2006）台灣大學生英語字彙學習策略使用之研究。台南，台灣：私立立
     德大學外國語文研究所英語教學組碩士論文
     鄭孟淳（2005）台灣國中學生英語字彙學習策略之研究。台北，台灣：國立政治
     大學語言所碩士論文。
     施秀香（2004）台灣國高中生單字學習策略及其成效之研究。高雄，台灣：國
     立高雄師範大學英語研究所碩士論文。
     王玉華（2003）台灣高中學生英語字彙學習策略之探討。台北，台灣：國立政治
     大學英語教學碩士在職專班碩士論文
     安詩潔（2005）國小六年級學生英語學習策略之研究。嘉義，台灣：國立嘉義大
     學國民教育研究所碩士論文
     
     英文部分
     Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.),
     Comprehension and teaching: Research reviews (p.77-177). Newark, DE:
     International Reading Association.
     Decarrico, J.S. (2001). Vocabulary learning and teaching. In M, Celce-Murcia (Ed.),
     Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle Publisher.
     Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of
     second language vocabulary strategies: A study of Hong Kong learners. The modern language journal, 87 (2), 222-241.
     Gu, Y. & Johnson, R. K. (1996). Vocabulary learning strategies and language learning
     outcomes. Language Learning, 46, p.643-679.
     Gui, S. (1985). A survey analysis of the English majors’ vocabulary size in China.
     Modern Foreign Languages, 27(1), p.1-6.
     Hosenfeld, C. (1979). A learning-teaching view of second language instruction.
     Foreign language annuals, 12, 51-57.
     Laufer, B. (1991). How much lexis is necessary for reading comprehension? In P. J. L.
     Arnaud & H. Bejoint (Eds). Vocabulary and applied linguistics (p.126-132)
     McCarthy, M. (1990). Vocabulary. Oxford: Oxford University press.
     Meara, P. & Jones, G. (1987). Tests of vocabulary size in English as a foreign
     language. Potyglot, 8(1), p.1-40
     Naiman, N., Frohlich, M., Stern, H. H., & Todesco, A. (1978). The good language
     learner. Toronto: Ontario Institute for Studies in Education, The Modern
     Language Center.
     Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New York: Newburry
     House
     Nation, I. S. P. (1993b). Vocabulary size, growth, and use. In R. Schreuder & B.
     Weltens (Eds.), The bilingual lexicon. Amsterdam / Philadelphia: John
     Benjamins
     Ou, H. C. (1997). A study of university freshmen’s English reading proficiency and
     learning strategies. Proceedings of the fourteenth conference on English teaching
     and learning in the Republic of China. Taipei: Crane Publishing Co.
     Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
     Boston, MA: Heinle & Heinle publisher.
     Oxford, R. L., Park-Oh., Ito, S., & Sumrall, M. (1993). Learning Japanese by satellite:
     What Japanese by satellite: What influences student achievement? System, 21(1),
     p.31-48.
     Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51 (2), 73-75.
     Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly,
     9(1), 41-51.
     Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy
     (Eds.), Vocabulary: Description, acquisition and pedagogy. Cambridge:
     Cambridge University Press.
     Shen, W. W. (2001). The vocabulary learning strategies of Chinese and British
     university students, with an analysis of approaches to selected cultural keywords.
     Ph. D. dissertation, University of Leicester.
     Stern, H. H. (1975). What can we learn from the good language learner? The
     Canadian modern language review, 31, 304-318.
     Thomas, M. H., & Dieter, J. N. (1987). The positive effects of writing practice on
     integration of foreign words in memory. Journal of Educational Psychology, 79,
     p.249-253
     Wilkins, D. A. (1972). Linguistics in language teaching (p. 111). London: Edward
     Arnold.		zh_TW