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題名 台灣高中生英文寫作用字分析與教學
A Study on Teaching Vocabulary for English Writing to Taiwanese High School Students
作者 李芷涵
Lee, Chih Han
貢獻者 尤雪瑛
Yu, Hsueh Ying
李芷涵
Lee, Chih Han
關鍵詞 字彙知識
字彙習得
應用字彙
字彙知識自評表
英文寫作
word knowledge
vocabulary acquisition
productive words
Vocabulary Knowledge Scale
English writing
日期 2016
上傳時間 20-Jul-2016 16:33:30 (UTC+8)
摘要 本研究旨在實驗一套單字教學活動是否能成功增加台灣高中生的寫作應用字彙。在實驗開始前，研究者先進行前測，採用了字彙知識自評表(Vocabulary Knowledge Scale)和一份作文題目以了解學生一開始的字彙知識及主要單字的使用情況。之後，研究者開始了為期十二週的教學活動，此活動分為三階段：呈現(Presentation)、練習(Practice)、應用(Production)，每個階段皆採用不同的活動進行教學，並根據這四大原則來設計教導應用字彙的活動：刻意性、重複性、參與性、情境性。教學實驗過後，研究者進行後測以了解字彙知識的改變及主要單字的使用情況，並分析不同程度的學生作品，以了解學生實際的用字情況。
研究結果顯示，本教學活動能有效增進學生的辨識字彙能力及字彙的應用。字彙知識自評表顯示前後測分數有顯著性差異，在後測中，超過半數以上的單字進步到比前測更高的等級，而且有八個字進升到應用字彙的程度。百分之八十七的學生有把主要字彙用在他們的作文中，且正確的使用頻率及相關單字的使用也增加了，無論是新字或舊字，在後測的使用數量都是前測的兩倍。
The current study experiments with a series of teaching activities for productive words to Taiwanese students at the senior high level. It aims to understand the changes of word knowledge and target word use after the experiment. In the beginning, a pre-test was administered with the help of two instruments, the Vocabulary Knowledge Scale and a writing prompt, to understand the students’ initial level. Then, the researcher conducted the teaching experiment for 12 weeks, which consisted of the Presentation, Practice, and Production stages. In each stage, the activities were designed based on four important principles for teaching productive words: intentional, repeated, involving, and contextualized. After the experiment, a post-test using the same instruments was carried out to analyze the changes of word knowledge and target word use. Moreover, individual writing products of different levels were analyzed to see the actual usage of words in the students’ writing.
The results showed that the teaching experiment was effective in increasing the students’ receptive knowledge and productive use of the target words. The VKS scores of the pre- and post-test differed significantly. More than half of the words moved up to higher levels, and eight words moved to the productive level in the post-test. The students’ writing products also indicated a considerable increase in the use of target words in terms of the correct usages and related words. Eighty-seven percent of the students used the target words in the post-test. Moreover, the number of old and new words used doubled in the post-test.
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描述 碩士
國立政治大學
英國語文學系
100551016
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100551016
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh Yingen_US
dc.contributor.author (Authors) 李芷涵zh_TW
dc.contributor.author (Authors) Lee, Chih Hanen_US
dc.creator (作者) 李芷涵zh_TW
dc.creator (作者) Lee, Chih Hanen_US
dc.date (日期) 2016en_US
dc.date.accessioned 20-Jul-2016 16:33:30 (UTC+8)-
dc.date.available 20-Jul-2016 16:33:30 (UTC+8)-
dc.date.issued (上傳時間) 20-Jul-2016 16:33:30 (UTC+8)-
dc.identifier (Other Identifiers) G0100551016en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99274-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 100551016zh_TW
dc.description.abstract (摘要) 本研究旨在實驗一套單字教學活動是否能成功增加台灣高中生的寫作應用字彙。在實驗開始前，研究者先進行前測，採用了字彙知識自評表(Vocabulary Knowledge Scale)和一份作文題目以了解學生一開始的字彙知識及主要單字的使用情況。之後，研究者開始了為期十二週的教學活動，此活動分為三階段：呈現(Presentation)、練習(Practice)、應用(Production)，每個階段皆採用不同的活動進行教學，並根據這四大原則來設計教導應用字彙的活動：刻意性、重複性、參與性、情境性。教學實驗過後，研究者進行後測以了解字彙知識的改變及主要單字的使用情況，並分析不同程度的學生作品，以了解學生實際的用字情況。
研究結果顯示，本教學活動能有效增進學生的辨識字彙能力及字彙的應用。字彙知識自評表顯示前後測分數有顯著性差異，在後測中，超過半數以上的單字進步到比前測更高的等級，而且有八個字進升到應用字彙的程度。百分之八十七的學生有把主要字彙用在他們的作文中，且正確的使用頻率及相關單字的使用也增加了，無論是新字或舊字，在後測的使用數量都是前測的兩倍。		zh_TW
dc.description.abstract (摘要) The current study experiments with a series of teaching activities for productive words to Taiwanese students at the senior high level. It aims to understand the changes of word knowledge and target word use after the experiment. In the beginning, a pre-test was administered with the help of two instruments, the Vocabulary Knowledge Scale and a writing prompt, to understand the students’ initial level. Then, the researcher conducted the teaching experiment for 12 weeks, which consisted of the Presentation, Practice, and Production stages. In each stage, the activities were designed based on four important principles for teaching productive words: intentional, repeated, involving, and contextualized. After the experiment, a post-test using the same instruments was carried out to analyze the changes of word knowledge and target word use. Moreover, individual writing products of different levels were analyzed to see the actual usage of words in the students’ writing.
The results showed that the teaching experiment was effective in increasing the students’ receptive knowledge and productive use of the target words. The VKS scores of the pre- and post-test differed significantly. More than half of the words moved up to higher levels, and eight words moved to the productive level in the post-test. The students’ writing products also indicated a considerable increase in the use of target words in terms of the correct usages and related words. Eighty-seven percent of the students used the target words in the post-test. Moreover, the number of old and new words used doubled in the post-test.		en_US
dc.description.tableofcontents Acknowledgements iii
List of Figures vi
List of Tables vii
Chinese Abstract viii
English Abstract ix
Chapter
I. Introduction 1
Background and Motivation 1
Research Purposes and Research Questions 3
Significance of the Study 3
II. Literature Review 5
Vocabulary in Language Learning 5
The Nature of Word Knowledge 8
Principles of Teaching Vocabulary 12
Measurements of Productive Vocabulary 16
Vocabulary Instruction in Taiwan 20
III. Methodology 25
Contexts 25
Instruments 26
Procedures 28
Data Analysis 36

IV. Results and Discussion 39
Analyses of the VKS 39
Analyses of the Writing Task 46
Observations during the Teaching Experiment 58
V. Conclusion 61
Summaries of the Teaching Activities 61
Findings 62
Pedagogical Implications 64
Limitations and Suggestions for Future Research 65
References 68
Appendices		zh_TW
dc.format.extent 4272195 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100551016en_US
dc.subject (關鍵詞) 字彙知識zh_TW
dc.subject (關鍵詞) 字彙習得zh_TW
dc.subject (關鍵詞) 應用字彙zh_TW
dc.subject (關鍵詞) 字彙知識自評表zh_TW
dc.subject (關鍵詞) 英文寫作zh_TW
dc.subject (關鍵詞) word knowledgeen_US
dc.subject (關鍵詞) vocabulary acquisitionen_US
dc.subject (關鍵詞) productive wordsen_US
dc.subject (關鍵詞) Vocabulary Knowledge Scaleen_US
dc.subject (關鍵詞) English writingen_US
dc.title (題名) 台灣高中生英文寫作用字分析與教學zh_TW
dc.title (題名) A Study on Teaching Vocabulary for English Writing to Taiwanese High School Studentsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Assinder, W. (1991). Peer teaching, peer learning: one model. ELT journal,45(3), 218-229
Bruton, A. (2009). The vocabulary knowledge scale: A critical analysis. Language Assessment Quarterly, 6(4), 288-297.
Carless, D. (2009). Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19(1), 49-66.
Chang, V. W. (2013). 十二年國民基本教育綱要內容前導研究-子計畫二：十二年國民基本教育外國語文領域綱要內容之前導研究 [The 12-year compulsory education curriculum system constructing program – sub-project two: the 12-year compulsory education of foreign language curriculum]. (NAER-102-06-A-1-02-02-1-11). Retrieved from http://www.naer.edu.tw/ezfiles/0/1000/img/49/
NAER-102-06-A-1-02-02-1-11.pdf
Chang, V. W. (2014). 臺灣英語教育的「變」與「不變」：面對挑戰，提升英語力 [Taiwan`s English Education: Changes and Challenges]. Secondary Education, 65(3), 6-17.
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(02), 180-201.
Chou, Hou-Tzu. (2006). The Effects of Input and Output Tasks on Incidental Vocabulary Acquisition. Unpublished Master Thesis, National Tsing Hua University, Taiwan.
Falahi, M., & Moinzadeh, A. (2012). Effects of Receptive and Productive Tasks on Iranian EFL Students` Learning of Verb-noun Collocations. Journal of Language Teaching and Research, 3(5), 953-960.
Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal,31(2), 105-119.
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873-905.
File, K. A., & Adams, R. (2010). Should Vocabulary Instruction Be Integrated or Isolated?. TESOL Quarterly, 44(2), 222-249.
Goodfellow, R., Lamy, M. N., & Jones, G. (2002). Assessing learners’ writing using lexical frequency. ReCALL, 14(01), 133-145.
Hatch, E., & Brown, C. (1995). Vocabulary, Semantics, and Language Education. Cambridge University Press.
Hardie, A. (2007). Part-of-speech ratios in English corpora. International journal of corpus linguistics, 12(1), 55-81.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in second language acquisition, 21(02), 303-317.
Hilton, H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language Learning Journal, 36(2), 153-166.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131.
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