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題名 台灣高中生英語字彙學習策略之探討
A Study of Vocabulary Learning Strategies of Senior High School Students in Taiwan
作者 張翔喩
Chang, Hsiang- Yu
貢獻者 許麗媛
Hsu, Li-Yuan
張翔喩
Chang, Hsiang- Yu
關鍵詞 英語字彙學習策略
英語能力
英語為外語情境
高中英語學習者
English vocabulary learning strategy
English proficiency
English as a foreign language (EFL)
EFL high school student
日期 2021
上傳時間 4-Aug-2021 14:23:31 (UTC+8)
摘要 國立政治大學英國語文學系碩士班
碩士論文提要
中文摘要

論文名稱:台灣高中生英語字彙學習策略之探討
指導教授:許麗媛 博士
研究生:張翔喻
論文提要內容：
本研究試圖以Schmitt (1997)的英語字彙學習策略量表為基礎，新編製一份具有信效度的字彙策略問卷，並應用此問卷來探討台灣高中生的字彙學習策略使用模式，以及比較不同英文程度學生的策略使用情形。研究參與者為321名來自北部數所高中一、二年級學生，研究資料來源為問卷以及訪談。
研究分三階段進行:量表編寫與預試、量表正式應用、受試者訪談。正式的英語字彙學習策略量表共有38題，Cronbach’s alpha係數為高信度的 .94，因素分析結果顯示四個主要類別:決定型學習策略、聯想式記憶學習策略、認知學習策略群、互動學習策略。研究結果顯示: (一)整體而言，學生最常使用的字彙學習策略屬於認知學習策略類，而最少使用的為互動學習策略類。(二) 英文能力較高的學生，除了在使用策略的頻率上比起能力較低的學生多，也展現出比較好的策略掌握能力。(三) 低成就的學生，除了比較偏好記憶取向的學習策略，也偏好文字之外的幫助，來輔助學習。最後根據以上結果，本文也針對字彙學習策略提出未來教學及研究上的建議。
Abstract

The purpose of the current research was to develop a reliable English vocabulary learning strategy questionnaire based on Schmitt’s (1997) framework and apply the scale to investigate a group of Taiwanese high school EFL students’ use of the vocabulary learning strategies (VLSs). Furthermore, the study also attempted to compare the pattern of VLSs between learners with different English ability. A total of 321 10th and 11th grade students from four high schools in northern Taiwan were recruited to participate in the study. Data were collected through questionnaires and interviews.
The study involved three major phases: generation and validation of a preliminary scale, application of the finalized scale, and the interviews. The resulting finalized vocabulary learning strategy questionnaire contained 38 items and the Cronbach’s alpha coefficient was .94, indicating the scale’s high reliability. The result of exploratory factor analysis revealed four factors in the scale: Determination, Memory-Association, Cognition, and Interaction. The results of the study showed that overall students most frequently used strategies in the category of Cognition whereas they least frequently used those in Interaction. Next, more proficient students not only used VLSs more frequently but had better awareness and control of VLSs than those less proficient ones. Moreover, less proficient students also tended to prefer using strategies in the Memory-Association category. Lastly, based on the findings of the study, some suggestions for teaching and researching VLSs are provided.
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Amiryousefi, M. (2015). Iranian EFL learners’ and teachers’ beliefs about the usefulness of vocabulary learning strategies. SAGE Open, 5(2), 2158244015581382.
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描述 碩士
國立政治大學
英國語文學系
106551019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106551019
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 張翔喩zh_TW
dc.contributor.author (Authors) Chang, Hsiang- Yuen_US
dc.creator (作者) 張翔喩zh_TW
dc.creator (作者) Chang, Hsiang- Yuen_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 14:23:31 (UTC+8)-
dc.date.available 4-Aug-2021 14:23:31 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 14:23:31 (UTC+8)-
dc.identifier (Other Identifiers) G0106551019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136264-
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) 106551019zh_TW
dc.description.abstract (摘要) 國立政治大學英國語文學系碩士班
碩士論文提要
中文摘要

論文名稱:台灣高中生英語字彙學習策略之探討
指導教授:許麗媛 博士
研究生:張翔喻
論文提要內容：
本研究試圖以Schmitt (1997)的英語字彙學習策略量表為基礎，新編製一份具有信效度的字彙策略問卷，並應用此問卷來探討台灣高中生的字彙學習策略使用模式，以及比較不同英文程度學生的策略使用情形。研究參與者為321名來自北部數所高中一、二年級學生，研究資料來源為問卷以及訪談。
研究分三階段進行:量表編寫與預試、量表正式應用、受試者訪談。正式的英語字彙學習策略量表共有38題，Cronbach’s alpha係數為高信度的 .94，因素分析結果顯示四個主要類別:決定型學習策略、聯想式記憶學習策略、認知學習策略群、互動學習策略。研究結果顯示: (一)整體而言，學生最常使用的字彙學習策略屬於認知學習策略類，而最少使用的為互動學習策略類。(二) 英文能力較高的學生，除了在使用策略的頻率上比起能力較低的學生多，也展現出比較好的策略掌握能力。(三) 低成就的學生，除了比較偏好記憶取向的學習策略，也偏好文字之外的幫助，來輔助學習。最後根據以上結果，本文也針對字彙學習策略提出未來教學及研究上的建議。		zh_TW
dc.description.abstract (摘要) Abstract

The purpose of the current research was to develop a reliable English vocabulary learning strategy questionnaire based on Schmitt’s (1997) framework and apply the scale to investigate a group of Taiwanese high school EFL students’ use of the vocabulary learning strategies (VLSs). Furthermore, the study also attempted to compare the pattern of VLSs between learners with different English ability. A total of 321 10th and 11th grade students from four high schools in northern Taiwan were recruited to participate in the study. Data were collected through questionnaires and interviews.
The study involved three major phases: generation and validation of a preliminary scale, application of the finalized scale, and the interviews. The resulting finalized vocabulary learning strategy questionnaire contained 38 items and the Cronbach’s alpha coefficient was .94, indicating the scale’s high reliability. The result of exploratory factor analysis revealed four factors in the scale: Determination, Memory-Association, Cognition, and Interaction. The results of the study showed that overall students most frequently used strategies in the category of Cognition whereas they least frequently used those in Interaction. Next, more proficient students not only used VLSs more frequently but had better awareness and control of VLSs than those less proficient ones. Moreover, less proficient students also tended to prefer using strategies in the Memory-Association category. Lastly, based on the findings of the study, some suggestions for teaching and researching VLSs are provided.		en_US
dc.description.tableofcontents TABLE OF CONTENTS iv
LIST OF TABLES AND FIGURES vi
CHINESE ABSTRACT vii
ABSTRACT viii
CHAPTER ONE: INTRODUCTION 1
Purpose of the Study 2
CHAPTER TWO: LITERATURE REVIEW 5
Language Learning Strategies (LLS) 5
Vocabulary Learning Strategies (VLS) 7
Taxonomy of VLS and Related Studies 8
VLS Research in Taiwan 12
Technology in Vocabulary Learning 13
CHAPTER THREE: METHODOLOGY 17
Context and Participants 17
Instruments 18
Vocabulary Learning Strategy Questionnaire 18
The Vocabulary Test 33
The Interview 34
Data Collection Procedures 34
Data Analysis 36
Analysis of the Questionnaires and Vocabulary Test 36
Analysis of the Interview Data 37
CHAPTER FOUR: RESULTS AND DISCUSSION 39
Background Information about the Participants 39
Findings Related to Research Question One 40
Findings Related to Research Question Two 45
CHAPTER FIVE: CONCLUSION 61
A Summary of Major Findings 61
Conclusion 61
Pedagogical implications 61
Limitations for the research and
Suggestions for future research 63
REFERENCES 65
APPENDIX A: The Preliminary 62-Item
Vocabulary Learning Strategy Questionnaire 74
APPENDIX B: Vocabulary Learning Strategy Questionnaire 79
APPENDIX C: Vocabulary Test 85
APPENDIX D: The Finalized 38-Item VLSQ 88
APPENDIX E: Interview Protocol 92





List of Tables and Figures
Table 1. The Deleted and Newly Added
Items to Schmitt’s 1997 Taxonomy 18
Table 2. Total Variance for the Four-Factor Solution 24
Table 3. Rotated Factor Patterns of
the Preliminary 55-item VLSQ 25
Table 4. The Finalized 38-item VLSQ 28
Table 5. Students’ Responses to the Finalized VLSQ 38
Table 6. The Top Five Most and
Least Frequently Used VLSs 43
Table 7. The Results of Mann-Whitney Test 46
Table 8. VLSs adopted by two groups 47
Table 9. Information from the 10 Participants 58
Figure 1: Oxford’s Classification of Language Learning Strategies 6
Figure 2: Scree Plot of the 55-item VLSQ 24		zh_TW
dc.format.extent 2695024 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106551019en_US
dc.subject (關鍵詞) 英語字彙學習策略zh_TW
dc.subject (關鍵詞) 英語能力zh_TW
dc.subject (關鍵詞) 英語為外語情境zh_TW
dc.subject (關鍵詞) 高中英語學習者zh_TW
dc.subject (關鍵詞) English vocabulary learning strategyen_US
dc.subject (關鍵詞) English proficiencyen_US
dc.subject (關鍵詞) English as a foreign language (EFL)en_US
dc.subject (關鍵詞) EFL high school studenten_US
dc.title (題名) 台灣高中生英語字彙學習策略之探討zh_TW
dc.title (題名) A Study of Vocabulary Learning Strategies of Senior High School Students in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) References
Abdellatif, Z. (2015). Exploring students` perceptions of using PowerPoint in enhancing their active participation in the EFL classroom action research study. Journal of Literature, Languages and Linguistics, 5, 36-39.
Amirian, S. M. R., & Heshmatifar, Z. (2013). A survey on vocabulary learning strategies: A case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636.
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dc.identifier.doi (DOI) 10.6814/NCCU202101030en_US