| dc.contributor.advisor | 黃麗儀 | zh_TW |
| dc.contributor.advisor | Huang, Li-yi | en_US |
| dc.contributor.author (作者) | 鄭孟淳 | zh_TW |
| dc.contributor.author (作者) | Cheng, Meng-chun | en_US |
| dc.creator (作者) | 鄭孟淳 | zh_TW |
| dc.creator (作者) | Cheng, Meng-chun | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 17-九月-2009 16:27:33 (UTC+8) | - |
| dc.date.available | 17-九月-2009 16:27:33 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 16:27:33 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0905550071 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33390 | - |
| 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) | 90555007 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 字彙學習在語言學習上佔有非常重要的地位。本研究之目的旨在探究台灣國中學生在學習英語字彙時使用字彙學習策略的情形，首先，想了解各種不同字彙學習策略的使用頻率，並找出較常和較少使用的字彙學習策略，此外，想探討字彙學習策略的使用和字彙學習成就之間的關係，並找出不同字彙學習成就程度的學生在字彙學習策略使用上的差異之處。 本研究以147位國中三年級學生為調查對象，研究的工具為字彙學習策略問卷和字彙學習成就測驗，資料的分析採用SPSS，包含描述性統計、皮爾遜積差相關分析及單因子變異數分析。研究結果指出(1)整體而言，國中學生使用字彙學習策略的頻率並不高；(2)國中學生最常使用認知策略，最少使用社會策略；(3)國中學生比較常使用「表層」處理策略，比較少使用「深層」處理策略，例如，學生會注意單字的發音及拼法，並且偏愛重複背誦的方式，相反地，他們很少使用聯想或造句的方式來學習字彙；(4)國中學生的字彙學習成就和字彙策略的使用有顯著的相關性，在字彙學習上成就較高的學生，不僅會使用較多樣的策略來學習字彙，而且會更常使用這些字彙策略；(5)在字彙學習上成就較高的學生會比較注意上下文的關聯性、發音與拼法的相關性、字彙的詞性，他們會把單字分成音節而且會把字彙學習與自身的經驗相結合，另外，他們在教材的使用比較積極，相反地，成就較低的學生比較不注重單字的發音；(6)國中學生的學習策略來源主要是學校老師，他們選擇使用某些特定的策略主要原因是因為這些策略比較方便且容易使用，此外他們最想學的字彙學習策略與增加自然練習英語的環境有關。 最後，本研究建議老師應該 (1)教導學生如何使用各種不同的字彙學習策略；(2)在介紹策略的時候要考慮學生的程度；(3)教導學生聯合使用「表層」及「深層」處理策略；(4)教學生猜測單字的意思後，要查字典；(5)提供互動的活動讓學生在自然的環境下學習字彙；(6)鼓勵學生獨立規劃自己的字彙學習。 | zh_TW |
| dc.description.abstract (摘要) | Vocabulary learning is of critical importance to language acquisition, whether the language is first, second, or foreign. After suffering from being neglected for decades, vocabulary learning and teaching now have attracted considerable attention in the field of ESL or EFL research. The interest of research has been particularly in studying learners’ approaches to vocabulary learning. The present study aims to investigate the kinds of vocabulary learning strategies used by JHS students in Taiwan. Moreover, it examines whether there is any relationship between JHS students’ vocabulary strategy use and their vocabulary learning achievement. The data were collected from 147 third-grade students from a junior high school in Miaoli by means of two materials. The Vocabulary Learning Strategy Questionnaire was designated to survey what kinds of vocabulary learning strategies JHS students used and how often. The Vocabulary Achievement Test was used to discriminate the participants into different levels in vocabulary learning achievement. Data analysis was performed by SPSS, including descriptive statistics, Pearson product-moment correlations, and one-way ANOVA. The major findings of this study are summarized as follows. (1) JHS students as a whole are moderate users of vocabulary learning strategies. (2) JHS students use cognitive strategies most frequently and social strategies least frequently. (3) JHS students employ “shallow” processing strategies more often than “deep” processing strategies. They particularly favor repetition strategies and pay more attention to the form of a word. On the other hand, they seldom put words in a meaningful context or utilize imagery techniques. (4) JHS students’ vocabulary strategy use is strongly related to their vocabulary learning achievement. Students with better vocabulary learning achievement not only use a wider range of strategies but also use them much more frequently. (5) JHS students with the highest level of vocabulary learning achievement pay much more attention to textual context, dividing words into syllables, active use of the learning materials, the matching between spelling and sound, word classes, and the personalization of information. On the other hand, JHS students with the lowest level of vocabulary learning achievement pay much less attention to the sound of a word. (6) JHS students learn vocabulary strategies primarily from school teachers and their major reason for strategy choice is because of convenience and ease of employment. The strategies that they want to learn most have something to do with increasing authentic input. According to the findings, several pedagogical implications are suggested. Teachers should (1) help JHS learners to raise their awareness of vocabulary learning strategy use; (2) take JHS learners` individual differences, such as vocabulary learning achievement, into account when recommending strategies; (3) instruct JHS learners to increase using the “shallow” processing and “deep” processing strategies in combination; (4) guide JHS students to use the “guessing” and “dictionary” strategies in combination; (5) provide JHS students with more authentic input and communicative interaction for vocabulary learning; (6) encourage JHS students to take charge of their vocabulary learning and view it as a life-long process. If JHS students can be equipped with the abilities to employ appropriate strategies, they can build up vocabulary more effectively and efficiently on their own. | en_US |
| dc.description.tableofcontents | PageACKNOWLEDGEMENT iCHINESE ABSTRACT ii ENGLISH ABSTRACT ivTABLE OF CONTENTS viLIST OF TABLES AND FIGURES x CHAPTER 1 INTRODUCTION 11.1 Background and Motivation 11.1.1 The Importance of Vocabulary Learning 11.1.2 The Difficulty of Vocabulary Learning 21.1.3 The Importance of Vocabulary Learning Strategies 41.1.4 The Factors Affecting the Use of Vocabulary Learning Strategies 51.2 Need for the Study 61.3 Purposes of the Study and Research Questions 71.4 Significance of the Study 81.5 Organization of the Thesis 9CHAPTER 2 LITERATURE REVIEW 102.1 Language Learning Strategies 102.1.1 Definitions of Language Learning Strategies 112.1.2 Classifications of Language Learning Strategies 122.1.3 Studies on the Relationship between Language Learning Strategy Use and Language Performance 162.1.3.1 Studies on “Good Language Learners” 162.1.3.2 Quantitative Studies Employing Statistical Procedures 182.1.3.3 Summary 212.2 Vocabulary learning strategies 222.2.1 Definitions of Vocabulary Learning Strategies 222.2.2 Classifications of Vocabulary Learning Strategies 232.2.3 Schmitt`s Taxonomy of Vocabulary Learning Strategies 282.2.4 Studies on the Relationship between Vocabulary Learning Strategies and Language Performance 342.2.4.1 “Good” and “Poor” Learners’ Vocabulary Learning Strategies 342.2.4.2 The Relationship with Vocabulary Leaning Achievement 352.2.4.3 The Relationship with Vocabulary Size and General English Proficiency 372.2.4.4 The Relationship with Academic Vocabulary Knowledge and General English Proficiency 392.2.4.5 Studies on EFL Learners in Taiwan 402.2.4.6 Summary 42CHAPTER 3 METHODOLOGY 433.1 Participants 433.2 Materials 443.2.1 Vocabulary Achievement Test 443.2.1.1 The Development of the VATEST 453.2.1.2 The Content of VATEST 463.2.2 Vocabulary Learning Strategy Questionnaire 473.2.2.1 The Development of VLSQ 473.2.2.2 The Content of VLSQ 503.3 Procedures 513.3.1 Pilot Study 513.3.1.1 The Procedures of the Pilot Study 523.3.1.2 The Results of the Pilot Study 523.3.1.3 The Problems and Modifications 543.3.2 Main Study 553.4 Data Analysis 56CHAPTER 4 RESULTS 584.1 The Kinds of Vocabulary Learning Strategies Used by JHS Students in Taiwan 584.1.1 How Often do JHS Students Use Vocabulary Learning Strategies? 594.1.1.1 Frequency of Use: Overall Strategies and the Five Strategy Categories 594.1.1.2 Frequency of Use: Individual Strategies 604.1.2 What Are the Ten Most and the Ten Least Frequently Used Vocabulary Learning Strategies? 684.1.2.1 The Ten Most Frequently Used Vocabulary Learning Strategies 684.1.2.2 The Ten Least Frequently Used Vocabulary Learning Strategies 694.1.3 Summary 714.2 The Relationship between JHS Students’ Use of Vocabulary Learning Strategies and Their Vocabulary Learning Achievement 724.2.1 Does JHS Students’ Performance on the Vocabulary Achievement Test Correlate Significantly with Their Vocabulary Learning Strategy Use? 734.2.1.1 Correlations between the VATEST Scores and The Use of Overall Strategies and Five Strategy Categories 734.2.1.2 Correlations between the VATEST Scores and Individual Strategy Use 744.2.2 What are the Variations in Vocabulary Learning Strategy Use among the Students with Different Levels of Vocabulary Learning Achievement? 794.2.2.1 The Variations in the Use of Overall Strategies and Five Strategy Categories 804.2.2.2 The Variations in the Use of Individual Strategies 814.2.2.3 A Comparison of the Top Ten Most Frequently Used Strategies among the Three Scoring groups 894.2.3 Summary 914.2.3.1 The Results of the Pearson Product-moment Correlations 924.2.3.2 The Results of the One-way ANOVA 924.3 The Responses to the Further Questions 944.3.1 The Sources of the Participants’ Strategy Learning 954.3.2 The Reasons for the Participants’ Strategy Choice 964.3.3 The Strategies that the Participants Want to Learn Most 974.3.4 Additional Vocabulary Learning Strategies 984.3.5 Summary of the Participants’ Responses to Further Questions 98CHAPTER 5 DISCUSSION 1005.1 The Discussion on the Kinds of Vocabulary Learning Strategies Used by JHS Students in Taiwan 1005.1.1 Frequency of Use: Overall Strategies and the Five Strategy Categories 1005.1.2 Frequency of Use: Individual Strategies 1025.1.2.1 Determination Strategies 1025.1.2.2 Social Strategies 1055.1.2.3 Memory Strategies 1065.1.2.4 Cognitive Strategies 1095.1.2.5 Metacognitive Strategies 1115.1.3 The Ten Most Frequently Used Vocabulary Learning Strategies 1135.1.4 The Ten Least Frequently Used Vocabulary Learning Strategies 1145.2 The Discussion on the Relationship between JHS Students’ Vocabulary Learning Achievement and Their Use of Vocabulary Learning Strategies 1165.2.1 The Relationship between JHS Students’ Overall Strategy Use and Their Vocabulary Learning Achievement 1175.2.2 The Relationship between JHS Students’ Vocabulary Learning Achievement and Their Use of Five Strategy Categories 1185.2.3 The Relationship between JHS Students’ Vocabulary Learning Achievement and Their Use of Individual Strategies 1205.2.3.1 Determination Strategies 1215.2.3.2 Social Strategies 1235.2.3.3 Memory Strategies 1235.2.3.4 Cognitive Strategies 1255.2.3.5 Metacognitive Strategies 1265.2.3.6 The Strategies of Significant Negative Correlations 1275.2.3.7 A Comparison of the Top Ten Most Frequently Used Strategies among the High-scoring, Mid-scoring, and Low-scoring groups 1285.3 The Responses to the Four Further Questions 1295.3.1 The Sources of The Participants’ Strategy Learning 1295.3.2 The Reasons for the Participants’ Strategy Choice 1305.3.3 The Strategies that the Participants Want to Learn Most 1305.3.4 The Additional Vocabulary Learning Strategies 1315.3.5 Principal Findings in the Present Study 131CHAPTER 6 CONCLUSION 1336.1 Summary of the Major Findings 1336.1.1 The Kinds of Vocabulary Learning Strategies Used by JHS Students 1336.1.2 The Relationship between JHS Students’ Vocabulary Learning Strategy Use and Vocabulary Learning Achievement 1356.1.3 The Responses to the Further Questions 1396.2 Pedagogical Implications 1396.2.1 Raising JHS Students’ Awareness of Vocabulary Learning Strategy Use 1396.2.2 Considering JHS Students’ Individual Differences: Taking Vocabulary Learning Achievement as an Example 1406.2.3 Instructing JHS Students to Use the “Shallow” and “Deep” Processing Strategies Together 1416.2.4 Guiding JHS Students to Use the “Guessing” and “Dictionary” Strategies in Combination 1436.2.5 Providing Authentic Input and Communicative Interaction for Vocabulary Learning 1446.2.6 Encouraging JHS Students to Take Charge of Their Own Vocabulary Learning 1446.3 Concluding Remarks 1456.4 Limitations of the Present Study and Suggestions for Further Research 146APPENDIX A Vocabulary Learning Achievement Test 149APPENDIX B Vocabulary Learning Strategy Questionnaire 151APPENDIX C Summary of the Frequencies of Use of Individual Strategies 155REFERENCES 158 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0905550071 | en_US |
| dc.subject (關鍵詞) | 字彙學習策略 | zh_TW |
| dc.subject (關鍵詞) | 學習策略 | zh_TW |
| dc.subject (關鍵詞) | 字彙學習 | zh_TW |
| dc.subject (關鍵詞) | 字彙學習成就 | zh_TW |
| dc.subject (關鍵詞) | Vocabulary learning strategies | en_US |
| dc.subject (關鍵詞) | Learning strategies | en_US |
| dc.subject (關鍵詞) | Vocabulary learning | en_US |
| dc.subject (關鍵詞) | Vocabulary learning achievement | en_US |
| dc.title (題名) | 台灣國中學生英語字彙學習策略之研究 | zh_TW |
| dc.title (題名) | An Investigation into English Vocabulary Learning Strategies Used by Junior High School Students in Taiwan | en_US |
| dc.type (資料類型) | thesis | en |
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