| dc.contributor.advisor | 葉潔宇 | zh_TW |
| dc.contributor.advisor | Yeh, Chieh-yue | en_US |
| dc.contributor.author (Authors) | 王玉華 | zh_TW |
| dc.contributor.author (Authors) | Wang, Yu-hua | en_US |
| dc.creator (作者) | 王玉華 | zh_TW |
| dc.creator (作者) | Wang, Yu-hua | en_US |
| dc.date (日期) | 2003 | en_US |
| dc.date.accessioned | 17-Sep-2009 16:32:00 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 16:32:00 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 16:32:00 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0088951014 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33412 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 88951014 | zh_TW |
| dc.description (描述) | 92 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討台灣高中學生學習英語字彙時所使用之學習策略，除了解各種不同字彙學習策略的使用頻率情形，找出較常和較少使用之字彙學習策略，探求字彙學習策略的使用和字彙成就表現的關係外，並找出字彙成就高者和字彙成就低者對學習策略使用之不同處，藉此，俾能提供老師有效教學及學生有效學習字彙之依據。 本研究以271位高三學生為調查對象，研究工具為字彙學習策略問卷和字彙測驗。分析方法主要採量化分析，包括描述性統計、皮爾遜積差相關分析及獨立樣本t檢定。 本研究結果如下：(一)最常使用的是認知策略，最少使用的是社會策略。(二)學生偏愛機械記憶或與拼字及發音有關之策略。(三)學生的策略使用和其字彙成就表現有明顯相關。(四)字彙學習成就較高者與字彙成就學習較低者在策略使用上亦有明顯差異。高字彙學習成就者較喜重複念誦記憶單字的策略，並傾向於有上下文的情境中學習單字；低字彙學習成就者偏愛重複書寫的策略，並傾向學習孤立的單字。 | zh_TW |
| dc.description.abstract (摘要) | This study investigated the vocabulary learning strategies used by senior high students in Taiwan. The aim was (a) to investigate the frequencies of different vocabulary learning strategies use; (b) to find out the most and the least frequently used strategies; (c) to explore the relationship between strategy use and vocabulary size; and (d) to identify the differences in strategy use between good and poor learners. A total of 271 senior high students in northern Taiwan participated in the study. A vocabulary learning strategies questionnaire and a Vocabulary Levels Test were administered to the participants as instruments. The collected data were analyzed by using SPSS version 10.0, including descriptive statistics, Pearson product-moment correlations, and independent-samples t-tests. The results are summarized as follows. (1) Cognitive strategies were reported as the most frequently used strategies while metacognitive and social strategies the least frequently used strategies. (2) Students favored strategies related to “rote repetition” or “the form of a word.” (3) Students’ strategy use was significantly correlated with their vocabulary size. (4) There was a significant difference in strategy use between good and poor learners. Good learners tended to learn words in context while poor learners tended to learn words in isolation. The findings of the study suggest that teachers should introduce students to a variety of vocabulary learning strategies, especially deep strategies and strategies related to context. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTS Page ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF TABLES viii LIST OF FIGURES ix CHINESE ABSTRACT x ENGLISH ABSTRACT xi CHAPTER 1. INTRODUCTION 1 1.1 Background 1 1.2 Statement of the Problem 2 1.3 Need for the Study 5 1.4 Purpose of the Study 5 1.5 Research Questions 6 2. LITERATURE REVIEW 7 2.0 Introduction 7 2.1 Language Learning Strategies 7 2.2 Classifications of Learning Strategies 9 2.3 Vocabulary Learning Strategies 11 2.4 Taxonomies of Vocabulary Learning Strategies 20 2.5 Research on Vocabulary Learning Strategies 22 2.5.1 Studies with Sudanese Learners 23 2.5.2 Studies with ESL and FSL Learners 23 2.5.3 Studies with EFL and ESL Learners 25 2.5.4 Studies with Learners in Mainland China 26 2.5.5 Studies with Japanese and Taiwanese Learners 27 2.5.6 Studies with Learners in Hong Kong 29 2.5.7 Studies in Taiwan 29 2.5.8 The Present Study 30 3. METHODOLOGY 32 3.0 Introduction 32 3.1 Participants 32 3.2 Instruments 33 3.2.1 Vocabulary Learning Strategies Questionnaire 33 3.2.2 Vocabulary Levels Test 36 Page 3.3 Procedures 37 3.3.1 Pilot Study 37 3.3.2 Main Study 40 3.4 Analysis 41 3.4.1 Finding the Answers to Research Questions 41 3.4.2 Sorting the Responses to the Open-Ended Questions 42 4. RESULTS 43 4.0 Introduction 43 4.1 Frequencies of Use of Different Vocabulary Learning Strategies 43 4.1.1 Frequencies of Use of Overall Strategies and Five Strategy Categories 44 4.1.2 Frequencies of Determination Strategies Use 44 4.1.3 Frequencies of Social Strategies Use 45 4.1.4 Frequencies of Memory Strategies Use 46 4.1.5 Frequencies of Cognitive Strategies Use 48 4.1.6 Frequencies of Metacognitive Strategies Use 49 4.2 The Most and the Least Frequently Used Strategies 50 4.2.1 Ten Most Frequently Used Vocabulary Learning Strategies 50 4.2.2 Ten Least Frequently Used Vocabulary Learning Strategies 51 4.3 Vocabulary Learning Strategies Use and Vocabulary Size 52 4.3.1 Correlations between Overall Strategy Use and VLT 52 4.3.2 Correlations between Strategy Category Use and VLT 53 4.3.3 Correlations between Each Strategy Item Use and VLT 53 4.4 Good Learners’ Vocabulary Learning Strategies Use vs. Poor Learners’ Vocabulary Learning Strategies Use 56 4.4.1 A Comparison of Overall Strategy Use between Good and Poor Learners 57 4.4.2 A Comparison of Strategy Category Use between Good and Poor Learners 58 4.4.3 A Comparison of the Top Five Most Frequently Used Strategies between Good and Poor Learners 59 4.4.4 Strategies That Good Learners Used Significantly More Frequently Than Poor Learners 60 4.4.5 Strategies That Poor Learners Used Significantly More Frequently Than Good Learners 61 4.5 Responses to Open-Ended Questions 61 4.5.1 Difficulties in Vocabulary Learning 62 4.5.2 Vocabulary Learning Strategies Taught by School or Cram School teachers 63 4.5.3 Additional Vocabulary Learning Strategies 64 4.5.4 The Need for Teachers’ Help 65 Page 4.6 Summary 66 5. DISCUSSION 68 5.0 Introduction 68 5.1 Frequencies of Vocabulary Learning Strategies Use 68 5.1.1 Frequencies of Cognitive Strategies Use 69 5.1.2 Frequencies of Determination Strategies Use 69 5.1.3 Frequencies of Memory Strategies Use 71 5.1.4 Frequencies of Metacognitive Strategies Use 72 5.1.5 Frequencies of Social Strategies Use 73 5.2 The Most and the Least Frequently Used Strategies 74 5.2.1 The Most Frequently Used Strategies 74 5.2.2 The Least Frequently Used Strategies 76 5.3 Correlations between Strategy Use and Vocabulary Size 78 5.3.1 Correlations between VLT and Overall Strategy Use and Strategy Category Use 78 5.3.2 Correlations between VLT and Individual Strategy Use 79 5.4 The Differences in Strategy Use between Good and Poor Learners 81 5.4.1 The Differences in Overall Strategy Use and Strategy Category Use 81 5.4.2 The Differences in Individual Strategy Use 81 5.5 Responses to Open-Ended Questions 84 5.6 Summary 86 5.6.1 Consistent Findings 86 5.6.2 Inconsistent Findings 87 5.6.3 New Findings 88 6. CONCLUSION 89 6.0 Introduction 89 6.1 Summary 89 6.2 Pedagogical Implications 92 6.3 Limitations of the Study 97 6.4 Suggestions for Future Research 98 6.5 Conclusion 100 APPENDIX A: A Taxonomy of Vocabulary Learning Strategies 101 APPENDIX B: Vocabulary Learning Strategies Questionnaire 103 APPENDIX C: Vocabulary Levels Test 107 REFERENCES 110 | 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/#G0088951014 | en_US |
| dc.subject (關鍵詞) | 英語字彙 | zh_TW |
| dc.subject (關鍵詞) | 學習策略 | zh_TW |
| dc.subject (關鍵詞) | vocabulary learning strategies | en_US |
| dc.subject (關鍵詞) | deep strategies | en_US |
| dc.subject (關鍵詞) | shallow strategies | en_US |
| dc.title (題名) | 台灣高中學生英語字彙學習策略之探討 | zh_TW |
| dc.title (題名) | An Investigation into Vocabulary Learning Strategies Used by Senior High School Students in Taiwan | en_US |
| dc.type (資料類型) | thesis | en |
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