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題名 透過畫圖教單字:一個個案研究
Teaching Vocabulary through Drawing: A Case Study
作者 黃惠真
Huang，Hui-chen
貢獻者 楊懿麗
Yang，I-li
黃惠真
Huang，Hui-chen
關鍵詞 單字學習
畫圖
vocabulary learning
drawing
日期 2003
上傳時間 17-Sep-2009 16:33:20 (UTC+8)
摘要 本研究旨在探討字彙教學透過畫圖是否對字彙學習記憶方面有顯著效益。本實驗對象為八十九位桃園縣立平鎮高中高一兩班的新生，該兩班受試者經過全民英檢初級測試後證實幾乎具有相同英文能力，因此將其中一班視為實驗組，另一班則為控制組。兩組受試者接受三課的字彙教學以及一課單字自學。實驗組接受傳統字彙教學法，且須依照字彙的意義或字彙所形成之句子的意義來畫出一個圖。而控制組則只接受傳統字彙教學法。接受字彙教學後，兩組分別進行四次立即字彙測驗，四次延宕字彙測驗，以及第一次段考中的字彙測驗。最後，九位實驗組的受試者並接受訪談，從訪談中，調查他們對於此次實驗教學的滿意度。所有實驗階段所得的資料再由研究者進行質與量的分析。
     研究發現，實驗組在所有的字彙測驗中都比控制組表現的好。此外，兩組之間大部分字彙測驗的結果均達顯著的差異。大部分受試者亦表示畫圖對於學習字彙的確有幫助。這些結果證實學習者透過畫圖可以幫助自己將字彙記得更深刻且更久，學習者可盡量利用畫圖記憶更多的字彙來增強英文能力。因此，本研究建議英文老師可在課堂上對學生介紹如何運用畫圖來改善字彙的學習與記憶。
The purpose of the study was to explore the effectiveness of drawing on vocabulary learning. In addition, the students’ responses to the study were also discussed. Eighty-nine Taiwan students were selected from Ping-jeng senior high school in Taoyuan County. The subjects were further divided into two groups—the experimental group and the control group—of almost the same English proficiency level. The experimental group received the traditional vocabulary instruction plus drawing according to the meaning of the words or the sentences the words occur in, while the control group received the traditional vocabulary instruction only. Four immediate word quizzes, four delayed word quizzes, and the vocabulary section in the first periodical exam served as post tests. Finally, the instructor interviewed nine students from the experimental group to examine their responses to the study. The data collected in the experimental period were analyzed through both qualitative and quantitative methods.
      The results show that the experimental group performed better than the control group on all the post tests. Moreover, most students interviewed took positive attitude toward the study. In other words, the results provide empirical evidence that drawing indeed has positive effects on vocabulary learning. Students can utilize drawing to memorize as much vocabulary as possible to strengthen their English proficiency. Thus, English teachers are encouraged to introduce drawing to students in class in order to facilitate the learners’ vocabulary learning.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
90951011
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090951011
資料類型 thesis
dc.contributor.advisor 楊懿麗zh_TW
dc.contributor.advisor Yang，I-lien_US
dc.contributor.author (Authors) 黃惠真zh_TW
dc.contributor.author (Authors) Huang，Hui-chenen_US
dc.creator (作者) 黃惠真zh_TW
dc.creator (作者) Huang，Hui-chenen_US
dc.date (日期) 2003en_US
dc.date.accessioned 17-Sep-2009 16:33:20 (UTC+8)-
dc.date.available 17-Sep-2009 16:33:20 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:33:20 (UTC+8)-
dc.identifier (Other Identifiers) G0090951011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33422-
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) 90951011zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 本研究旨在探討字彙教學透過畫圖是否對字彙學習記憶方面有顯著效益。本實驗對象為八十九位桃園縣立平鎮高中高一兩班的新生，該兩班受試者經過全民英檢初級測試後證實幾乎具有相同英文能力，因此將其中一班視為實驗組，另一班則為控制組。兩組受試者接受三課的字彙教學以及一課單字自學。實驗組接受傳統字彙教學法，且須依照字彙的意義或字彙所形成之句子的意義來畫出一個圖。而控制組則只接受傳統字彙教學法。接受字彙教學後，兩組分別進行四次立即字彙測驗，四次延宕字彙測驗，以及第一次段考中的字彙測驗。最後，九位實驗組的受試者並接受訪談，從訪談中，調查他們對於此次實驗教學的滿意度。所有實驗階段所得的資料再由研究者進行質與量的分析。
     研究發現，實驗組在所有的字彙測驗中都比控制組表現的好。此外，兩組之間大部分字彙測驗的結果均達顯著的差異。大部分受試者亦表示畫圖對於學習字彙的確有幫助。這些結果證實學習者透過畫圖可以幫助自己將字彙記得更深刻且更久，學習者可盡量利用畫圖記憶更多的字彙來增強英文能力。因此，本研究建議英文老師可在課堂上對學生介紹如何運用畫圖來改善字彙的學習與記憶。		zh_TW
dc.description.abstract (摘要) The purpose of the study was to explore the effectiveness of drawing on vocabulary learning. In addition, the students’ responses to the study were also discussed. Eighty-nine Taiwan students were selected from Ping-jeng senior high school in Taoyuan County. The subjects were further divided into two groups—the experimental group and the control group—of almost the same English proficiency level. The experimental group received the traditional vocabulary instruction plus drawing according to the meaning of the words or the sentences the words occur in, while the control group received the traditional vocabulary instruction only. Four immediate word quizzes, four delayed word quizzes, and the vocabulary section in the first periodical exam served as post tests. Finally, the instructor interviewed nine students from the experimental group to examine their responses to the study. The data collected in the experimental period were analyzed through both qualitative and quantitative methods.
      The results show that the experimental group performed better than the control group on all the post tests. Moreover, most students interviewed took positive attitude toward the study. In other words, the results provide empirical evidence that drawing indeed has positive effects on vocabulary learning. Students can utilize drawing to memorize as much vocabulary as possible to strengthen their English proficiency. Thus, English teachers are encouraged to introduce drawing to students in class in order to facilitate the learners’ vocabulary learning.		en_US
dc.description.tableofcontents 1. Introduction ………………………………………… ……………1
     1.1 Background and Motivation………………………………………….1
     1.2 Statements of Problem………………………………………………11
     1.3 Purposes of the Study………………………………………………13
     1.4 Significance of the Study……………………………………....13
     2. Literature Review…………………………………………………….15
     2.1 Lexical Knowledge……………………………………………………15
     2.1.1 The Breadth and Depth of Lexical Knowledge………….....15
     2.1.2 The Breadth of Lexical Knowledge……………...… ……….15
     2.1.3 Depth of Lexical Knowledge…………...………… ………...17
     2.2 Language Learning Strategies…………………… ………………23
     2.2.1 Definition and Categorization of Language Learning Strategies….................................................23
     2.2.2 Studies on Vocabulary Learning Strategies…………………26
     2.3 Cognitive Theories in Vocabulary Learning…………………..31
      2.3.1 The Memory System.………………………………………… 31
     2.3.2 Levels of Processing Theory…………………………………..32
     2.3.3 Dual Coding Theory……………………………………………….34
     2.3.4 The Keyword Method………………………...…………………..36
     2.4 Summary…………………………………………………………………39
     3.Method……… …………………………………………………………..41
     3.1 Subjects……………………………………………………………….41
     3.2 Experimental Design …… …………………………………..42
     3.3 Hypothesis…………… ……………………………………………..43
     3.4 Materials and Equipments……… …………………………......43
     3.4.1 English Proficiency Test……………… ……………………..43
     3.4.2 An English Textbook-Lung Tung Edition-Book I………...…44
     3.4.3 Word Lists………………………………………………………...44
     3.4.4 Word Quizzes and One Periodical Exam……………... …….45
     3.4.5 A Projector and Tape-recorder… …………………………….47
     3.5 Procedures… ………………………………………………………..47
     3.6 Data analysis………………………………………………………..52
     4. Results and Discussion…… ……………………………………….53
     4.1 The Results of the Word Tests……………………………………53
     4.1.1 The Results of the Pre-Test…………………………………..53
     4.1.2 The Results of Four Immediate Word Quizzes (IWQ1, 2, 3, 4) and Four Delayed Word Quizzes (DWQ1, 2, 3, 4)………… …. 54
     4.1.3 The Results of the Vocabulary Section in the Periodical Exam.........................................................59
     4.1.4 Summary of the Quantitative Study……………………………60
     4.2 Interview Responses from the Subjects in the Experimental Group........................................................61
     4.2.1 Summary of the Qualitative Study…………………………… 64
     4.3 Discussions on the Major Findings………………… ……...…64
     4.3.1 Learning Strategies and Vocabulary Acquisition………….64
     4.3.2 Cognitive Theories and Vocabulary Acquisition…… …….67
     4.3.3 Lexical Knowledge and Vocabulary Acquisition……… ……69
     4.3.4 Factors That Made the Subjects Fail to Spell or Misspell the Words....................................................72
     4.3.4.1 Pronounceability and Orthography…………….……… ...73
     4.3.4.2 Synformy (similarity of lexical forms)………………….79
     4.3.4.3 Abstractness…… ……………………………………………..79
     5. Conclusion…………………………………….…………… ……81
     5.1 Summary of the Results…………………………………………….81
     5.2 Pedagogical Implication………………………………………… 83
     5.3 Limitations of the Present Study and Suggestions for Further Study................................................87
     Appendixes
     A…………………… ……………………………………………………...89
     B……………………… …………...………………………………………95
     C………………………………………………………………………….…112
     References………………………………….………………………….…120		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090951011en_US
dc.subject (關鍵詞) 單字學習zh_TW
dc.subject (關鍵詞) 畫圖zh_TW
dc.subject (關鍵詞) vocabulary learningen_US
dc.subject (關鍵詞) drawingen_US
dc.title (題名) 透過畫圖教單字:一個個案研究zh_TW
dc.title (題名) Teaching Vocabulary through Drawing: A Case Studyen_US
dc.type (資料類型) thesisen
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