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題名 Vocabulary Learning Difficulties for Senior I Students in Taiwan
高一學生字彙學習困難之研究
作者 王國成
WANG, KUO-CHENG
貢獻者 葉潔宇
YEH, CHIEH-YUE
王國成
WANG, KUO-CHENG
關鍵詞 字彙
學習困難
高一學生
Vocabulary
Learning Difficulties
Senior I Students
日期 2004
上傳時間 17-Sep-2009 16:36:52 (UTC+8)
摘要 本研究旨在調查高一學生英文字彙學習困難，目的在於探尋高一學生所遭遇字彙學習困難的原因、瞭解課堂上老師所用的字彙敎學技巧、找出課堂上老師所使用的字彙練習活動、檢視用於測驗高一學生的字彙測驗類型、並發掘高一學生所使用的字彙學習策略。
     本研究調查對象為臺北區七所公立高中的560位高一學生及三位英文任課教師，研究工具包括學生的字彙學習問卷調查及老師的口頭訪問。
     研究結果，發現高一學生英文字彙學習困難的兩項主要原因：(1)高一字彙量太多。 (2)高一相關字彙練習活動困難。此外，最常用的字彙敎學技巧乃是以老師為中心的字彙敎學方法；字彙練習活動如造句及同義字、反義字練習最常用於課堂上；最常用的字彙測驗類型亦是傳統無上下文單題式字彙測驗類型；學生並不常運用字彙學習策略來幫助其學習字彙。除上述研究發現外，並對本研究的侷限及未來從事相關研究給予建議。
This study investigated Senior I (first-year) high school students’ vocabulary learning difficulties. The purpose of the study was to (a) seek for reasons to account for vocabulary learning difficulties encountered by Senior I students, (b) investigate the vocabulary teaching techniques used in class, (c) find out the vocabulary practice activities used in class, (d) examine the vocabulary assessments given to Senior I students in class, and finally (e) explore vocabulary learning strategies used by Senior I students.
     560 Senior I students and three teachers from the seven senior high schools in Taipei area participated in the present study. A vocabulary learning questionnaire was administered to the students, and the three teachers joined the oral interviews. Data were collected through the questionnaires for the students and oral interviews for the three teachers. Descriptive statistics were computed for data analysis.
     Two major reasons that account for vocabulary learning difficulties encountered by the Senior I students were: (1) huge increase of vocabulary size in Senior I and (2) more demanding vocabulary practices in Senior I. Besides, the most popular vocabulary teaching techniques were conventional teacher-centered ways of presenting new vocabulary items. Vocabulary practices such as sentence making are frequently used in senior I class, followed by synonym and antonym practices. Traditional decontextualized vocabulary assessments were frequently used in class. Finally, the students did not utilize vocabulary learning strategies frequently to help their vocabulary learning. Along with these findings, limitations of the study and implications for future research have been suggested.
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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
89951012
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0899510122
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor YEH, CHIEH-YUEen_US
dc.contributor.author (Authors) 王國成zh_TW
dc.contributor.author (Authors) WANG, KUO-CHENGen_US
dc.creator (作者) 王國成zh_TW
dc.creator (作者) WANG, KUO-CHENGen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:36:52 (UTC+8)-
dc.date.available 17-Sep-2009 16:36:52 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:36:52 (UTC+8)-
dc.identifier (Other Identifiers) G0899510122en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33445-
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) 89951012zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在調查高一學生英文字彙學習困難，目的在於探尋高一學生所遭遇字彙學習困難的原因、瞭解課堂上老師所用的字彙敎學技巧、找出課堂上老師所使用的字彙練習活動、檢視用於測驗高一學生的字彙測驗類型、並發掘高一學生所使用的字彙學習策略。
     本研究調查對象為臺北區七所公立高中的560位高一學生及三位英文任課教師，研究工具包括學生的字彙學習問卷調查及老師的口頭訪問。
     研究結果，發現高一學生英文字彙學習困難的兩項主要原因：(1)高一字彙量太多。 (2)高一相關字彙練習活動困難。此外，最常用的字彙敎學技巧乃是以老師為中心的字彙敎學方法；字彙練習活動如造句及同義字、反義字練習最常用於課堂上；最常用的字彙測驗類型亦是傳統無上下文單題式字彙測驗類型；學生並不常運用字彙學習策略來幫助其學習字彙。除上述研究發現外，並對本研究的侷限及未來從事相關研究給予建議。		zh_TW
dc.description.abstract (摘要) This study investigated Senior I (first-year) high school students’ vocabulary learning difficulties. The purpose of the study was to (a) seek for reasons to account for vocabulary learning difficulties encountered by Senior I students, (b) investigate the vocabulary teaching techniques used in class, (c) find out the vocabulary practice activities used in class, (d) examine the vocabulary assessments given to Senior I students in class, and finally (e) explore vocabulary learning strategies used by Senior I students.
     560 Senior I students and three teachers from the seven senior high schools in Taipei area participated in the present study. A vocabulary learning questionnaire was administered to the students, and the three teachers joined the oral interviews. Data were collected through the questionnaires for the students and oral interviews for the three teachers. Descriptive statistics were computed for data analysis.
     Two major reasons that account for vocabulary learning difficulties encountered by the Senior I students were: (1) huge increase of vocabulary size in Senior I and (2) more demanding vocabulary practices in Senior I. Besides, the most popular vocabulary teaching techniques were conventional teacher-centered ways of presenting new vocabulary items. Vocabulary practices such as sentence making are frequently used in senior I class, followed by synonym and antonym practices. Traditional decontextualized vocabulary assessments were frequently used in class. Finally, the students did not utilize vocabulary learning strategies frequently to help their vocabulary learning. Along with these findings, limitations of the study and implications for future research have been suggested.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iii
     TABLE OF CONTENTS iv
     LIST OF TABLES vi
     ABSTRACT viii
     CHAPTER 1 INTRODUCTION 1
     1.1 Background of the Study 1
     1.2 Statement of the Problem 2
     1.3 Purpose of the Present Study 5
     1.4 Research Questions 5
     CHAPTER 2 LITERATURE REVIEW 6
     2.0 Introduction 6
     2.1 The Definition of Knowing a Word 7
     2.2 The Vocabulary Size of Taiwanese EFL Students 8
     2.3 Vocabulary and Reading Comprehension 10
     2.4 Vocabulary Teaching Techniques 11
     2.5 Vocabulary Practice Activities 16
     2.6 Vocabulary Assessment 20
     2.7 Vocabulary Learning Strategies 23
     2.8 The Present Study 29
     CHAPTER 3 Methodology 30
     3.0 Introduction 30
     3.1 Research Design 30
     3.2 Subjects 31
     3.3 Instruments 32
     3.4 Procedures 33
     3.5 Data Analysis 35
     CHAPTER 4 RESULTS 36
     4.0 Introduction 36
     4.1 Students’ Background Information 36
     4.2 Results of Students’ Vocabulary Learning Questionnaire 37
     4.3 Oral Interview 61
     4.4 The Questionnaires vs. the Oral Interviews 69
     4.5 Conclusion 74
     Chapter 5 Discussion and Conclusion 76
     5.0 Introduction 76
     5.1 Results of the Present Research 76
     5.2 Pedagogical Implications: 88
     5.3 Limitations of the Study 94
     5.4 Suggestions for Further Research 96
     5.5 Conclusion 97
     References 98
     APPENDIX A RECORDED INTERVIEW 111
     APPENDIX B THE QUESTIONNAIRE 116
     APPENDIX C RESULTS OF THE QUESTIONNAIRE SURVEY 120		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0899510122en_US
dc.subject (關鍵詞) 字彙zh_TW
dc.subject (關鍵詞) 學習困難zh_TW
dc.subject (關鍵詞) 高一學生zh_TW
dc.subject (關鍵詞) Vocabularyen_US
dc.subject (關鍵詞) Learning Difficultiesen_US
dc.subject (關鍵詞) Senior I Studentsen_US
dc.title (題名) Vocabulary Learning Difficulties for Senior I Students in Taiwanzh_TW
dc.title (題名) 高一學生字彙學習困難之研究zh_TW
dc.type (資料類型) thesisen
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