| dc.contributor.advisor | 廖昭文 | zh_TW |
| dc.contributor.advisor | Liaw, Chao-wen | en_US |
| dc.contributor.author (作者) | 董佳雯 | zh_TW |
| dc.contributor.author (作者) | Tung, Chia-wen | en_US |
| dc.creator (作者) | 董佳雯 | zh_TW |
| dc.creator (作者) | Tung, Chia-wen | en_US |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 19-九月-2009 13:06:11 (UTC+8) | - |
| dc.date.available | 19-九月-2009 13:06:11 (UTC+8) | - |
| dc.date.issued (上傳時間) | 19-九月-2009 13:06:11 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0919510133 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/37301 | - |
| 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) | 91951013 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討台灣綜合高中學生學習字彙時所運用的字彙學習策略，研究問題主要探討：學術學程及職業學程的學生在學習字彙時是否運用不同的字彙學習策略並找出其較常和較少使用之字彙學習策略，以及字彙學習高成就者和低成就者字彙學習策略之差異。藉此俾能提供英文老師幫助不同學程、成就的學生運用字彙學習策略，以期達到更佳的字彙學習成效。 本研究抽樣台北縣、市8所綜合高中共648位高三學生為調查對象，研究工具為字彙學習策略問卷與字彙能力測驗。分析方法主要採量化分析，包括獨立樣本t檢定、描述性統計、斯皮爾曼等級相關，本研究結果發現如下： 一、學術學程及職業學程的學生之字彙學習策略使用頻率具有顯著差異，學術學程的學生比職業學程的學生運用較多決定策略及記憶策略。 二、學術學程及職業學程的學生之字彙學習策略使用頻率排序相同，在發現字義部份依序為決定策略、社會策略；在鞏固字義部份依序為認知策略、記憶策略、後設認知策略、社會策略。 三、字彙學習高成就者和低成就者之字彙學習策略使用頻率具有顯著差異，高成就者比低成就者運用較多字彙學習策略。 最後，本文依據研究結果，提出老師英語教學上之應用及未來研究之建議。 | zh_TW |
| dc.description.abstract (摘要) | The purpose of this study was to investigate the vocabulary learning strategies used by comprehensive high school students in Taiwan. There were three questions focusing on the differences of use frequency of vocabulary learning strategies between academic-oriented and vocational-oriented students, the strategy use rank between these two groups of students, as well as the relation between vocabulary achievement and vocabulary learning strategy use frequency. A total of 648 students in Taipei City and Taipei County participated in the study. A vocabulary learning strategy questionnaire and a vocabulary achievement test were applied as instruments to obtain the data needed. Data from the students’ responses were computed and analyzed by means of independent-sample t-tests, descriptive statistics, and Spearman’s rank correlation. The findings of this study were summarized as follows. 1.There was a significant difference in vocabulary learning strategy use frequency between academic-oriented students and vocational-oriented students. The former applied more determination strategies to discover the meaning of a new word, and more memory strategies to consolidate the words encountered. 2.The ranking order of use frequency in vocabulary learning strategies by academic-oriented and vocational-oriented students was identical. In Part 1 (discovering the meaning of a new word), determination strategies were used most frequently, then followed by social strategies. In part 2 (consolidating the words encountered), cognitive strategies were used most frequently, followed by memory strategies, metacognitive strategies, and the last, social strategies. 3.There was a significant difference between good learners and poor learners in vocabulary learning strategy use frequency. Good learners applied more vocabulary learning strategies than poor learners to know an English word’s meaning. Based on the above results, some pedagogical implications for English teachers were developed and suggestions for future research were provided at the end of the study. | en_US |
| dc.description.tableofcontents | Page ACKNOWLEDGEMENTS………………………………………………….... iv TABLE OF CONTENTS…………………………………………………….... v LIST OF TABLES……………………………………………………………… ix LIST OF FIGURES…………………………………………………………..... xii CHINESE ABSTRACT………………………………………………………... xiii ENGLISH ABSTRACT………………………………………………………... xiv CHAPTER 1 INTRODUCTION…………………………………………..... 1 1.1 Background………………………………………………………………….. 1 1.2 Motivation…………………………………………………………………… 2 1.3 Purposes of the Study…………………………………………………..... 4 1.4 Research Questions………………………………………………………...... 4 1.5 Significance of the Study……………………………………………...... 5 1.6 Definition of Terms………………………………………………………...... 5 CHAPTER 2 LITERATURE REVIEW…………………………………....... 7 2.1 Definitions of Language Learning Strategies…………………….…............... 7 2.2 Classifications for Language Learning Strategies…………………………… 10 2.3 Definitions of Vocabulary Learning Strategies………………………………. 12 2.4 Classifications of Vocabulary Learning Strategies………………………....... 13 2.5 Schmitt’s Taxonomy of Vocabulary Learning Strategies…………………….. 18 2.6 Studies on EFL Learners in Taiwan………………………………………….. 22 CHAPTER 3 METHODOLOGY……………………………………………. 24 3.1 Pilot Study……………………………………………………………………. 24 3.1.1 Subjects…………………………………………………………...…...... 24 3.1.2 Instruments……………………………………………………………... 25 3.1.3 Procedure………………………………………………………….......... 28 3.1.4 Results of the Pilot Study………………………………………………. 29 3.2 Main Study………………………………………………………………….... 35 3.2.1 Framework………………………………………………………...…..... 35 3.2.2 Subjects………………………………………………………………..... 36 3.2.3 Procedure………………………………………………………….......... 37 3.2.4 Data Analysis………………………………………………………….... 38 CHAPTER 4 RESULTS……………………………………………………… 39 4.1 Use Frequency in Vocabulary Learning Strategies for AO and VO………… 40 4.1.1 Overall Vocabulary Learning Strategy Use Frequency for AO and VO. 40 4.1.2 Specific Vocabulary Learning Strategy Use Frequency for AO and VO…………………………………………………………………….. 42 4.2 Rank of Vocabulary Learning Strategy Use Frequency for AO and VO……. 47 4.2.1 Frequencies of Use of Different Strategies…………………………….. 48 4.2.2 The Most and the Least Frequently Used Strategies…………………..... 58 4.3 Use Frequency in Vocabulary Learning Strategies for Good Learners and Poor Learners…………………………………………………………………. 62 4.4 Summary of the Results……………………………………………………..... 66 CHAPTER 5 DISCUSSION………………………………………………….. 68 5.1 Use Frequency Difference in Vocabulary Learning Strategies for AO and VO……………………………………………………………………………. 68 5.1.1 Difference of Overall Strategy Use Frequency for AO and VO………... 68 5.1.2 Difference of Strategy Category Use Frequency for AO and VO…….... 69 5.1.3 Difference of Strategy Item Use Frequency for AO and VO…………... 72 5.2 Rank of Vocabulary Learning Strategy Use Frequency for AO and VO……. 74 5.2.1 Rank of Use Frequency: Overall Strategies and the Five Strategy Categories………………………………………………………………. 74 5.2.2 Rank of Use Frequency: Individual Strategies…………………………. 75 5.2.3 The Five Most Frequently Used VLS by AO and VO…………………. 80 5.2.4 The Five Least Frequently Used VLS by AO and VO…………………. 81 5.3 Use Frequency Difference in Vocabulary Learning Strategies for Good Learners and Poor Learners…………………………………………………... 83 CHAPTER 6 CONCLUSION……………………………………………....... 84 6.1 Summary of the Major Findings……………………………………………… 84 6.1.1 Comparison of Vocabulary Learning Strategy Use Frequency by AO and VO……………………………………………………………….... 84 6.1.2 Rank of Use Frequency in Vocabulary Learning Strategies for AO and VO……………………………………………………………………... 85 6.1.3 Relationship Between Vocabulary Learning Achievement and Vocabulary Learning Strategy Use Frequency…………………………. 86 6.2 Pedagogical Implications……………………………………………………... 86 6.3 Limitations of the Present Study & Suggestions for Further Research………. 89 References………………………………………………………………………... 91 Appendix A………………………………………………………………………. 99 Appendix B………………………………………………………………………. 102 Appendix C……………………………………………………………………..... 108 LIST OF TABLES Page Table 2-1 Defining Language Learning Strategies……………………………. 8 Table 2-2 Features of Language Learning Strategies………………………….. 10 Table 2-3 Structured and Unstructured Approach to Vocabulary Learning by Sanaoui (1995)……………………………………………………… 14 Table 2-4 Classification of Vocabulary Learning Strategies by Gu and Johnson (1996)……………..……………………………………….. 15 Table 2-5 Taxonomy of Vocabulary Learning Strategies by Nation (2001)…... 17 Table 2-6 Taxonomy of vocabulary learning strategies by Lin (2001)………... 17 Table 2-7 Taxonomy of Schmitt’s Vocabulary Learning Strategies (1997)…... 19 Table 3-1 Number of the Sample Students in the Pilot Study…………………. 25 Table 3-2 Items Deleted in the VLSQ…………………………………………. 27 Table 3-3 Item Analysis of the VLSQ in the Pilot Study……………………… 30 Table 3-4 The Strategy Items in the Main Study………………………………. 31 Table 3-5 Index of Item Difficulty…………………………………………….. 32 Table 3-6 Index of Item Discrimination……………………………………….. 32 Table 3-7 Item Statistics for the Vocabulary Achievement Test (VAT)………... 32 Table 3-8 Level Analysis of the Options in the VAT…………………………... 33 Table 3-9 Population and Sample Schools……………………………….......... 37 Table 3-10 Sample Distribution………………………………………………... 37 Table 4-1 Sample Description…………………………………………………. 39 Table 4-2 Strategy Use Frequency in Part 1 and Part 2 for AO and VO……… 40 Table 4-3 Strategy Use Frequency in Part 1 for AO and VO………………….. 41 Table 4-4 Strategy Use Frequency in Part 2 for AO and VO………………….. 41 Table 4-5 Strategy Use Frequency in Each Strategy Category for AO and VO. 42 Table 4-6 Use Frequency of Each Strategy Item for AO and VO in Determination Category (Part 1)…………………………………… 43 Table 4-7 Use Frequency of Each Strategy Item for AO and VO in Social Category (Part 1)…………………………………………………… 44 Table 4-8 Use Frequency of Each Strategy Item for AO and VO in Social Category (Part 2)…………………………………............................. 44 Table 4-9 Use Frequency of Each Strategy Item for AO and VO in Memory Category (Part 2)…………………………………………………… 45 Table 4-10 Use Frequency of Each Strategy Item for AO and VO in Cognitive Category (Part 2)............................................................................... 46 Table 4-11 Use Frequency of Each Strategy Item for AO and VO in Metacognitive Category (Part 2)…………………………………... 47 Table 4-12 Rank of Strategy Category Use Frequency for AO and VO………. 49 Table 4-13 Rank of Use Frequency: Determination Strategies………………... 50 Table 4-14 Rank of Use Frequency: Social Strategies………………………… 51 Table 4-15 Rank of Use Frequency: Memory Strategies……………………… 53 Table 4-16 Rank of Use Frequency: Cognitive Strategies…………………...... 55 Table 4-17 Rank of Use Frequency: Metacognitive Strategies………………... 56 Table 4-18 Relationship Between AO & VO Rank in Each Strategy Category. 57 Table 4-19 Rank of Use Frequency of Each Strategy for AO Students……….. 59 Table 4-20 Rank of Use Frequency of Each Strategy for VO Students……….. 60 Table 4-21 Five Most Frequently Used VLS by AO and VO…………………. 61 Table 4-22 Five Least Frequently Used VLS by AO and VO………………… 62 Table 4-23 A Comparison of Overall Vocabulary Learning Strategy Use Frequency for Good Learners and Poor Learners 63 Table 4-24 A Comparison of Strategy Use Frequency in Part 1 for Good Learners and Poor Learners………………………………………... 63 Table 4-25 A Comparison of Strategy Use Frequency in Part 2 for Good Learners and Poor Learners………………………..…..................... 64 Table 4-26 A Comparison of Each Strategy Category Use Frequency in Part 1 for Good Learners and Poor Learners……………………………... 64 Table 4-27 A Comparison of Each Strategy Category Use Frequency in Part for Good Learners and Poor Learners……………………………… 65 LIST OF FIGURES Page Figure 1 Framework for the Research…………………………………………. 36 | 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/#G0919510133 | en_US |
| dc.subject (關鍵詞) | 綜合高中 | zh_TW |
| dc.subject (關鍵詞) | 字彙 | zh_TW |
| dc.subject (關鍵詞) | 字彙學習策略 | zh_TW |
| dc.subject (關鍵詞) | comprehensive high school | en_US |
| dc.subject (關鍵詞) | vocabulary | en_US |
| dc.subject (關鍵詞) | vocabulary learning strategies | en_US |
| dc.title (題名) | 台灣綜合高中學生字彙學習策略之研究 | zh_TW |
| dc.title (題名) | An Exploratory Study on Vocabulary Learning Strategies by Comprehensive High School Students in Taiwan | en_US |
| dc.type (資料類型) | thesis | en |
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