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題名 閱讀後的互動式任務對台灣國中生字彙學習之成效
The effects of post-reading interactive tasks on Taiwanese EFL Junior high school students` vocabulary learning
作者 許巧筠
Hsu, Chiao Yun
貢獻者 許炳煌
Sheu, Ping Huang
許巧筠
Hsu, Chiao Yun
關鍵詞 單字習得
互動式任務
單字學習態度
單字練習題
vocabulary acquisition
interactive tasks
vocabulary learning attitudes
vocabulary exercises
日期 2011
上傳時間 30-Oct-2012 11:11:47 (UTC+8)
摘要 第二語言學習的研究者指出，有效的單字加強練習活動可以增強學生的單字學習，然而過去相關研究的練習題形式偏重於個人學習，較缺乏同儕之間的互動學習。因此，本研究採用準實驗量化研究法，藉此探討比較閱讀後的單字互動式任務(interactive tasks)及傳統的單字練習題(vocabulary exercises)對國中生英語字彙習得(vocabulary learning)與單字學習態度(vocabulary learning attitudes)的影響。

本實驗的研究對象為桃園縣某公立國中的兩班八年級六十三位學生，所有受試者依其原本的班級被隨機指定為互動式任務組和傳統單字練習題組，兩組同學於每堂課都接受相同的閱讀文章和閱讀理解問題，並在閱讀之後進行不同的單字加強練習活動，每堂課合計為45分鐘，歷時六堂，一共練習25個單字。實驗前後，兩組受試者分別進行單字測驗及單字學習態度前後測，以瞭解學生的主要單字(target words)學習情形和學習態度轉變。資料分析採用SPSS 18.0版本，包含描述性統計、獨立樣本和成對樣本t檢定、及共變數分析。

研究結果顯示: (1)在單字學習成效方面，接受互動式任務的學生明顯優於接受傳統單字練習題的學生；(2)在辨識字彙的能力(receptive vocabulary knowledge)和應用字彙的能力(productive vocabulary knowledge)方面，互動式任務明顯地有助於提升受試者在以上下文為主的試題(選擇題和文意字彙)表現，但在無上下文的試題(中翻英和拼字)方面，兩組並無顯著差異；(3) 就受試者單字學習知識(vocabulary knowledge)質的改變而言，互動式任務組亦優於傳統單字練習題組；(4) 對於受試者的單字學習態度，兩組在認知、情意、行為及單字練習加強活動皆有某些方面的改變。

最後，本研究認為英語教師可以多設計以單字為主的互動式任務來增進學生的學習，並提出建議供未來研究為參考。
Research into second language learning has pointed out that effective word- focused activities can facilitate students’ vocabulary learning. Yet, previous studies have been mainly focused on individual learning and on lack of interaction between peers. Therefore, the study adopted a quasi-experimental research design to compare the effects of specialized post-reading interactive vocabulary tasks and traditional vocabulary exercises on junior high school students’ vocabulary acquisition. Changes in learners’ attitudes to vocabulary learning were also investigated.
Participants were 63 students from two eighth-grade classes in a junior high school in Taoyuan, Taiwan. The two classes were randomly assigned to the IT (interactive tasks) group and the VE (vocabulary exercises) group. Both groups received the same reading texts and reading comprehension questions, but they completed different vocabulary enhancing activities. Each class session was 45 minutes, and there were six class sessions, with a total of 25 target words for practice. To assess learners’ vocabulary knowledge of the target words, the two groups took pre- and post-vocabulary tests and a vocabulary learning attitude questionnaire before and after the experiment, to see if there were any attitude changes among learners throughout the study. The collected data was analyzed using SPSS 18.0, including descriptive statistics, Independent Samples t-test and Paired Samples t-test, and analysis of covariance (ANCOVA).
The results are summarized as follows. First, in terms of vocabulary growth, students completing interactive tasks significantly outperformed those who received vocabulary exercises. Second, concerning receptive and productive word knowledge, interactive tasks were helpful in elevating learners’ performance on contextualized assessments like multiple-choice questions and filling-in blanks. However, in decontextualized assessments like L1 translation and spelling, there was no significant difference between the groups. Third, interactive tasks led to better performance on learners’ qualitative changes in vocabulary knowledge than did vocabulary exercises. Finally, for participants’ vocabulary learning attitudes, both groups had some changes in their cognitive, affective, and behavioral learning, and in perceptions of word-focused activities.
In conclusion, the researcher suggests that English teachers design and apply more word-focused interactive tasks to enhance students’ vocabulary acquisition, and provides suggestions for future research.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951016
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951016
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.advisor Sheu, Ping Huangen_US
dc.contributor.author (Authors) 許巧筠zh_TW
dc.contributor.author (Authors) Hsu, Chiao Yunen_US
dc.creator (作者) 許巧筠zh_TW
dc.creator (作者) Hsu, Chiao Yunen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-Oct-2012 11:11:47 (UTC+8)-
dc.date.available 30-Oct-2012 11:11:47 (UTC+8)-
dc.date.issued (上傳時間) 30-Oct-2012 11:11:47 (UTC+8)-
dc.identifier (Other Identifiers) G0096951016en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54503-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 96951016zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 第二語言學習的研究者指出，有效的單字加強練習活動可以增強學生的單字學習，然而過去相關研究的練習題形式偏重於個人學習，較缺乏同儕之間的互動學習。因此，本研究採用準實驗量化研究法，藉此探討比較閱讀後的單字互動式任務(interactive tasks)及傳統的單字練習題(vocabulary exercises)對國中生英語字彙習得(vocabulary learning)與單字學習態度(vocabulary learning attitudes)的影響。

本實驗的研究對象為桃園縣某公立國中的兩班八年級六十三位學生，所有受試者依其原本的班級被隨機指定為互動式任務組和傳統單字練習題組，兩組同學於每堂課都接受相同的閱讀文章和閱讀理解問題，並在閱讀之後進行不同的單字加強練習活動，每堂課合計為45分鐘，歷時六堂，一共練習25個單字。實驗前後，兩組受試者分別進行單字測驗及單字學習態度前後測，以瞭解學生的主要單字(target words)學習情形和學習態度轉變。資料分析採用SPSS 18.0版本，包含描述性統計、獨立樣本和成對樣本t檢定、及共變數分析。

研究結果顯示: (1)在單字學習成效方面，接受互動式任務的學生明顯優於接受傳統單字練習題的學生；(2)在辨識字彙的能力(receptive vocabulary knowledge)和應用字彙的能力(productive vocabulary knowledge)方面，互動式任務明顯地有助於提升受試者在以上下文為主的試題(選擇題和文意字彙)表現，但在無上下文的試題(中翻英和拼字)方面，兩組並無顯著差異；(3) 就受試者單字學習知識(vocabulary knowledge)質的改變而言，互動式任務組亦優於傳統單字練習題組；(4) 對於受試者的單字學習態度，兩組在認知、情意、行為及單字練習加強活動皆有某些方面的改變。

最後，本研究認為英語教師可以多設計以單字為主的互動式任務來增進學生的學習，並提出建議供未來研究為參考。		zh_TW
dc.description.abstract (摘要) Research into second language learning has pointed out that effective word- focused activities can facilitate students’ vocabulary learning. Yet, previous studies have been mainly focused on individual learning and on lack of interaction between peers. Therefore, the study adopted a quasi-experimental research design to compare the effects of specialized post-reading interactive vocabulary tasks and traditional vocabulary exercises on junior high school students’ vocabulary acquisition. Changes in learners’ attitudes to vocabulary learning were also investigated.
Participants were 63 students from two eighth-grade classes in a junior high school in Taoyuan, Taiwan. The two classes were randomly assigned to the IT (interactive tasks) group and the VE (vocabulary exercises) group. Both groups received the same reading texts and reading comprehension questions, but they completed different vocabulary enhancing activities. Each class session was 45 minutes, and there were six class sessions, with a total of 25 target words for practice. To assess learners’ vocabulary knowledge of the target words, the two groups took pre- and post-vocabulary tests and a vocabulary learning attitude questionnaire before and after the experiment, to see if there were any attitude changes among learners throughout the study. The collected data was analyzed using SPSS 18.0, including descriptive statistics, Independent Samples t-test and Paired Samples t-test, and analysis of covariance (ANCOVA).
The results are summarized as follows. First, in terms of vocabulary growth, students completing interactive tasks significantly outperformed those who received vocabulary exercises. Second, concerning receptive and productive word knowledge, interactive tasks were helpful in elevating learners’ performance on contextualized assessments like multiple-choice questions and filling-in blanks. However, in decontextualized assessments like L1 translation and spelling, there was no significant difference between the groups. Third, interactive tasks led to better performance on learners’ qualitative changes in vocabulary knowledge than did vocabulary exercises. Finally, for participants’ vocabulary learning attitudes, both groups had some changes in their cognitive, affective, and behavioral learning, and in perceptions of word-focused activities.
In conclusion, the researcher suggests that English teachers design and apply more word-focused interactive tasks to enhance students’ vocabulary acquisition, and provides suggestions for future research.		en_US
dc.description.tableofcontents Table of Contents
Acknowledgments iii
Table of Contents iv
List of Tables vii
List of Figures viii
Chinese Abstract ix
English Abstract x

Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study and Research Questions 5
Definition of Terms 6
Significance of the Study 7

Chapter Two: Literature Review 9
Vocabulary Acquisition 9
Lexical Growth through Reading Plus Word-focused Activities 12
Post-reading Interactive Tasks 17
Concepts of the Interactive Tasks 18
Types of the Interactive Tasks 20
Benefits of the Interactive Tasks 24
Previous Studies on Post-reading Interactive Vocabulary Tasks 26
Zimmerman’s (1997) Interactive Vocabulary Instruction 26
Atay and Kurt’s (2006) Interactive Vocabulary Tasks 28
Other Post-reading Word-focused Activities in Tawain 30

Chapter Three: Method 35
Research Design 35
Participants 36
Instruments 37
Vocabulary Tests 37
Vocabulary Learning Attitude Questionnaire (VLAQ) 42
Research Procedure 46
Teaching Procedures 48
Teaching Stage 1:Text Reading and Vocabulary Instruction 49
Teaching Stage 2: Word-focused Activities 49
(1) Interactive Tasks for the IT Group 50
(2) Vocabulary Exercises for the VE Group 51
Teaching Materials 51
Reading Texts 51
Target Word Selection 54
Data Analysis 56

Chapter Four: Results 59
The Effects of Post-reading Interactive Tasks on Vocabulary Acquisition 59
Participants’ Performance on the Vocabulary Pre- and Post-tests 60
Test Performance on Receptive and Productive Word Knowledge 63
Changes in Participants’ Word Knowledge 66
Participants’ Attitude Changes to the Vocabulary Learning Questionnaire 70
Comparison of Learners’ Attitude Changes between Groups 70
(1) Cognitive and Affective Attitude Changes between Groups 72
(2) Behavioral Attitude Changes between Groups 76
(3) Perceptual Changes of Word-focused Activities between Groups 78
Comparison of Learners’ Attitude Changes within the Groups 81
(1) Cognitive and Affective Attitude Changes within the Groups 82
(2) Behavioral Attitude Changes within the Groups 85
(3) Perceptual Changes of Word-focused Activities within the
Groups 88

Chapter Five: Discussion 91
Effects of Interactive Tasks on Vocabulary Gains 91
Higher Learner Involvement in the Vocabulary Interactive Tasks 92
Interactive Tasks with Three Steps for Word Learning 94
Effects of the Interactive Tasks on Vocabulary Recognition and Production 95
Effects of Interactive Tasks on Vocabulary Knowledge Changes 97
Learners’ Responses to the Vocabulary Learning Attitude Questionnaire 99
Learners’ Attitudes toward Vocabulary Learning 99
Learners’ Attitudes toward English Speaking Ability 101
Learners’ Attitude Changes to Their Learning Behaviors 101
Learners’ Attitudes toward Vocabulary Instruciton 102
Learners’ Responses to the IT and VE Enhancements 104
Chapter Six: Conclusion 107
Summary of the Study 107
Pedagogical Implications 109
Limitation of the Study 111
Suggestions for Future Research 112

References 115
Appendixes 121
Appendix A. Vocabulary Pretest 121
Appendix B. Vocabulary Posttest 125
Appendix C. A Questionnaire on Students’ Attitudes toward Vocabulary Learning 129
Appendix D. Suggestions for Vocabulary Learning Attitude Questionnaire
Modification 131
Appendix E. Unknown Words Checklist 133
Appendix F. Reading Texts 135
Appendix G. Interactive Tasks for Each Reading Topic 141
Appendix H. Vocabulary Exercises for Each Reading Topic 153		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951016en_US
dc.subject (關鍵詞) 單字習得zh_TW
dc.subject (關鍵詞) 互動式任務zh_TW
dc.subject (關鍵詞) 單字學習態度zh_TW
dc.subject (關鍵詞) 單字練習題zh_TW
dc.subject (關鍵詞) vocabulary acquisitionen_US
dc.subject (關鍵詞) interactive tasksen_US
dc.subject (關鍵詞) vocabulary learning attitudesen_US
dc.subject (關鍵詞) vocabulary exercisesen_US
dc.title (題名) 閱讀後的互動式任務對台灣國中生字彙學習之成效zh_TW
dc.title (題名) The effects of post-reading interactive tasks on Taiwanese EFL Junior high school students` vocabulary learningen_US
dc.type (資料類型) thesisen
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