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題名 網絡圖教學對高中生英文字彙習得之效益研究：以The Frayer Model為基礎
The effects of graphic organizer instruction on English vocabulary acquisition of senior high school students: Take the Frayer Model as the basis
作者 吳依婷
Wu, Yi Ting
貢獻者 葉潔宇
Yeh, Chieh Yue
吳依婷
Wu, Yi Ting
關鍵詞 網絡圖
the Frayer Model
字彙習得
記憶保留
graphic organizers
the Frayer Model
vocabulary acquisition
word retention
日期 2011
上傳時間 30-十月-2012 11:11:50 (UTC+8)
摘要 本研究旨在探討網絡圖教學對高中生英文字彙習得的影響。網絡圖已廣泛運用於閱讀教學，且the Frayer model之前的研究都專注在學科領域的單字與閱讀教學。然而在以英語為第二外語的環境中，針對使用the Frayer model於網絡圖教學是否能增進學習者字彙習得(vocabulary acquisition)與記憶保留(word retention)，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究「網絡圖暨傳統單字教法」與「純傳統單字教法」對高中生英文字彙習得與記憶保留的影響。
研究對象為台灣北部一所公立高中一年級兩個班的六十九位學生，具有相同英文能力的這兩個班級被隨機指定為實驗組與控制組。在歷時六週的實驗教學中，實驗組與控制組分別接受「網絡圖暨傳統單字教法」與「純傳統單字教法」來學習三十二個主要單字。之後，兩組受試者隨即接受包含所有主要單字的研究者自編測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：(1)整體而言，接受「網絡圖暨傳統單字教法」的實驗組學生習得大多數的主要單字，但單字保留成效不佳；(2)總括來說，接受「純傳統單字教法」的控制組學生習得並保留大多數的主要單字；(3)在單字習得與記憶保留成效方面，接受「網絡圖暨傳統單字教法」的實驗組學生顯著優於接受「純傳統單字教法」的控制組學生；(4)「網絡圖暨傳統單字教法」與「純傳統單字教法」對於高英語學習成就者的單字習得與記憶保留皆有正面影響，但只對低英語學習成就者的單字習得有正面影響；(5)對於高英語學習成就者之單字習得而言，「網絡圖暨傳統單字教法」的成效優於「純傳統單字教法」：然而，對於單字記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。對於低英語學習成就者之單字習得與記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。最後，研究者針對「網絡圖暨傳統單字教法」與「純傳統單字教法」在實際教學上的應用提供建議，以作為教育學者們的參考。
This study intends to explore the effects of graphic organizer instruction on vocabulary acquisition of senior high school students. Though graphic organizers have been widely employed in reading instruction and previous studies on the Frayer model focus on vocabulary and reading in content areas, little research has been conducted on whether graphic organizer instruction utilizing the adapted Frayer model will facilitate learners’ vocabulary acquisition and word retention in an EFL context. Therefore, this present study adopted a quantitative research method to investigate the effectiveness of two different vocabulary instructions, i.e., “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” on senior high school students’ vocabulary acquisition and word retention.
Participants of this study were two classes of 69 first year students in a public senior high school in northern Taiwan. With similar English proficiency on General English Proficiency Test (GEPT), the two classes were randomly assigned as the experimental and control groups. During the six-week instructional experiment, the experimental and control groups received “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” respectively to learn 32 target words selected in this study. After receiving the last vocabulary instructions, both groups took the immediate post-test, a researcher self-designed test, to assess their acquisition of all the target words. One month after the immediate post-test, both groups received the delayed post-test, which was the same as the immediate post-test, to track their word retention. The major findings are summarized as follows. (1) As a whole, learners receiving “graphic organizer plus traditional vocabulary instruction” acquired most of the target words but did not retain them one month after. (2) Overall, learners receiving “traditional vocabulary instruction only” not only acquired the target words but also retained them in a month. (3) In terms of vocabulary acquisition and word retention, learners receiving “graphic organizer plus traditional vocabulary instruction” significantly performed better than those receiving “traditional vocabulary instruction only”. (4) Both “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” promoted high proficiency learners’ vocabulary acquisition and word retention, but were only effective in low proficiency learners’ vocabulary acquisition. (5) High proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” significantly acquired much more target words than those receiving “traditional vocabulary instruction only”, but similarly retained target words as those receiving “traditional vocabulary instruction only”. Low proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” acquired target words as well as retained the words to a similar extent. Pedagogical implications and recommendations for further research were provided at the end of the thesis.
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Ausubel, D. P., & Youssef, M. (1963). Role of discriminability in meaningful paralleled learning. Journal of Educational Psychology, 54(6), 331-336.
Benson, M., Benson, E., & Ilson, R. (1997). The BBI dictionary of English word combinations (Rev. ed.). Amsterdam: John Benjamins Publishing Company.
Bonk, W. J. (2000). Testing ESL Learners’ Knowledge of Collocations.
Chan, T. P., & Liou, H. C. (2005). Online verb-noun collocation instruction with the support of a bilingual concordancer. In Selected Papers from the Fourteenth International Symposium on English teaching, 270-281. Taipei: Crane Publishing Co.
Chang, K., Sung, Y., & Chen, I. (2002). The Effect of Concept Mapping To Enhance Text Comprehension and Summarization. Journal of Experimental Education, 71(1), 5-23.
Chang, S-F. (2004). A Brain-Compatible Vocabulary Teaching Strategy Applied to Underachieving EFL Learners. Master’s thesis, Ming Chuan University, Taipei, Taiwan.
Darch, C., & Eaves, R. C. (1986). Visual Displays to Increase Comprehension of High School Learning-Disabled Students. Journal of Special Education, 20(3), 309-318.
DiCecco, V. M., & Gleason, M. M. (2002). Using Graphic Organizers to Attain Relational Knowledge from Expository Text. Journal of Learning Disabilities, 35(4), 306-320.
Driscoll, M. P. (2002). Psychological foundations of instructional design. In Reiser, R. A. & Dempsey, J. V. (Eds.), Trends and issues in instructional design and technology (2nd ed.). Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall
Dunston, P. J. (1992). A Critique of Graphic Organizer Research. Reading Research and Instruction, 31(2), 57-65.
Durrant, P., & Schmitt, N. (2010). Adult Learners’ Retention of Collocations from Exposure. Second Language Research, 26(2), 163-188.
Dye, G. A. (2000). Graphic Organizers to the Rescue! Helping Students Link--and Remember--Information. TEACHING Exceptional Children, 32(3), 72-76.
Eeds, M., & Cockrum, W. A. (1985). Teaching Word Meanings by Expanding Schemata vs. Dictionary Work vs. Reading in Context. Journal of Reading, 28(6), 492-497.
Egan, M. (1999). Reflections on Effective Use of Graphic Organizers. Journal of Adolescent & Adult Literacy, 42(8), 641-645.
Flanigan, K., & Greenwood, S. C. (2007). Effective Content Vocabulary Instruction in the Middle: Matching Students, Purposes, Words, and Strategies. Journal of Adolescent & Adult Literacy, 51(3), 226-238.
Greenwood, S. C. (2002). Making Words Matter: Vocabulary Study in the Content Areas. Clearing House, 75(5), 258-263.
Han, W. H. (2009). A Study of Vocational High School Students’ English Learning Motivation, Learning Style, Learning Strategy and English Learning Achievement. Unpublished master thesis, National Chung Cheng University.
Holden, W. R. (1999). Learning To Learn: 15 Vocabulary Acquisition Activities. Tips and Hints. Modern English Teacher, Retrieved from EBSCOhost.
Hopkins, G., & Bean, T. W. (1998). Vocabulary learning with the verbal-visual word association strategy in a Native American community. Journal of Adolescent & Adult Literacy, 42(4), 274-281.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951016
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951016
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (作者) 吳依婷zh_TW
dc.contributor.author (作者) Wu, Yi Tingen_US
dc.creator (作者) 吳依婷zh_TW
dc.creator (作者) Wu, Yi Tingen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-十月-2012 11:11:50 (UTC+8)-
dc.date.available 30-十月-2012 11:11:50 (UTC+8)-
dc.date.issued (上傳時間) 30-十月-2012 11:11:50 (UTC+8)-
dc.identifier (其他 識別碼) G0098951016en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54505-
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) 98951016zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 本研究旨在探討網絡圖教學對高中生英文字彙習得的影響。網絡圖已廣泛運用於閱讀教學，且the Frayer model之前的研究都專注在學科領域的單字與閱讀教學。然而在以英語為第二外語的環境中，針對使用the Frayer model於網絡圖教學是否能增進學習者字彙習得(vocabulary acquisition)與記憶保留(word retention)，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究「網絡圖暨傳統單字教法」與「純傳統單字教法」對高中生英文字彙習得與記憶保留的影響。
研究對象為台灣北部一所公立高中一年級兩個班的六十九位學生，具有相同英文能力的這兩個班級被隨機指定為實驗組與控制組。在歷時六週的實驗教學中，實驗組與控制組分別接受「網絡圖暨傳統單字教法」與「純傳統單字教法」來學習三十二個主要單字。之後，兩組受試者隨即接受包含所有主要單字的研究者自編測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：(1)整體而言，接受「網絡圖暨傳統單字教法」的實驗組學生習得大多數的主要單字，但單字保留成效不佳；(2)總括來說，接受「純傳統單字教法」的控制組學生習得並保留大多數的主要單字；(3)在單字習得與記憶保留成效方面，接受「網絡圖暨傳統單字教法」的實驗組學生顯著優於接受「純傳統單字教法」的控制組學生；(4)「網絡圖暨傳統單字教法」與「純傳統單字教法」對於高英語學習成就者的單字習得與記憶保留皆有正面影響，但只對低英語學習成就者的單字習得有正面影響；(5)對於高英語學習成就者之單字習得而言，「網絡圖暨傳統單字教法」的成效優於「純傳統單字教法」：然而，對於單字記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。對於低英語學習成就者之單字習得與記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。最後，研究者針對「網絡圖暨傳統單字教法」與「純傳統單字教法」在實際教學上的應用提供建議，以作為教育學者們的參考。		zh_TW
dc.description.abstract (摘要) This study intends to explore the effects of graphic organizer instruction on vocabulary acquisition of senior high school students. Though graphic organizers have been widely employed in reading instruction and previous studies on the Frayer model focus on vocabulary and reading in content areas, little research has been conducted on whether graphic organizer instruction utilizing the adapted Frayer model will facilitate learners’ vocabulary acquisition and word retention in an EFL context. Therefore, this present study adopted a quantitative research method to investigate the effectiveness of two different vocabulary instructions, i.e., “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” on senior high school students’ vocabulary acquisition and word retention.
Participants of this study were two classes of 69 first year students in a public senior high school in northern Taiwan. With similar English proficiency on General English Proficiency Test (GEPT), the two classes were randomly assigned as the experimental and control groups. During the six-week instructional experiment, the experimental and control groups received “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” respectively to learn 32 target words selected in this study. After receiving the last vocabulary instructions, both groups took the immediate post-test, a researcher self-designed test, to assess their acquisition of all the target words. One month after the immediate post-test, both groups received the delayed post-test, which was the same as the immediate post-test, to track their word retention. The major findings are summarized as follows. (1) As a whole, learners receiving “graphic organizer plus traditional vocabulary instruction” acquired most of the target words but did not retain them one month after. (2) Overall, learners receiving “traditional vocabulary instruction only” not only acquired the target words but also retained them in a month. (3) In terms of vocabulary acquisition and word retention, learners receiving “graphic organizer plus traditional vocabulary instruction” significantly performed better than those receiving “traditional vocabulary instruction only”. (4) Both “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” promoted high proficiency learners’ vocabulary acquisition and word retention, but were only effective in low proficiency learners’ vocabulary acquisition. (5) High proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” significantly acquired much more target words than those receiving “traditional vocabulary instruction only”, but similarly retained target words as those receiving “traditional vocabulary instruction only”. Low proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” acquired target words as well as retained the words to a similar extent. Pedagogical implications and recommendations for further research were provided at the end of the thesis.		en_US
dc.description.tableofcontents Acknowledgements…………………………………………………………iv
Chinese Abstract………………………………………………………………………xi
English Abstract…………………………………………………………xiii
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 2
Research Questions 3
Significance of the Study 3
Definition of Terms 4
Graphic Organizer Instruction 4
Traditional Vocabulary Instruction 4
Chapter Two: Literature Review 5
Graphic Organizers 5
Definition of graphic organizers 5
Theories of graphic organizers 6
Applications of graphic organizers 7
Variations of graphic organizers in vocabulary instruction 9
Vocabulary Instruction and Collocation 11
Definition of collocation 12
Classification of collocation 12
Importance and necessity of explicit collocation instruction 13
Related Studies on the Frayer Model 14
The Frayer Model and English Vocabulary Teaching 15
Chapter Three: Methodology 17
Participants 17
Instruments 19
General English Proficiency Test (GEPT): Elementary Level Tests 4 & 5 20
A Pre-test and Two Post-tests 21
Teaching materials and worksheets 22
Selection of Target Words 23
Graphic Organizer Instruction: the Adapted Frayer Model 25
Traditional Vocabulary Instruction 30
Procedure 30
Pilot Study 32
Main Study 34
Data Analysis 37
Chapter Four: Results 39
Results of the Overall Performance of the Experimental Group 39
Results of the Overall Performance of the Control Group 41
Results of the Participants’ Performances on the Pre-test, Post-test I, and Post-test II 42
Results of the Effects of Different Vocabulary Instructions on High and Low Proficiency Learners 44
The Statistical Results of the GEPT Scores of High and Low Proficiency Learners 45
The Statistical Results of High and Low Proficiency Learners’ Performances within Each Group and between the Two Groups 49
Summary 56
Chapter Five: Discussion and Conclusion 59
Answers to the Research Questions 59
A Comparison between the Present Study and the Previous Studies 64
Pedagogical Implications of the Study 68
Limitations of the Study 69
Recommendations for Further Research 70
Students’ Feedback after the Project 71
Conclusion 72
REFERENCES 74
Appendix A: General English Proficiency Test (GEPT): Elementary Level Tests 4 & 5 80
Appendix B: The Pre-test 82
Appendix C: The Immediate Post-test and the Delayed Post-test 84
Appendix D: Traditional Worksheets of Lesson 5 in English Reader for Senior High Schools Book 1 for Both Experimental and Control Groups 86
Appendix E: The Adapted Frayer Model Worksheets of Lesson 5 in English Reader for Senior High Schools Book 1 for the Experimental Group 89
Appendix F: Traditional Worksheets of Lesson 5 in English Reader for Senior High Schools Book 1 for the Control Group 93		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951016en_US
dc.subject (關鍵詞) 網絡圖zh_TW
dc.subject (關鍵詞) the Frayer Modelzh_TW
dc.subject (關鍵詞) 字彙習得zh_TW
dc.subject (關鍵詞) 記憶保留zh_TW
dc.subject (關鍵詞) graphic organizersen_US
dc.subject (關鍵詞) the Frayer Modelen_US
dc.subject (關鍵詞) vocabulary acquisitionen_US
dc.subject (關鍵詞) word retentionen_US
dc.title (題名) 網絡圖教學對高中生英文字彙習得之效益研究：以The Frayer Model為基礎zh_TW
dc.title (題名) The effects of graphic organizer instruction on English vocabulary acquisition of senior high school students: Take the Frayer Model as the basisen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Atkinson, R. C., & Shriffin, R. M. (1968). Human memory: A proposed system and its control processes. In K. Spence & J. Spence (Eds.), The psychology of learning and motivation (Vol. 2). New York: Academic Press.
Ausubel, D. P., & Youssef, M. (1963). Role of discriminability in meaningful paralleled learning. Journal of Educational Psychology, 54(6), 331-336.
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