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題名 語音表義教學對國中生英語字彙記憶之效益研究
The effects of sound symbolism instruction on junior high school students’ English vocabulary memorization
作者 王靜鴻
Wang, Ching Hung
貢獻者 葉潔宇
Yeh, Chieh Yue
王靜鴻
Wang, Ching Hung
關鍵詞 語音表義教學
英語字彙記憶
Sound Symbolism Instruction
日期 2009
上傳時間 4-九月-2013 14:54:18 (UTC+8)
摘要 語音表義教學雖已被學者提倡使用在字彙學習之領域多年，然而其在課室英語字彙教學的實際成效仍未獲證實。本研究先採用量化研究方法以探究語音表義教學對於國中生英語單字記憶之成效，再採用質性研究方法探討受試者對語音表義教學法之看法。
研究對象為台灣北部一所公立國中九年級兩個班的七十二位學生。此均質的兩個班級被隨機指定為實驗組與控制組，實驗組施予語音表義教學法學習八十個標的單字，而控制組則施予傳統翻譯式教學法學習相同的單字。接受歷時十六週的字彙教學後，以兩組學生在認字測驗上的成績以及實驗組學生個別訪談之結果作為資料分析來源。本研究主要發現如下：(1)接受語音表義教學的實驗組學生在認字測驗的表現上顯著優於接受傳統翻譯法的控制組學生。(2)實驗組中，高分群組與低分群組在接受語音表義教學後，在認字測驗的表現上皆呈現出顯著性進步，顯示出語音表義教學對不同程度的學生皆有成效。(3)受試者對語音表義教學持正面態度，且認為語音表義教學特別是在認字方面有助於英語字彙之記憶。研究最後進一步對語音表義教學在實際教學上之應用提供建議，作為教育學者們參考。
Although the instruction of sound symbolism has been advocated for word learning for years, it is not clear whether it is empirically effective in classroom vocabulary teaching. This study first adopted a quantitative research method to investigate the effectiveness of the instruction of sound symbolism on junior high school students’ English vocabulary memorization, and then a qualitative research method to explore the participants’ perspectives on the instruction of sound symbolism.
Participants of the study were two classes of 72 ninth-grade students in a public junior high school in northern Taiwan. With homogeneity in terms of English language proficiency, the two classes were randomly assigned as the experimental and control group. The former was instructed 80 target words by the instruction of sound symbolism, while the latter was taught the same target words by the traditional translation-based approach. Vocabulary instruction lasted for 16 weeks, and the data analysis was based on their performances on the word recognition test and the results of the individual interviews. The major findings are as follows. (1)The participants who received the instruction of sound symbolism performed significantly better on the word recognition test than those who were taught the traditional translation-based approach. (2) In the experimental group, both the high and low proficiency learners made significant progress, indicating the instruction of sound symbolism was effective in different proficiency groups. (3) The participants held positive attitude toward the instruction of sound symbolism and felt that the instruction was helpful for vocabulary memorization, especially on the aspect of word recognition. Some pedagogical implications and recommendations for future research were presented at the end of the thesis.
參考文獻 Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp.3-14). London: CILT.
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-828.
Berko-Gleason, J. (2005). The development of language. New York: Pearson Education, Inc..
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Bloomfield, L. (1933). Language. New York: Holt, Rinehart nd Winston.
Bolinger, D. L. (1992). Sound symbolism. In W. Bright (Ed.), International encyclopedia of linguistics, vol.4 (pp.28-30). New York: Oxford University Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed). New York: Pearson Education, Inc..
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed). New York: Pearson Education, Inc..
Cameron, L. (2001). Teaching languages to children. Cambridge: Cambridge University Press.
Candlin, C. N. (1988). General editor’s preface. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching. New York: Longman.
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Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The proceedings of the 7th international symposium on Engllish teaching (pp.219-230). Taipei: Crane Publishing Co.
Cheng, M-C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Chiang, W-C. (2008). A morphological approach via commonly-used roots to French vocabulary teaching: How to help Taiwanese students memorize French vocabulary. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Ciccotosto, N. (1991). Sound symbolism in natural language. Unpublished doctoral dissertation, University of Florida, Gainsville.
Cook, L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley, & J. Levin (Eds.), Cognitive strategy research (pp. 14-27). New York: Springer Verlag.
De Saussure, F. (1959). Course in general linguistics. New York: McGraw-Hill.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The modern language journal, 87(2), 222-241.
Fordyce, J. F. (1988). Studies in sound symbolism: with special reference to English. Doctorial dissertation, University of California.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
Hinton, L., Nichols, J., & Ohala, J. J. (Eds.). (1994). Sound symbolism. Cambridge: Cambridge University Press.
Householder, F. W. (1946). On the problem of sound and meaning, and English phonestheme. Word, 2, 83-84.
Hsu, K-F. (2004). An iconic-morphological approach via commonly-used roots to English vocabulary teaching: how to help Chinese senior high school students memorize English vocabulary. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Hsu, C-F. (2004). A study of the effect of word analysis instruction on vocabulary acquisition in a Taiwanese senior high school. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Huang, T-L. (1999). 英語詞彙形音義三合一教學法. Taipei: Crane Publishing Co.
Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press.
Imai, M., Kita, S., Nagumo, M., & Okada, H. (2008). Sound symbolism facilitates early verb learning. Cognition, 109(1), 54-65.
Jakobson, R., & Waugh, L. R. (1987). The sound shape of language. Bloomington: Indiana University Press.
Jespersen, O. (1922). Symbolic value of the vowel i. In O. Jerspersen, Linguistica: Selected papers in English, French, and German. Copenhagen: Levin and Munksgaard.
Jespersen, O. (2007). Language: its nature, development, and origin. London: Allen & Unwin, Ltd.
Jiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325.
Kohler, W. (1992). Gestalt psychology: An introduction to new concepts in modern psychology. New York: Liveright.
Kojic-sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. The modern language journal, 83(2), 176-192.
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Marchand, H. (1969). The categories and types of present-day English word-formation (2nd ed). München: Verlagsbuchhandlung.
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. In V. Kinsella (Ed.), Language Teaching Surveys (p.100-126). Cambridge: Cambridge University Press.
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Mok, W. E. (2001). Chinese sound symbolism: A phonological perspective. Unpublished doctoral dissertation, University of Hawaii.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951003
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951003
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) 王靜鴻zh_TW
dc.contributor.author (作者) Wang, Ching Hungen_US
dc.creator (作者) 王靜鴻zh_TW
dc.creator (作者) Wang, Ching Hungen_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-九月-2013 14:54:18 (UTC+8)-
dc.date.available 4-九月-2013 14:54:18 (UTC+8)-
dc.date.issued (上傳時間) 4-九月-2013 14:54:18 (UTC+8)-
dc.identifier (其他 識別碼) G0096951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60019-
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) 96951003zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 語音表義教學雖已被學者提倡使用在字彙學習之領域多年，然而其在課室英語字彙教學的實際成效仍未獲證實。本研究先採用量化研究方法以探究語音表義教學對於國中生英語單字記憶之成效，再採用質性研究方法探討受試者對語音表義教學法之看法。
研究對象為台灣北部一所公立國中九年級兩個班的七十二位學生。此均質的兩個班級被隨機指定為實驗組與控制組，實驗組施予語音表義教學法學習八十個標的單字，而控制組則施予傳統翻譯式教學法學習相同的單字。接受歷時十六週的字彙教學後，以兩組學生在認字測驗上的成績以及實驗組學生個別訪談之結果作為資料分析來源。本研究主要發現如下：(1)接受語音表義教學的實驗組學生在認字測驗的表現上顯著優於接受傳統翻譯法的控制組學生。(2)實驗組中，高分群組與低分群組在接受語音表義教學後，在認字測驗的表現上皆呈現出顯著性進步，顯示出語音表義教學對不同程度的學生皆有成效。(3)受試者對語音表義教學持正面態度，且認為語音表義教學特別是在認字方面有助於英語字彙之記憶。研究最後進一步對語音表義教學在實際教學上之應用提供建議，作為教育學者們參考。		zh_TW
dc.description.abstract (摘要) Although the instruction of sound symbolism has been advocated for word learning for years, it is not clear whether it is empirically effective in classroom vocabulary teaching. This study first adopted a quantitative research method to investigate the effectiveness of the instruction of sound symbolism on junior high school students’ English vocabulary memorization, and then a qualitative research method to explore the participants’ perspectives on the instruction of sound symbolism.
Participants of the study were two classes of 72 ninth-grade students in a public junior high school in northern Taiwan. With homogeneity in terms of English language proficiency, the two classes were randomly assigned as the experimental and control group. The former was instructed 80 target words by the instruction of sound symbolism, while the latter was taught the same target words by the traditional translation-based approach. Vocabulary instruction lasted for 16 weeks, and the data analysis was based on their performances on the word recognition test and the results of the individual interviews. The major findings are as follows. (1)The participants who received the instruction of sound symbolism performed significantly better on the word recognition test than those who were taught the traditional translation-based approach. (2) In the experimental group, both the high and low proficiency learners made significant progress, indicating the instruction of sound symbolism was effective in different proficiency groups. (3) The participants held positive attitude toward the instruction of sound symbolism and felt that the instruction was helpful for vocabulary memorization, especially on the aspect of word recognition. Some pedagogical implications and recommendations for future research were presented at the end of the thesis.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xiii
ABSTRACT xv
CHAPTER ONE 1
INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 2
Research Questions 2
Significance of the Study 3
Definition of Terms 3
Knowing a Word 3
Instruction of Sound Symbolism 4
CHAPTER TWO 5
LITERATURE REVIEW 5
Vocabulary Learning Strategies in Terms of Sounds 5
Sound Symbolism 10
The Definition of Sound Symbolism 11
The Categories of Sound Symbolism 12
Corporeal Sound Symbolism 12
Imitative Sound Symbolism 13
Synesthetic Sound Symbolism 14
Conventional Sound Symbolism 15
Research on Sound Symbolism 17
Sound Symbolism and English Vocabulary Teaching 19
Table 2.1 Related Studies on Sound Symbolism 21
CHAPTER THREE 22
METHODOLOGY 22
Participants 22
Table 3.1 Statistics of Participants’ English Proficiency Test Scores 23
Table 3.2 Independent Samples t-test on Participants’ English Proficiency Test 23
Instruments 23
The 2009 2nd English Test of the Basic Competence Test (EBCT) 24
A Test for Word Selection 24
A Pre- and Post-test in Word Recognition in Relation to Meanings 28
Think-aloud Method 30
Interviews 32
Vocabulary Instruction 32
Procedure 35
Pilot Study 36
Main Study 38
Data Analysis 38
CHAPTER FOUR 41
RESULTS 41
Results of the Pre-test and Post-test 41
Results of the Think-aloud Method 44
Results of the Interviews 54
Ways to Memorize New Words 55
Views on the Instruction of Sound Symbolism 61
Summary 73
CHAPTER FIVE 75
DISCUSSION AND CONCLUSION 75
Answers to the Research Questions 75
Discussion of the Comparison Between the Present Study and the Previous Studies 77
Consistent Findings with the Previous Research 77
Inconsistent Findings and New Findings 79
Pedagogical Implications of the Study 85
Limitations of the Study 86
Recommendations for Further Research 87
Conclusion 88
REFERENCES 89
Appendix A: The 2009 2nd EBCT 97
Appendix B: Word Selection Test 110
Appendix C: The Pre-and-Post Test 113
Appendix D: The Think-aloud Sheet 114
Appendix E: Interview Questions 116
Appendix F: Teaching Material 117
Appendix G: The Pre-and-post Test in the Pilot Study 134
Appendix H: The Think-aloud Sheet in the Pilot Study 135
Appendix I: Questionnaire in the Pilot Study 136
Appendix J: Teaching Material in the Pilot Study 137
Appendix K: The Results of the Questionnaire in the Pilot Study 139
Appendix L: A Sample of the Interview Transcription 140
Appendix M: Schmitt’s Taxonomy of Vocabulary Learning Strategy 142
Appendix N: 1000-word List Stipulated by MOE (2003) 144
Appendix O: 1200-word List Stipulated by MOE (2008) 148		zh_TW
dc.format.extent 4511383 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951003en_US
dc.subject (關鍵詞) 語音表義教學zh_TW
dc.subject (關鍵詞) 英語字彙記憶zh_TW
dc.subject (關鍵詞) Sound Symbolism Instructionen_US
dc.title (題名) 語音表義教學對國中生英語字彙記憶之效益研究zh_TW
dc.title (題名) The effects of sound symbolism instruction on junior high school students’ English vocabulary memorizationen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Ahmed, M. O. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp.3-14). London: CILT.
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist, 30, 821-828.
Berko-Gleason, J. (2005). The development of language. New York: Pearson Education, Inc..
Bloomfield, M. (1895). On assimilation and adaptation in congerneric class of words. American Journal of Philology, 16, 409-434.
Bloomfield, L. (1933). Language. New York: Holt, Rinehart nd Winston.
Bolinger, D. L. (1992). Sound symbolism. In W. Bright (Ed.), International encyclopedia of linguistics, vol.4 (pp.28-30). New York: Oxford University Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed). New York: Pearson Education, Inc..
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed). New York: Pearson Education, Inc..
Cameron, L. (2001). Teaching languages to children. Cambridge: Cambridge University Press.
Candlin, C. N. (1988). General editor’s preface. In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching. New York: Longman.
Chen, C-Y. (2000). On sound symbolism: its implications on English pedagogy. Master’s thesis, National Chengchi University, Taipei, Taiwan.
Chen, H. J. (1998). Second language vocabulary learning strategies: A preliminary investigation of Chinese EFL learners. The proceedings of the 7th international symposium on Engllish teaching (pp.219-230). Taipei: Crane Publishing Co.
Cheng, M-C. (2006). An investigation into English vocabulary learning strategies used by junior high school students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Chiang, W-C. (2008). A morphological approach via commonly-used roots to French vocabulary teaching: How to help Taiwanese students memorize French vocabulary. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Ciccotosto, N. (1991). Sound symbolism in natural language. Unpublished doctoral dissertation, University of Florida, Gainsville.
Cook, L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley, & J. Levin (Eds.), Cognitive strategy research (pp. 14-27). New York: Springer Verlag.
De Saussure, F. (1959). Course in general linguistics. New York: McGraw-Hill.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The modern language journal, 87(2), 222-241.
Fordyce, J. F. (1988). Studies in sound symbolism: with special reference to English. Doctorial dissertation, University of California.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press.
Hinton, L., Nichols, J., & Ohala, J. J. (Eds.). (1994). Sound symbolism. Cambridge: Cambridge University Press.
Householder, F. W. (1946). On the problem of sound and meaning, and English phonestheme. Word, 2, 83-84.
Hsu, K-F. (2004). An iconic-morphological approach via commonly-used roots to English vocabulary teaching: how to help Chinese senior high school students memorize English vocabulary. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Hsu, C-F. (2004). A study of the effect of word analysis instruction on vocabulary acquisition in a Taiwanese senior high school. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
Huang, T-L. (1999). 英語詞彙形音義三合一教學法. Taipei: Crane Publishing Co.
Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press.
Imai, M., Kita, S., Nagumo, M., & Okada, H. (2008). Sound symbolism facilitates early verb learning. Cognition, 109(1), 54-65.
Jakobson, R., & Waugh, L. R. (1987). The sound shape of language. Bloomington: Indiana University Press.
Jespersen, O. (1922). Symbolic value of the vowel i. In O. Jerspersen, Linguistica: Selected papers in English, French, and German. Copenhagen: Levin and Munksgaard.
Jespersen, O. (2007). Language: its nature, development, and origin. London: Allen & Unwin, Ltd.
Jiménez Catalán, R. M. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13(1), 54-77.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325.
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