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題名 教學後單字練習題對臺灣國小學童英語字彙習得的影響:階層式單字練習題與抄寫練習題之比較
The effects of after-instruction vocabulary exercises on Taiwanese young learners` vocabulary acquisition: hierarchy vocabulary exercises vs. copying exercises
作者 甘秀琪
Kan, Hsiu Chi
貢獻者 葉潔宇
Yeh, Chieh Yue
甘秀琪
Kan, Hsiu Chi
關鍵詞 單字習得
單字練習題
階層式單字練習題
抄寫練習題
vocabulary acquisition
vocabulary exercises
hierarchy vocabulary exercises
copying exercises
日期 2010
上傳時間 4-Sep-2013 14:55:25 (UTC+8)
摘要 單字練習題常作為英語教師提升第二外語學習者單字學習成效的方式之一，然而針對不同單字練習題的實際成效，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究階層式單字練習題與抄寫練習題對國小學童英語字彙習得（word gains）與記憶保留（retention）的影響。
研究對象為臺灣北部一所公立國小四年級兩個班的五十五位學生，此均質的兩個班級被隨機指定為實驗組與控制組，實驗組於一般教學後施予階層式單字練習題,而控制組則於一般教學後施予抄寫練習題。兩組受試者皆接受每週一次、歷時六週的單字練習題，一共練習二十四個主要單字。之後，兩組受試者隨即接受包含所有主要單字的單字知識等級表（VKS）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）在單字習得成效方面，接受階層式單字練習題的實驗組學生顯著優於接受抄寫練習題的控制組學生；（2）單字保留成效方面，接受階層式單字練習題的實驗組學生亦顯著優於接受抄寫練習題的控制組學生；（3）階層式單字練習題對於高、低英語學習成就者而言，在單字習得與記憶保留上皆有正面影響；（4）對於高、低英語學習成就者而言，抄寫練習題亦皆有助於提升其單字習得與保留成效；（5）對於高英語學習成就者之單字習得而言，階層式單字練習題與抄寫練習題的成效相同；然而，對於單字記憶保留而言，階層式單字練習題的成效優於抄寫練習題；（6）對於低英語學習成就者之單字習得與保留而言，階層式單字練習題的成效皆優於抄寫練習題。最後，研究者針對階層式單字練習題及抄寫練習題在實際教學上之應用提供建議，以作為教育學者們參考。
Vocabulary exercises are regarded as one of the ways English teachers frequently utilize to enhance English as a Foreign Language (EFL) learners’ vocabulary learning efficiency. Yet, studies focusing on the comparisons of the effects of different vocabulary exercises on learners’ vocabulary acquisition and retention seem comparatively few. Thus, the present study adopted a quantitative research method to investigate the effects of two types of vocabulary exercises, i.e., hierarchy vocabulary exercises and copying exercises, on learners’ word gains and retention.
Participants of the study were two classes of 55 fourth-grade students in a public elementary school in northern Taiwan. With the homogeneity of English proficiency on Cambridge Young Learners English Test (CYLET), the two classes were randomly assigned to the experimental and control groups. During the instructional experiment, the experimental and control groups received hierarchy vocabulary exercises and copying exercises respectively once a week, with a total of six times, to practice a total of 24 target words selected in this study. After receiving the last vocabulary exercises, both groups received post-test 1, based on a Chinese version of Vocabulary Knowledge Scale (VKS), to measure their word gains of all the target words. One month after receiving the last vocabulary exercises, both groups also received post-test 2, which was the same as post-test 1, to assess their word retention. The major findings are summarized as follows. (1) In terms of word gains, learners receiving hierarchy vocabulary exercises significantly outperformed those receiving copying exercises. (2) In terms of word retention, hierarchy vocabulary exercises possessed greater facilitative effects than copying exercises. (3) Hierarchy vocabulary exercises exerted a significant effect on both high and low English achievers’ word gains and retention. (4) Not only high English achievers but also low English achiever reaped benefits from copying exercises on word gains and retention. (5) Hierarchy vocabulary exercises demonstrated superior effectiveness than copying exercises on high English achievers’ word retention, but not on their word gains. (6) Hierarchy vocabulary exercises led to both more word gains and retention than copying exercises for low English achievers. At the end of the thesis, pedagogical implications and recommendations for further research were provided.
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The effects of post-reading activities. The Canadian Modern Language Review, 63(2), 255-273.
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Carnine, D., Kameenui, E. J., & Coyle, G. (1984). Ultilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188-204.
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Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
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描述 碩士
國立政治大學
英語教學碩士在職專班
97951001
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951001
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (Authors) 甘秀琪zh_TW
dc.contributor.author (Authors) Kan, Hsiu Chien_US
dc.creator (作者) 甘秀琪zh_TW
dc.creator (作者) Kan, Hsiu Chien_US
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 14:55:25 (UTC+8)-
dc.date.available 4-Sep-2013 14:55:25 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:55:25 (UTC+8)-
dc.identifier (Other Identifiers) G0097951001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60025-
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) 97951001zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 單字練習題常作為英語教師提升第二外語學習者單字學習成效的方式之一，然而針對不同單字練習題的實際成效，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究階層式單字練習題與抄寫練習題對國小學童英語字彙習得（word gains）與記憶保留（retention）的影響。
研究對象為臺灣北部一所公立國小四年級兩個班的五十五位學生，此均質的兩個班級被隨機指定為實驗組與控制組，實驗組於一般教學後施予階層式單字練習題,而控制組則於一般教學後施予抄寫練習題。兩組受試者皆接受每週一次、歷時六週的單字練習題，一共練習二十四個主要單字。之後，兩組受試者隨即接受包含所有主要單字的單字知識等級表（VKS）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）在單字習得成效方面，接受階層式單字練習題的實驗組學生顯著優於接受抄寫練習題的控制組學生；（2）單字保留成效方面，接受階層式單字練習題的實驗組學生亦顯著優於接受抄寫練習題的控制組學生；（3）階層式單字練習題對於高、低英語學習成就者而言，在單字習得與記憶保留上皆有正面影響；（4）對於高、低英語學習成就者而言，抄寫練習題亦皆有助於提升其單字習得與保留成效；（5）對於高英語學習成就者之單字習得而言，階層式單字練習題與抄寫練習題的成效相同；然而，對於單字記憶保留而言，階層式單字練習題的成效優於抄寫練習題；（6）對於低英語學習成就者之單字習得與保留而言，階層式單字練習題的成效皆優於抄寫練習題。最後，研究者針對階層式單字練習題及抄寫練習題在實際教學上之應用提供建議，以作為教育學者們參考。		zh_TW
dc.description.abstract (摘要) Vocabulary exercises are regarded as one of the ways English teachers frequently utilize to enhance English as a Foreign Language (EFL) learners’ vocabulary learning efficiency. Yet, studies focusing on the comparisons of the effects of different vocabulary exercises on learners’ vocabulary acquisition and retention seem comparatively few. Thus, the present study adopted a quantitative research method to investigate the effects of two types of vocabulary exercises, i.e., hierarchy vocabulary exercises and copying exercises, on learners’ word gains and retention.
Participants of the study were two classes of 55 fourth-grade students in a public elementary school in northern Taiwan. With the homogeneity of English proficiency on Cambridge Young Learners English Test (CYLET), the two classes were randomly assigned to the experimental and control groups. During the instructional experiment, the experimental and control groups received hierarchy vocabulary exercises and copying exercises respectively once a week, with a total of six times, to practice a total of 24 target words selected in this study. After receiving the last vocabulary exercises, both groups received post-test 1, based on a Chinese version of Vocabulary Knowledge Scale (VKS), to measure their word gains of all the target words. One month after receiving the last vocabulary exercises, both groups also received post-test 2, which was the same as post-test 1, to assess their word retention. The major findings are summarized as follows. (1) In terms of word gains, learners receiving hierarchy vocabulary exercises significantly outperformed those receiving copying exercises. (2) In terms of word retention, hierarchy vocabulary exercises possessed greater facilitative effects than copying exercises. (3) Hierarchy vocabulary exercises exerted a significant effect on both high and low English achievers’ word gains and retention. (4) Not only high English achievers but also low English achiever reaped benefits from copying exercises on word gains and retention. (5) Hierarchy vocabulary exercises demonstrated superior effectiveness than copying exercises on high English achievers’ word retention, but not on their word gains. (6) Hierarchy vocabulary exercises led to both more word gains and retention than copying exercises for low English achievers. At the end of the thesis, pedagogical implications and recommendations for further research were provided.		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 2
Significance of the Study 3
Definition of Terms 3
Hierarchy Vocabulary Exercises 3
Copying Exercises 4
Chapter Two: Literature Review 5
Vocabulary Acquisition through Reading 5
Word Learning through Hierarchy Vocabulary Exercises 6
Gass’s Five-Stage Framework for the L2 Input Processing 7
Hierarchy Vocabulary Exercises 7
Research on Word Gains through Reading plus Hierarchy Vocabulary Exercises 9
Chapter Three: Methodology 12
Participants 12
Instruments 14
Cambridge Young Learners English Test (CYLET): Starters 15
A Pre-test and Two Post-tests 16
Selections of Reading Materials: An English Textbook 19
Selections of Target Words 20
Hierarchy Vocabulary Exercises 22
Copying Exercises 24
Procedures 25
Pilot Study 26
Main Study 27
Data Analysis 29
Chapter Four: Results 31
Comparisons of Word Gains between the Two Groups 31
Comparisons of Word Retention between the Two Groups 32
Effects of Vocabulary Exercises on Students with Different Proficiency Levels 33
The Statistic Results of the CYLET Scores for High and Low English Achievers 34
Comparisons of Word Gains and Retention for Students with Different Proficiency within Each Group and between the Two Groups 37
Summary 44
Chapter Five: Discussion and Conclusion 46
Answers to the Research Questions 46
Discussion of the Comparison between the Present Study and the Previous Studies 49
Consistent Findings with the Previous Research 49
New Findings 55
Pedagogical Implications of the Study 56
Limitations of the Study 58
Recommendations for Further Research 60
Students’ Feedback after the Project 61
Conclusion 62
References 64
Appendix A: Cambridge Young Learners English Test (CYLET): Starters 71
Appendix B: A Chinese Version of Vocabulary Knowledge Scale 76
Appendix C: A Chinese Version of VKS Pre- and Post-tests of the Study 77
Appendix D: Hierarchy Vocabulary Exercises: Part I of Lesson 1 80
Appendix E: Hierarchy Vocabulary Exercises: Part II of Lesson 1 81
Appendix F: Hierarchy Vocabulary Exercises: Part III of Lesson 1 82
Appendix G: Hierarchy Vocabulary Exercises: Part I of Lesson 2 83
Appendix H: Hierarchy Vocabulary Exercises: Part II of Lesson 2 84
Appendix I: Hierarchy Vocabulary Exercises: Part III of Lesson 2 85		zh_TW
dc.format.extent 1614233 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/#G0097951001en_US
dc.subject (關鍵詞) 單字習得zh_TW
dc.subject (關鍵詞) 單字練習題zh_TW
dc.subject (關鍵詞) 階層式單字練習題zh_TW
dc.subject (關鍵詞) 抄寫練習題zh_TW
dc.subject (關鍵詞) vocabulary acquisitionen_US
dc.subject (關鍵詞) vocabulary exercisesen_US
dc.subject (關鍵詞) hierarchy vocabulary exercisesen_US
dc.subject (關鍵詞) copying exercisesen_US
dc.title (題名) 教學後單字練習題對臺灣國小學童英語字彙習得的影響:階層式單字練習題與抄寫練習題之比較zh_TW
dc.title (題名) The effects of after-instruction vocabulary exercises on Taiwanese young learners` vocabulary acquisition: hierarchy vocabulary exercises vs. copying exercisesen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Amiryousefi, M., & Kassaian, Z. (2010). The effects of reading only vs. reading plus enhancement activities on vocabulary learning and production of Iranian pre-university students. English Language Teaching, 3(2), 94-98.
Atay, D., & Kurt, G. (2006). Elementary school EFL learners’ vocabulary learning:
The effects of post-reading activities. The Canadian Modern Language Review, 63(2), 255-273.
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. New York: Guildford.
Bensoussan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15-32.
Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In J. Willis & D. Willis (Eds.).
Carnine, D., Kameenui, E. J., & Coyle, G. (1984). Ultilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188-204.
Cheng, Y. L. (2008). Enhancing noun acquisition through reading: The impact of a hierarchy of vocabulary exercise on young learners of different English Proficiency in an EFL context. Unpublished master thesis, National Taipei University of Education, Taipei, Taiwan.
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