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題名 台北市國中生單字能力及性別在單字策略使用上的差異之研究
A study of vocabulary proficiency and gender differences in english vocabulary learning strategies used by junior high school students in Taipei
作者 張鐵鋼
Chang, Tieh Kang
貢獻者 許炳煌
Sheu, Ping Huang
張鐵鋼
Chang, Tieh Kang
關鍵詞 單字能力
單字策略
性別
vocabulary proficiency
vocabulary learning strategies
gender
日期 2010
上傳時間 4-Sep-2013 14:56:09 (UTC+8)
摘要 本研究主要探討台北市國中生的單字能力及性別差異是否影響其英語單字策略的使用。主要目標欲(1)探究三組單字能力組別在單字策略使用上的差異；(2)探討男女生使用單字策略的頻率；(3)發現單字策略使用上的性別差異；(4)確認單字能力組別內，在單字策略使用上的性別差異；以及(5)從性別的角度來說明單字策略使用的規則。
共有來自台北市區一所國中的203位學生參與本研究。研究工具為單字策略使用問卷及英語單字能力測驗。前者用來引出學生所認為的單字策略使用方式，而後者則是用來將學生依單字能力分成高中低三組。資料分析採用SPSS 12.0版本，分析工具包含描述性統計、單因子變異數分析、及獨立樣本t檢定。本研究結果指出(1)單字能力越高的學生，傾向使用較多的單字策略，尤以決定策略、社會策略、記憶策略、及後設認知策略最為顯著。(2)整體而言，男生及女生使用單字策略的頻率皆不高。男女生皆最常使用決定策略，最少使用後設認知策略。(3)除在整體策略、決定策略、記憶策略、認知策略有顯著較高的使用頻率外，女生也比男生較常使用與歸類相關單字、運用學習工具作手寫練習、及聽力練習等相關的單一策略。(4)單字能力組別內，亦發現十七個單一策略具有顯著的性別差異。大部份策略顯示女生運用的頻率較高。然而高分組男生使用聽英文廣播及想像單字畫面比高分組女生較頻繁，且中間組別的男生較女生常使用分析字根字首。(5)對男女生而言，發音及意思是學習單字中最難的兩部份。雙方在有效的策略上有所共識，但在無效果的策略上意見有些分歧。至於教師協助的需求方面，男生偏好動態的單字練習，女生則較喜歡靜態的學業練習。
最後，本研究建議教師應該(1)介紹學生更多元的單字策略，尤其是低成就的學生；(2)進行以策略為主的教學時，將性別差異納入考量；(3)就單字能力及性別差異的交互關係，進一步了解學生單字策略的偏好。
This study investigated vocabulary proficiency and gender differences in English vocabulary learning strategies (VLS) used by junior high school students in Taipei. The goals were to (1) explore the differences in VLS use among three vocabulary scoring levels, (2) to investigate the frequencies use of VLS by male and female students, (3) to find out gender differences in VLS use, (4) to indentify gender difference in VLS use in terms of vocabulary scoring level, and (5) to illustrate the patterns of VLS use in gender perspectives.
A total of 203 junior high school students from an urban school in Taipei City were involved in the study. A vocabulary learning strategy questionnaire (VLSQ) and an English vocabulary proficiency test (EVPT) were administered as instruments. The former was used to elicit the self-report strategy use by the students and the latter was utilized to categorize the participants into three vocabulary levels. The data was analyzed by employing SPSS version 12.0, including descriptive analysis, one-way analysis of variance, and independent t-Tests.
A summary of the results are as follows. (1) The higher vocabulary level students belonged to, the more VLS they tended to apply, especially determination strategies, social strategies, memory strategies and metacognitvie strategies. (2) Both male and female students could be regarded as moderate users of VLS. Both groups favored determination strategies the most and metacognitive strategies the least. (3) Besides a significantly more frequent use of overall strategies, determination strategies, memory strategies and cognitive strategies, female students also tended to use more often individual strategies concerning grouping related words together, writing practice with study aids and auditory practice. (4) Significances found in each scoring group seemed to favor female students in strategy use, except three strategies, analyzed affixes and roots by the Intermediate-Scoring group, listening to English broadcast and image word’s meanings by the High-Scoring group. (5) To both genders, the most difficult aspects in learning vocabulary are pronunciation and meanings. As for the effectiveness of VLS, male and female students had the same opinions on the most five but thought slightly differently on the least five. Besides, sharing some similar needs for teachers’ assistance, male students preferred dynamic vocabulary activities but female students favored academic vocabulary practice.
The findings suggest teachers should (1) introduce a variety of VLS to students, particularly those of lower levels, (2) take gender differences into consideration when administering strategies-based instruction, and (3) be aware of students’ preferences of VLS use with both gender and vocabulary level perspectives.
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描述 碩士
國立政治大學
英語教學碩士在職專班
97951007
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951007
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.advisor Sheu, Ping Huangen_US
dc.contributor.author (Authors) 張鐵鋼zh_TW
dc.contributor.author (Authors) Chang, Tieh Kangen_US
dc.creator (作者) 張鐵鋼zh_TW
dc.creator (作者) Chang, Tieh Kangen_US
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 14:56:09 (UTC+8)-
dc.date.available 4-Sep-2013 14:56:09 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:56:09 (UTC+8)-
dc.identifier (Other Identifiers) G0097951007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60029-
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) 97951007zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本研究主要探討台北市國中生的單字能力及性別差異是否影響其英語單字策略的使用。主要目標欲(1)探究三組單字能力組別在單字策略使用上的差異；(2)探討男女生使用單字策略的頻率；(3)發現單字策略使用上的性別差異；(4)確認單字能力組別內，在單字策略使用上的性別差異；以及(5)從性別的角度來說明單字策略使用的規則。
共有來自台北市區一所國中的203位學生參與本研究。研究工具為單字策略使用問卷及英語單字能力測驗。前者用來引出學生所認為的單字策略使用方式，而後者則是用來將學生依單字能力分成高中低三組。資料分析採用SPSS 12.0版本，分析工具包含描述性統計、單因子變異數分析、及獨立樣本t檢定。本研究結果指出(1)單字能力越高的學生，傾向使用較多的單字策略，尤以決定策略、社會策略、記憶策略、及後設認知策略最為顯著。(2)整體而言，男生及女生使用單字策略的頻率皆不高。男女生皆最常使用決定策略，最少使用後設認知策略。(3)除在整體策略、決定策略、記憶策略、認知策略有顯著較高的使用頻率外，女生也比男生較常使用與歸類相關單字、運用學習工具作手寫練習、及聽力練習等相關的單一策略。(4)單字能力組別內，亦發現十七個單一策略具有顯著的性別差異。大部份策略顯示女生運用的頻率較高。然而高分組男生使用聽英文廣播及想像單字畫面比高分組女生較頻繁，且中間組別的男生較女生常使用分析字根字首。(5)對男女生而言，發音及意思是學習單字中最難的兩部份。雙方在有效的策略上有所共識，但在無效果的策略上意見有些分歧。至於教師協助的需求方面，男生偏好動態的單字練習，女生則較喜歡靜態的學業練習。
最後，本研究建議教師應該(1)介紹學生更多元的單字策略，尤其是低成就的學生；(2)進行以策略為主的教學時，將性別差異納入考量；(3)就單字能力及性別差異的交互關係，進一步了解學生單字策略的偏好。		zh_TW
dc.description.abstract (摘要) This study investigated vocabulary proficiency and gender differences in English vocabulary learning strategies (VLS) used by junior high school students in Taipei. The goals were to (1) explore the differences in VLS use among three vocabulary scoring levels, (2) to investigate the frequencies use of VLS by male and female students, (3) to find out gender differences in VLS use, (4) to indentify gender difference in VLS use in terms of vocabulary scoring level, and (5) to illustrate the patterns of VLS use in gender perspectives.
A total of 203 junior high school students from an urban school in Taipei City were involved in the study. A vocabulary learning strategy questionnaire (VLSQ) and an English vocabulary proficiency test (EVPT) were administered as instruments. The former was used to elicit the self-report strategy use by the students and the latter was utilized to categorize the participants into three vocabulary levels. The data was analyzed by employing SPSS version 12.0, including descriptive analysis, one-way analysis of variance, and independent t-Tests.
A summary of the results are as follows. (1) The higher vocabulary level students belonged to, the more VLS they tended to apply, especially determination strategies, social strategies, memory strategies and metacognitvie strategies. (2) Both male and female students could be regarded as moderate users of VLS. Both groups favored determination strategies the most and metacognitive strategies the least. (3) Besides a significantly more frequent use of overall strategies, determination strategies, memory strategies and cognitive strategies, female students also tended to use more often individual strategies concerning grouping related words together, writing practice with study aids and auditory practice. (4) Significances found in each scoring group seemed to favor female students in strategy use, except three strategies, analyzed affixes and roots by the Intermediate-Scoring group, listening to English broadcast and image word’s meanings by the High-Scoring group. (5) To both genders, the most difficult aspects in learning vocabulary are pronunciation and meanings. As for the effectiveness of VLS, male and female students had the same opinions on the most five but thought slightly differently on the least five. Besides, sharing some similar needs for teachers’ assistance, male students preferred dynamic vocabulary activities but female students favored academic vocabulary practice.
The findings suggest teachers should (1) introduce a variety of VLS to students, particularly those of lower levels, (2) take gender differences into consideration when administering strategies-based instruction, and (3) be aware of students’ preferences of VLS use with both gender and vocabulary level perspectives.		en_US
dc.description.tableofcontents Acknowledgements iv
Table of Contents v
List of Tables ix
List of Figures xi
Chinese Abstract xii
English Abstract xiv

Chapters
1.Introduction 1
1.1 Background and Motivation 1
1.2 Purpose of the Study and Research Questions 4
1.3 Significance of the Study 5
1.4 Definitions of Terms 6
1.4.1 Vocabulary Proficiency 6
1.4.2 Vocabulary Learning Strategies 7
1.4.3 Gender 7

2. Literature Review 8
2.0 Introduction 8
2.1 Language Learning Strategies 9
2.1.1 Definitions and Features of Language Learning Strategies 9
2.1.2 Classification of Language Learning Strategies 10
2.2 Vocabulary Learning Strategies 13
2.2.1 Vocabulary Learning 14
2.2.2 Definitions of Vocabulary Learning Strategies 16
2.2.3 Classification of Vocabulary Learning Strategies 17
2.2.4 Factors Influencing Strategy Choice 20
2.3 Studies on Proficiency and Gender Differences on Strategy Use 22
2.3.1 Language Proficiency and Language Learning Strategies 23
2.3.2 Vocabulary Proficiency and Vocabulary Learning Strategies 23
2.3.3 Gender and Language Learning Strategies 25
2.3.4 Gender and Vocabulary Learning Strategies 27
2.4 Studies on Vocabulary Learning Strategies in Taiwan 29
2.4.1 Studies on College Students 29
2.4.2 Studies on Senior High School Students 30
2.4.3 Studies on Junior High School Students 31
2.4.4 Studies on Elementary School Students 32

3. Methodology 34
3.1 Participants 34
3.2 Instruments 35
3.2.1 English Vocabulary Proficiency Test (EVPT) 35
3.2.2 Vocabulary Learning Strategies Questionnaire (VLSQ) 36
3.2.3 Validity 39
3.3 Procedures 40
3.3.1 The Pilot Study 40
3.3.2 The Main Study 41
3.4 Data Analysis 41

4. Results 44
4.1 Vocabulary Level Differences of Vocabulary Strategy Use 44
4.1.1 Vocabulary Level and Use of Overall Strategy and Five Strategy Categories 45
4.1.2 Vocabulary Level and Individual Strategy Use 46
4.1.2.1 Determination Strategies 47
4.1.2.2 Social Strategies 48
4.1.2.3 Memory Strategies 50
4.1.2.4 Cognitive Strategies 53
4.1.2.5 Metacognitive Strategies 54
4.2 Use of Strategies by Male and Female Students 56
4.2.1 Use of Overall Strategy and Strategy Categories by Male and Female Students 56
4.2.2 Use of Individual Strategies by Male and Female Students 57
4.2.2.1 Frequencies of Determination Strategies by Male and Female Students 58
4.2.2.2 Frequencies of Social Strategies by Male and Female Students 59
4.2.2.3 Frequencies of Memory Strategies by Male and Female Students 60
4.2.2.4 Frequencies of Cognitive Strategies by Male and Female Students 62
4.2.2.5 Frequencies of Metacognitive Strategies by Male and Female Students 63
4.3 Gender Differences of Vocabulary Strategy Use 64
4.3.1 Comparison of Overall Strategy Use between Male and Female Students 64
4.3.2 Comparison of Individual Strategy Use between Male and Female Students 65
4.3.2.1 Determination Strategies 66
4.3.2.2 Social Strategies 66
4.3.2.3 Memory Strategies 67
4.3.2.4 Cognitive Strategies 70
4.3.2.5 Metacognitive Strategies 70
4.3.3 Conclusion of Strategy Use between Gender 72
4.4 Vocabulary Strategy Use between Gender and Vocabulary Level 73
4.4.1 Overall Strategy Use and the Five Strategy Categories 73
4.4.2 Individual Strategies 74
4.4.2.1 Determination Strategies 74
4.4.2.2 Social Strategies 76
4.4.2.3 Memory Strategies 77
4.4.2.4 Cognitive Strategies 80
4.4.2.5 Metacognitive Strategies 81
4.4.2.6 Summary of Individual Strategies with Gender Differences 83
4.5 Students’ Reflection on Strategy Use 86
4.5.1 Difficulties in Learning English Vocabulary 86
4.5.2 Effectiveness of Vocabulary Learning Strategies 87
4.5.2.1 Five Most Effective Strategies 87
4.5.2.2 Five Least Effective Strategies 89
4.5.3 Vocabulary Learning Strategies Found by Students 92
4.5.4 Needs for Teachers’ Assistance 93

5. Discussion 95
5.1 Vocabulary Level Differences of Vocabulary Strategy Use 95
5.1.1 Vocabulary Level and the Use of Overall Strategy and the Five Strategy Categories 96
5.1.2 Vocabulary Level and Individual Strategy Use 97
5.1.2.1 Determination Strategies 97
5.1.2.2 Social Strategies 99
5.1.2.3 Memory Strategies 100
5.1.2.4 Metacognitive Strategies 102
5.1.2.5 Cognitive Strategies 103
5.1.3 Comparison between the Present Study and Cheng’s (2006) Study 104
5.2 Use of Strategies by Male and Female Students 105
5.2.1 Use of Overall Strategy and Strategy Categories by Male and Female Students 106
5.2.2 Use of Individual Strategies by Male and Female Students 107
5.2.2.1 Frequencies of Determination Strategies by Male and Female Students 107
5.2.2.2 Frequencies of Cognitive Strategies by Male and Female Students 109
5.2.2.3 Frequencies of Memory Strategies by Male and Female Students 111
5.2.2.4 Frequencies of Social Strategies by Male and Female Students 113

5.2.2.5 Frequencies of Metacognitive Strategies by Male and Female Students 115
5.3 Gender Differences of Vocabulary Strategy Use 117
5.3.1 Gender Differences on the Use of Overall Strategy and Strategy Categories 117
5.3.1.1 Strategy Categories with Gender Differences 118
5.3.1.2 Strategy Categories without Gender Differences 119
5.3.2 Gender Differences on Individual Strategy Use 120
5.3.2.1 Grouping Related Words 121
5.3.2.2 Writing Practice with Study Aids 122
5.3.2.3 Auditory Practice 122
5.3.2.4 Study and Practice Meaning in a Group 123
5.3.2.5 Bilingualized Dictionary and Use New Word in Sentences 124
5.3.2.6 Use Physical Action When Learning a Word 124
5.4 Vocabulary Strategy Use, Gender Differences and Vocabulary Level 125
5.4.1 Overall Strategy Use and Cognitive Strategy Use 125
5.4.2 Seventeen Individual Strategies 126
5.4.2.1 Gender Differences in Each Vocabulary Level 126
5.4.2.2 Strategies with a Higher Significant Level 127
5.4.2.3 Strategies in Favor of Male Students 129
5.5 Students’ Reflection on Strategy Use 130
5.5.1 Difficulties in Learning English Vocabulary 131
5.5.2 Effectiveness of Vocabulary Learning Strategies 133
5.5.3 Vocabulary Learning Strategies Found by Students 134
5.5.4 Needs for Teachers’ Assistance 135

6. Conclusion 138
6.1 Summary of the Major Findings 138
6.2 Pedagogical Implications 143
6.3 Limitations of the Present Study and Suggestions for Further Research 144

References 146

APPENDIX A: Schmitt’s Taxonomy of Vocabulary Learning Strategies 152
APPENDIX B: Vocabulary Learning Strategies Questionnaire 154
APPENDIX C: English Vocabulary Proficiency Test 159
APPENDIX D: List of Strategies Found by the Participants 161		zh_TW
dc.format.extent 583029 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/#G0097951007en_US
dc.subject (關鍵詞) 單字能力zh_TW
dc.subject (關鍵詞) 單字策略zh_TW
dc.subject (關鍵詞) 性別zh_TW
dc.subject (關鍵詞) vocabulary proficiencyen_US
dc.subject (關鍵詞) vocabulary learning strategiesen_US
dc.subject (關鍵詞) genderen_US
dc.title (題名) 台北市國中生單字能力及性別在單字策略使用上的差異之研究zh_TW
dc.title (題名) A study of vocabulary proficiency and gender differences in english vocabulary learning strategies used by junior high school students in Taipeien_US
dc.type (資料類型) thesisen
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