從上下文推論字義教學對高職學生英文字彙學習之影響：個案研究

• Main Authors: 陳泠錡, Ling-chi Chen
• Language: 英文
• Published: 國立政治大學
• Subjects: 高職學生; 字彙學習; Vocational High Shcool Students; Vocabulary learning
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0089951006%22.

本研究旨在探討從上下文推論字義教學應用在高職英文字彙教學之效益。 本實驗之研究對象為台北縣某高職80位高二學生，所有的受試者依據其原班級，分為實驗及控制兩組，每組再依前一學年英文成績分為高分與低分兩組，實驗組接受推論字意教學法訓練，而控制組則採用傳統的字彙教學法。在教學實驗開始之前，所有的受試者均參加前測；教學實驗結束之後，所有的受試者再參加後測。前測與後測之題目相同，皆為Oxford的學習策略量表及Nation的單字程度測驗。教學時間每週20分鐘，共計12次，利用猜測字義測驗及文意字彙式短文測驗取得相關資料，各項資料經由次數分配、百分比、平均數、標準差、t考驗等統計分析探討學習成效，最後再對實驗組施以問卷調查，以期了解他們對從上下文推論字義教學之回應。 本研究的結果摘要如下： 一､英文字彙教學實驗之後，除了控制組低分組外，其他受測學生的學習策略都有小幅的進步，惟對於實驗組低分組學生進步達顯著水準。 二､英文字彙教學實驗之後，所有的受測學生在單字程度測驗答對題數均有些微增加，高分組的進步的幅度高於低分組，惟對於實驗組高分組學生進步達顯著水準。 三､文意字彙式短文測驗的成績，控制組較實驗組高，惟對於實驗組低分組與控制組低分組的分數差異達顯著水準。 四､實驗組推論字義的能力與文意字彙式短文字彙測驗的成績，不論對高分組或低分組都呈現高度相關。 五､在60個推論字義的單字測驗當中，實驗組所選出來較難推論的單字，其詞類依序為副詞、形容詞、動詞、名詞。 六､經問卷調查分析，實驗組對於從上下文推論字義教學大部份傾向於正面的肯定。 最後，本文根據研究結果，提出英語教育學上之應用以及未來研究之建議。 === The purpose of this study is to explore two instructional methods on vocational high school students: word meanings inferred from context and word meanings learned from translation. To reach the research goal, the study assumes the quasi-experimental method, which includes the pretest and the posttest. The duration of this experimental teaching program is twelve weeks. A total of 80 sophomores coming from 2 classes at a vocational high school in northern Taiwan are involved in the study. One class is assigned as the experimental group, and the other one the control group. For further comparison, each group is divided into two proficiency subgroups, high and low, based on their English achievement scores in the last academic year. The experimental group receives “word meaning inferred from context” training while the control group is instructed in the traditional vocabulary teaching method. Oxford’s Strategy Inventory for Language Learning (SILL) and Nation’s Vocabulary Levels Test (VLT) are selected as the test items in both the pretest and the posttest. Data for analysis are collected from two sources. One is the subjects’ scores on SILL and VLT, word-inferring test and words-in-context test, and the other comes from the questionnaire regarding the experimental group’s feedbacks and reflections on vocabulary learning through inferring. The collected data are analyzed by frequency distribution, percentage, means, standard deviation, and t-test. The conclusions of the study are summarized as follows: 1. All the subjects make a little improvement after the experiment except the low achievers in the control group. The low achievers in the experimental group improve significantly in performance on language learning strategies. 2. Both the experimental group and the control group show certain progress in VLT. However, only the high achievers in the experimental group perform significantly better. 3. There exists a positive correlation between the subjects’ performance in word-inferring test and words-in-context test for the experimental group. 4. There is a significant difference in words-in-context test score between the low achievers in the experimental and those in the control group. 5. According to the responses of the experimental group, adverbs cause the heaviest learning burden, followed by adjectives, verbs, and nouns. 6. There is a fairly general agreement that the experimental group shows appreciation of the instruction. Further pedagogical implications and suggestions for future studies are provided at the end of the study.