Impacts of English Vocabulary Learning Strategy Instruction to 5th Grade Elementary School Students

• Main Authors: Chien Yu-ching (Annie), 簡玉卿
• Other Authors: Chen Chin-fen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/22373035075084150916

碩士 === 國立臺北教育大學 === 兒童英語教育研究所 === 94 === This study aimed to explore the effects of teaching English vocabulary learning strategies on the English vocabulary proficiency of 64 fifth-grade EFL classes at an elementary school in Xin-dian, Taipei County, and to verify the notion that English teachers should not only instruct students the linguistic knowledge but also introduce them the skills of learning it. Research subjects were assigned as the experimental and control groups randomly, the former receiving 8-week instruction of vocabulary learning strategies (VLS), while the latter receiving no VLS training. Data were collected through a pre-test, a post test, bi-weekly quizzes, questionnaire and interviews. The statistic data showed that the experimental group made more improvement than the control group in the post-test and the bi-weekly quizzes, whereas the differences were not yet of significant value. The t-tests statistics also showed that both the above- and below-average English proficiency students in the experimental group continuously made greater progress than those in the control group, which supports the idea that students with different proficiency levels can benefit from the VLS instructions. Data collected from the questionnaire and interviews indicated that the experimental group gave positive feedbacks to VLS, hoping to get more continuous VLS lessons. The research findings suggest that EFL teachers should help young EFL learners to develop their skills of learning English vocabulary by introducing a variety of VLS intentionally and explicitly. Incorporating VLS instruction into the syllabus and providing training seminars of VLS to English teachers are highly recommended.