A study on lexical ambiguity comprehension measured with ERP and learning strategies of college students in Taiwan

• Main Authors: Huang-Yu Kao, 高凰喻
• Other Authors: Ching-Ching Lu
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/27561381616442191638

碩士 === 國立新竹教育大學 === 臺灣語言與語文教育研究所 === 104 === This study was aimed to explore the relationship between the abilities of lexical ambiguity comprehension and language learning strategies used by the college students in Taiwan, a context of learning English as a foreign language. The comprehension abilities of the students were measured with the event-related potentials, due to the precise temporal resolution of electrophysiological recording. There were 24 college students who participated the ERP experiment and completed the questionnaires about language learning strategies in this study. The participants were divided into two groups, H and L, by their abilities of lexical ambiguity comprehension, measured in the ERP experiment. The results showed that the H group used more cognitive, meta-cognitive and social strategies than the L group. And there were statistically significant differences in the use of these strategies as auditory representation, direct attention, imagery, resourcing, self-evaluation, using keyword, and translation strategies between the two groups. Based on the findings, this study suggested that educators could help learners be aware of using English learning strategies for comprehending lexical ambiguities properly, and the learners could adjust their own English learning strategies for enhancing their command of lexical ambiguities. Key words: lexical ambiguity, comprehension, language learning strategies