字詞搭配教學對臺灣國中學生字詞搭配能力發展之效益研究_

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題名：	字詞搭配教學對臺灣國中學生字詞搭配能力發展之效益研究
作者：	劉玫芳
作者(外文)：	Mei-fang Liu
校院名稱：	國立高雄師範大學
系所名稱：	英語學系
指導教授：	林秀春
學位類別：	博士
出版日期：	2013
主題關鍵詞：	搭配詞；搭配詞教學；國中生；collocation；collocation instruction；junior high school students
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:0 點閱:5

字詞搭配教學應該受到更多重視，因為它能幫助學習者培養全方位的語言能力，達到像母語人士一樣的流利程度。本研究旨在調查字詞搭配教學對於增進不同程度國中生的搭配詞能力之效益。
共有一百位九年級生參與了本研究。在學生接受十二週搭配詞教學前，首先填寫了調查他們搭配詞先備知識的問卷(一)，再考了搭配詞測驗(一)，並依成績分成(低、中、高)三組。接著考了搭配詞測驗(二)，然後接受搭配詞教學。教學結束後，再考一次搭配詞測驗(二)，藉此檢視搭配詞教學的成效。一個月後，學生再考搭配詞測驗(三)，以此評估教學效果的持久性。最後，他們填寫問卷(二)，提供對於搭配詞教學的心得感想。
以上問卷及測驗經過統計分析後，得到的研究發現如下：
1. 接受搭配詞教學前，學生從未聽過「搭配詞」這個名詞或用過搭配詞字典。
2. 接受搭配詞教學前，學生搭配詞測驗(一)的成績不理想。平均分數只有35.47分(滿分為60分)。
3. 搭配詞測驗(二)的兩次考試結果證實呈正相關，三組學生成績均有進步，證明搭配詞教學確實有效果。
4. 搭配詞測驗(三)的考試結果顯示搭配詞教學對高分組和中間組有持續的效果，但對低分組則無。
5. 三次搭配詞測驗結果顯示，搭配詞教學對高分組及中間組的成效是持久的，但對低分組的效果卻不持久。
6. 三組學生在接受搭配詞教學後都有進步，其中以高分組的表現最好，低分組的表現最不理想。
7. 問卷(二)的結果顯示，學生對搭配詞教學抱持肯定的態度。他們認為搭配詞課程增加了他們的單字學習能力。學完搭配詞課程後，他們更注意例句中的搭配字及中英文不相對應的搭配詞。
根據以上的結果，本研究提出以下建議。第一，英文老師本身必須深切明白
搭配詞教學的重要性，並積極充實搭配詞知識。第二，搭配詞教學應納入正式英語課程中。第三，應多加強近似字、輕動詞和中英文不相對應搭配詞之教學。第四，老師應多訓練學生使用搭配詞字典。第五，課本應該多提供有搭配詞的生字例句。
對未來的研究有幾點建議。第一，調查各類型搭配詞的難易度，作為老師進行搭配詞教學時的參考。第二，調查不同形式搭配詞練習對增進學生搭配詞能力的效益。第三，調查學生聽說讀寫能力與搭配詞教學之間的關係。

以文找文

Collocation instruction should be emphasized more for it plays a crucial part in developing learners’ overall language abilities and helping them reach native-like proficiency. This study aims to investigate the effects of collocation instruction on junior high school students with different proficiency levels.
One hundred ninth-graders participated in this study. Before they received the 12-week collocation instruction, they filled in Questionnaire 1, which investigated their prior knowledge of collocations. Next they took Collocation Test 1 and were then divided into three levels (high, middle, and low) based on their scores. Then they took Collocation Test 2 once before and once after the instruction so that the effects of it could be examined. A month after the instruction, they took Collocation Test 3, which assessed the retention of collocation competence. Finally, they took Questionnaire 2 to provide feedback on collocation instruction.
Based on the data analysis, the following conclusions were drawn.
1. Before receiving the collocation instruction, the participants had never heard of the term “collocation” or consulted any collocation dictionary.
2. Before the instruction, students’ performance of Test 1 was not satisfactory. The mean was only 35.47 (the full mark was 60).
3. The result of Test 2 was proved to be significant. All groups made considerable progress, which confirmed the effects of collocation instruction.
4. The result of Test 3 showed that HG (high-level group) and MG (middle-level group) retained the instruction effects, but LG (low-level group) did not.
5. Based on the results of the three collocation tests, collocation instruction was found to be effective for HG and MG. Although LG made progress right after the instruction, the effects did not seem to retain.
6. All three groups made improvement right after the instruction. HG made the most remarkable progress, and LG made the least.
7. The students’ feedback in Questionnaire 2 pointed out that they held a positive attitude towards collocation instruction. They agreed that it enhanced their ability to learn vocabulary. After it, they started to pay more attention to the collocates in the example sentences and the Chinese non-congruent English collocations.
The pedagogical implications are suggested as follows. First, English teachers should recognize the importance of collocation instruction and broaden their collocation knowledge. Second, collocation instruction should be incorporated into the regular English curriculum. Third, the collocations of synonyms, delexicalized verbs, and the L2 expressions without L1 equivalents should be stressed more. Fourth, teachers should train students to use collocation dictionaries. Fifth, textbooks should provide collocations in the example sentences of vocabulary words.
For future studies, first, it is recommended that future researchers focus on investigating the degrees of difficulty among the various types of collocations so that the difficult types can receive more attention in teaching. Second, it is suggested that future studies adopt various collocation exercises to examine their effects on students’ collocation competence. Third, the relationship between junior high school students’ four language skills and collocation instruction is worth investigating.

以文找文

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