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題名：單字學習活動專注量假設的結構比重之檢視
作者：蔡佳蓉 引用關係
作者(外文)：Chia-jung Tsai
校院名稱：國立彰化師範大學
系所名稱：英語學系
指導教授：黃聖慧 博士
學位類別：博士
出版日期：2014
主題關鍵詞：單字學習；單字記憶維持；單字活動專注量假設學說；單字活動設計；vocabulary learning；vocabulary retention；Task Involvement Load Hypothesis；vocabulary task design
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單字學習一直以來是研究的焦點。基於處理深度(depth of processing)與動機(motivation)的構思概念，Laufer與Hulstijn (2001)提出單字學習活動專注量假設學說。這個假說認為單字學習與記憶取決於一個單字學習活動所誘發的活動專注量。專注量的強弱取決於這個假說的結構元素：需求(need)、尋找(search)、評量(evaluation)。一個單字活動所引起的專注量越高，其所帶來的成效越好。然而，實證研究發現專注量越高的單字學習活動並未如同假設一般造成較好的單字學習與記憶維持。有些學者對於這個假說的個別結構元素是否真的相等抱持懷疑的態度。因此，這個研究重新檢視這個假說結構元素的比重，探討需求、尋找、評量以及其不同的組合是否對於單字學習與記憶有同樣的成效。
八個中級程度的大一英文班級共計252人參與這項研究。這八個班級被隨機指定完成一個單字學習活動。八個單字學習活動分別為：尋找、輕度需求、輕度評量、重度需求、重度評量、需求與尋找、尋找與評量，以及需求與評量。這個研究以單字知識量表(Vocabulary Knowledge Scale)作為前測、及時後測、與延後後測，並運用MANCOVA作為資料分析之統計工具。
研究結果顯示尋找比輕度需求以及輕度評量在單字學習與記憶維持上皆有較好的成效 (p < .05)。然而，當尋找與重度需求相較之下，雖然對於單字記憶維持並未造成顯著差異，重度需求對於單字學習仍較為有效 (p < .05)。重度需求在單字學習與記憶維持上也比重度評量較來得有成效 (p < .05)。此外，研究發現需求與評量單字學習活動以及需求與尋找單字學習活動的成效皆顯著的優於尋找與評量單字學習活動 (p < .05)。
這個研究發現單字活動專注量假說的結構元素並未如同假設一般有相同的比重。研究結果建議重度需求與尋找比其他結構元素或其組合在單字學習與記憶維持上有較為顯著的成效。因此，單字學習活動量假說的結構比重須重新調整；另外，單字活動設計者及教師可以將重度需求與尋找作為單字學習活動設計的核心要素。
Vocabulary learning has long been a focus area of research. Building on the conception of depth of processing and motivation, Laufer and Hulstijn (2001) proposed the Task Involvement Load Hypothesis which assumes that vocabulary learning and retention are dependent on a task’s involvement-induced load, which is determined by the constructs of the hypothesis: need, search, evaluation. A task which entails higher involvement load is claimed to be more effective than a task which induces lower involvement load. However, several empirical studies have found that tasks with higher involvement load do not lead to better vocabulary learning and retention as predicted by the hypothesis. Some researchers questioned whether the constructs of the hypothesis should be equally weighed. This study thus revisited the construct weights by exploring whether need, search, and evaluation alone, and their different combinations were equally effective for vocabulary learning and retention.
Eight intact freshman English classes with a total of 252 intermediate learners were randomly assigned to complete search task, moderate need task, moderate evaluation task, strong need task, strong evaluation task, need plus search task, search plus evaluation task, or need plus evaluation task. The Vocabulary Knowledge Scale (VKS) was administered to the groups as a pretest, immediate posttest, and delayed posttest. MANCOVA was the statistical measure applied for the analysis of the data.
The results exhibited search to be more effective than moderate need and moderate evaluation on both vocabulary learning and retention (p < .05). However, search became inferior when compared with strong need on immediate vocabulary learning (p < .05) although the effectiveness of search and strong need was not significantly different in terms of vocabulary retention. Strong need also brought about better effects than strong evaluation on both vocabulary learning and retention (p < .05). In addition, need plus evaluation and need plus search seemed to evoke superior effect than search plus evaluation (p < .05).
The findings indicate that the weighing of the involvement constructs is not the same. Strong need and search alone tend to induce a more powerful effect than moderate need, moderate evaluation, strong evaluation, need plus search, search plus evaluation, and need plus evaluation. Strong need as well as search appear to weigh greater than the others for successful vocabulary learning and retention. As a result, the weighing of the Task Involvement Load constructs requires adjustment, and vocabulary task designers or instructors can incorporate search and/or strong need as the core element in vocabulary task design.
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