詞彙學習策略教學對英語學習低成就者詞彙學習策略使用、詞彙保留和閱讀理解的影響_

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題名：	詞彙學習策略教學對英語學習低成就者詞彙學習策略使用、詞彙保留和閱讀理解的影響
作者：	廖恩慧
作者(外文)：	LIAO, EN-HUI
校院名稱：	國立高雄師範大學
系所名稱：	英語學系
指導教授：	石素錦
學位類別：	博士
出版日期：	2024
主題關鍵詞：	詞彙學習策略；群集；語詞結構；詞彙學習；詞彙保留；閱讀理解；vocabulary learning strategy；clustering；word-parts；vocabulary learning；vocabulary retention；reading comprehension
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:1

本研究旨在探討詞彙學習策略教學對於低成就英語學習者在學習英語詞彙時對於詞彙策略應用、詞彙保留和閱讀理解的影響。本研究著重於詞彙學習策略教學對於學生在策略使用上的改變及其對詞彙留存與閱讀理解能力的提升。本研究採用了兩種字彙學習策略教學方法: 字彙群集策略和語詞結構分析策略。研究對象為108名就讀於南部一所私立科技大學的大一學生，分別分布於3個大一英文課程班級。其中兩個班級為實驗組，分別接受詞彙群集策略和語詞結構分析策略教學。另一個班級為研究中的對照組，接受一般英語教學。研究測量工具包括: 詞彙學習策略問卷、閱讀理解測驗、詞彙量、單元詞彙知識測驗和單元詞彙測驗。參與者在研究開始及結束後均填寫問卷並在過程中參與相關測驗。研究者針對所收集資料進行數據分析。
具體來說，本研究探究詞彙學習策略教學對於改變策略應用行為的影響以及策略教學對於詞彙保留和閱讀理解提升的效果。此論文探討了兩種策略對於三個依變數的影響並比較兩種策略教學影響力的差異。所收集資料經由統計分析了解策略教學對於英語學習成就學習者在策略使用、詞彙保留和閱讀理解方面是否有正面影響及幫助。本研究的主要結果概括如下:
1.詞彙學習策略教學改變了英語學習低成就者的策略使用行為。策略教學為學習者提供了詞彙策略的背景知識和練習使用策略的機會。詞彙學習策略教學與活動提高了學習者在詞彙學習上使用策略的頻率。
2.兩種聚焦策略教學，詞彙群集策略和語詞結構分析策略，均有效地促進詞彙學習策略的使用。然而，詞彙群集策略教學更有效提升整體策略的使用，而詞彙結構分析策略教學僅提升判斷類及社會類別中的學習策略的使用頻率。
3.詞彙策略教學有益英語學習低成就者的詞彙保留。策略使用的強化與練習啟動學習者的策略性學習認知模式，使他們更加關注詞彙學習。
4.隨著詞彙學習的進步，學習者的閱讀能力也有所提升。學生不僅在詞彙學習方面有所進步，還能夠在閱讀中運用策略來推測未知單詞的意思，如通過參考上下文，利用已知單詞的語義、句法或詞彙相關知識進行推斷和分析。
根據研究結果，本論文在理論及教學上具有以下貢獻。首先，本研究明確驗證詞彙學習策略教學能積極影響英語低成就學習者的詞彙學習策略使用，了解策略教學如何影響策略使用行為和詞彙表現的變化。其次，本研究突顯了詞彙群集策略和語詞結構分析策略教學對於英語學習低成就者詞彙學習的有效益助。在以往研究發現，英語學習高成就者偏好群集策略，且相較於群集策略，學者們多認為語詞結構分析策略應能更有利於幫助低成就學習者的詞彙學習。然而，此研究結果支持了詞彙群集策略對學習低成就者的正面影響。第三，此研究探討了策略學習教學對詞彙學習的影響，並將其影響與閱讀理解能力進行串聯性討論。本研究發現詞彙學習策略教學在詞彙留存和閱讀理解方面有連續性的影響。此研究支持了詞彙學習策略指導對於英語學習低成就者的策略使用行為、詞彙保留和閱讀理解方面的有效幫助。

以文找文

This dissertation aimed to explore the impact of vocabulary strategy-focused instruction on low-proficient EFL learners’ strategy use, vocabulary retention, and reading comprehension. It focused on the instructions’ emphasis: a vocabulary learning strategies with learners’ vocabulary learning performances. The instructions focusing on clustering and word-parts methods were the two instructional variables in the study. The participants were 108 university students enrolled in three Freshman English classes at a private technology university in Southern Taiwan. Two classes were assigned as experimental groups, receiving instructions with specific strategy focuses, cluster-mapping, and word-parts. The other class served as a control group in the study. Measurements used to examine the effects of the instructions include a vocabulary learning strategy questionnaire, reading comprehension test, vocabulary size, unit vocabulary knowledge tests, and unit vocabulary tests. The participants responded to the questionnaire and took the tests prior to and after the intervention. The data collected were analyzed.
To be specific, the dissertation investigated the feasibility of vocabulary learning strategy instructions on behavior change and the effects of instructions on vocabulary retention and reading comprehension. It also probed into the different impacts of the two strategy-focused instructions on the three dependent variables. Collected data related to the above variables were analyzed using statistical measures to understand the instructions’ effectiveness in promoting strategy use, vocabulary retention, and reading comprehension. The findings of the results of the statistical analyses are summarized below.
1.The instructions focusing on vocabulary learning strategies change the strategy use behavior of EFL low-proficient learners. The instruction provided learners with background knowledge of vocabulary strategies and opportunities for practicing using the strategies. The instructions and activities for vocabulary learning promoted frequent strategy use.
2.The two specific strategy-focused instructions, cluster-mapping and word-parts, are both effective in promoting strategy use for vocabulary learning. However, cluster-mapping instruction promotes the use of overall strategies in vocabulary learning, while word-part instruction is only effective in promoting strategies in determination and social categories.
3.The instructions benefit low-proficient learners’ vocabulary retention. The improvements resulted from the reinforcement of strategy employment training that cognitively enhanced the strategy use. When learners’ strategic learning schemata were activated, they would be more attentive to vocabulary learning.
4.With the gains in vocabulary learning, learners’ reading proficiency also improved. They not only remember words effectively but also become more capable of using strategy in reading. They could refer to the strategies to guess meanings from contexts, referring known meaning to unknown meaning (semantically, syntactically, or lexically).

Based on the findings, this dissertation may have the following contributions.
First, the study provides evidence that explicit vocabulary learning strategy instruction can positively impact low-proficient EFL learners’ strategy use for vocabulary learning. It examined how instruction affected changes in strategy behaviors and vocabulary performance. Second, the study highlights the promising effects of cluster-mapping over word-parts instructions for vocabulary learning by low-achievers. In prior studies, both strategies were found effective for L2 vocabulary learning, where high-proficient learners favor cluster mapping while word part has been suggested as effective for low-achievers. However, the results of this study support the positive impact of clustering methods for low-achievers in L2 vocabulary learning. Third, the study explored the effects of strategy instruction on vocabulary learning and examined its relation to reading comprehension. It investigated the instruction training in promoting vocabulary learning and reading comprehension on a continuum. The study supports explicit VLS instruction’s efficacy in low-achieving EFL learners’ strategy behaviors, word retention, and reading comprehension.

以文找文

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