Technology-Enhanced Strategy Use for Second Language Vocabulary Acquisition_

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題名：	Technology-Enhanced Strategy Use for Second Language Vocabulary Acquisition
書刊名：	英語教學
作者：	劉雪蕊／籃玉如／江堅肯
作者(外文)：	Liu, Sarah H. J.／Lan, Yu-ju／Jenkins, John R.
出版日期：	2014
卷期：	38:2
頁次：	頁105-132
主題關鍵詞：	科技輔助字彙學習策略平臺；第二語言或外語；字彙學習策略使用；Technology-enhanced strategy use；English as a foreign or second language；Vocabulary learning strategy use
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:25

過去許多實證研究與相關文獻證實，字彙能力是影響第二語言或外語溝通能力的主要因素之一。近年來，多媒體科技與電腦輔助語言學習觸角已逐漸延伸到第二語言與外語的學習，其主要目的不外乎是想提升外語學習者的學習成效。本研究設計開發一套系統－輔助字彙學習策略平臺（TESU），提供多樣化與人性化的字彙學習，包括十二種不同字彙學習策略與五種平臺內的系統學習工具，如「註記」與「心智圖」等，能讓學習者在課餘時間使用該平臺學習英文單字，希望學生使用平臺內的策略與工具，將所學的英文單字作內化深層處理（deeper processing），促進自發性的學習，以提升學習者的字彙能力。本研究旨在探討該平臺對國小學童英文單字學習成效之影響，參與者為臺北市某市立國小六年級的學生，共47位學生，兩班隨機分派至實驗組與控制組。實驗前，學生接受線上單字前測，測試結果發現兩組學生表現並無顯著差異。實驗後，兩組學生接受線上單字後測與單字書寫回想測試，結果發現實驗組表現優於控制組，獨立樣本t考驗數據達到顯著性的差異（p ＜ .05）。除此之外，本研究調查結果證實，使用此科技輔助字彙學習平臺不僅有效幫助學習者習得新的單字，而且可利用該平臺蒐集學習者的字彙策略使用數據。再則，經由本研究證實得知，此科技輔助字彙學習平臺可鼓勵國小學童練習一些顯少使用的字彙學習策略，如「關鍵字」。

以文找文

Research interest in second or foreign language (L2 or FL) vocabulary learning has been extended to encompass the field of computer-assisted language learning (CALL) in an attempt to improve competence in communication. In this study, a technology-enhanced strategy use (TESU) system was designed to engage L2 learners in the deeper processing of vocabulary while learning new lexical items. TESU enables learners to employ a range of available vocabulary learning strategies (e.g., keyword strategy), as well as e-tools (e.g., drawing and mind mapping) provided in the TESU system to practice English vocabulary outside of the classroom. The purpose of this study was to examine the impact of the prototype TESU system on the young learners' vocabulary gain. Two intact classes of 47 sixth graders were randomly assigned as the experimental and control groups. The instruments used included an online vocabulary pre-test administered prior to the treatments, and an online vocabulary post-test as well as a written recall test following the treatments. The preliminary results derived from the Independent-samples t-test indicated that the experimental group performed better than the control group in terms of vocabulary gain as the post-test and the vocabulary written recall reached a level of significance (p ＜ .05). The findings also demonstrate the feasibility of utilizing the TESU system to learn new vocabulary and to collect data concerning the learners' vocabulary strategy use. Furthermore, this study provides evidence that the TESU system can encourage students to practice some useful but infrequently-employed strategies (e.g., the mnemonic keyword method).

以文找文

期刊論文
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會議論文
1.	Gu, Yongqi(1994)。Vocabulary learning strategies of good and poor Chinese EFL learners。The Annual Meeting of the Teachers of English to Speakers of Other Languages (28th)。Baltimore, MD。

圖書
1.	Takač, V. Pavicic(2008)。Vocabulary learning strategies and foreign language acquisition。Clevedon：Multilingual Matters LTD。
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單篇論文
1.	Cohen, A. D.，Weaver, S. J.，Li, T.-Y.(1995)。The impact of strategiesbased instruction on speaking a foreign language(No. ED394322)。

其他
1.	Lengkanawati, S. N.(2004)。How learners from different cultural backgrounds learn a foreign language，http://www.asian-efl-journal.com/04_nsl.php， 2010/06/20。

圖書論文
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6.	Zhao, Y.、Lai, C.(2008)。Technology and second language learning: Promises and problems。Technology-mediated learning environments for young English learners: Connections in and out of school。New York：Erlbaum。
7.	Nagy, W.(1997)。On the role of context in first- and second-language vocabulary learning。Vocabulary: Description, acquisition, and pedagogy。Cambridge：Cambridge University Press。

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