Effects of Explicit English-Collocation Instruction and Vocabulary-Learning Motivation on L2 Collocation and Reading-Recall Performances_

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題名：	Effects of Explicit English-Collocation Instruction and Vocabulary-Learning Motivation on L2 Collocation and Reading-Recall Performances
書刊名：	英語教學
作者：	林明佳／Kai Schnabel Cortina
作者(外文)：	Lin, Ming-chia
出版日期：	2014
卷期：	38:1
頁次：	頁91-128
主題關鍵詞：	直接的英語搭配詞教學；單字學習動機；含有搭配詞的閱讀回憶；Explicit English-collocation instruction；Vocabulary-learning motivation；Recall with the collocations；RC
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:1 點閱:119

本研究旨在探討兩週的直接搭配詞教學、單字學習動機對臺灣非英語系大學生的英語搭配詞表現及含有搭配詞的閱讀回憶之影響。我們先實施英語閱讀能力測驗、兩份單字自我檢核的測驗、英語單字學習動機的問卷。接著實施兩週的實驗：單字相關的教學，搭配詞測驗，英文文本閱讀，中文的閱讀回憶。實驗組（25人）接受13個搭配詞的直接教學，控制組（25人）則接受搭配詞中每個實詞的直接教學。資料分析採用多變項變異數分析，以週數為重複量數、組別、單字學習動機為自變項，又以閱讀能力測驗表現、兩次不含有搭配詞的閱讀回憶表現為共變項。結果顯示，整體的單字相關教學的週數、分組變項有交互作用（η^2 = 0.181）。明確的交互作用（週數、分組變項）則出現在含有搭配詞的閱讀回憶之中（η^2 = 0.172），顯示實驗組閱讀回憶的跨週表現比控制組好。此發現驗證了跨週的搭配詞直接教學對學生英語閱讀發展的成效，也支持此種教學法的可行性。

以文找文

The aim of the study is to investigate the interrelations between the weekly effect of vocabulary-related instruction and the effects of explicit collocation instruction and motivation on second language (L2) collocation performance and recall with collocations (RC) of non-English major undergraduates in Taiwan. The experiment administered a reading-proficiency test, L2 vocabulary-learning motivation questionnaire, and 2 self-check vocabulary tests over 3 weeks. Then, the experiment delivered a 2-week treatment: Vocabulary-related instruction, collocation test, text-reading, and reading-recall in L1. The experimental group (n = 25) received explicit instruction on 13 collocations, while the control (n = 25) received explicit instruction on each content word of the collocations. Data-analysis was performed using a three-way multivariate analysis of variance that entailed a repeated measure of week and 2 independent variables (i.e., group, motivation), alongside 3 covariates (i.e., reading-comprehension test, 2 recalls without the collocations). The results showed an overall interaction effect of weekly treatment and group on the combination of Collocation tests and RCs (η^2 = 0.181), and a specific interaction effect of week and group solely on RCs (η^2 = 0.172), suggesting the experimental group outperformed the control in RC increase. The findings confirm effectiveness of explicit collocation instruction, and support the feasibility of tailoring the instruction over several weeks to facilitate L2 reading development.

以文找文

期刊論文
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4.	Futagi, Y.、Deane, P.、Chodorow, M.、Tetreault, J.(2008)。A computational approach to detecting collocation errors in the writing of non-native speakers of English。Computer Assisted Language Learning，21(4)，353-367。
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8.	林玉萍(20090300)。Enhancing EFL Learners' English Reading Proficiency through Collocation Instruction。英語教學，33(1)，37-71。
9.	Tempelaar, D. T.、van der Loeff, Schim S.、Gijselaers, W. H.、Nijhuis, J. F. H.(2011)。On subject variations in achievement motivations: A study in business subjects。Research in Higher Education，52，395-419。
10.	Tseng, W.(2008)。Toward a model of motivated vocabulary learning: A structural equation modeling approach。Language Learning，58，357-400。
11.	Webb, S.、Kagimoto, E.(2009)。The effects of vocabulary learning on collocation and meaning。TESOL Quarterly，43(1)，55-77。
12.	Yeh, Y.、Liou, H. C.、Li, Y. H.(2007)。Online synonym materialsand concordancing for EFL college writing。Computer Assisted Language Learning，20，131-152。
13.	葉由俐、劉顯親、游雅婷(20070300)。The Influence of Automatic Essay Evaluation and Bilingual Concordancing on EFL Students' Writing。英語教學，31(1)，117-160。
14.	Tempelaar, D. T.、Gijselaers, W. H.、van der Loeff, Schim S.、Nijhuis, J. F. H.(200701)。A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas。Contemporary Educational Psychology，32(1)，105-131。
15.	Lee, J. F.(1986)。On the Use of the Recall Task to Measure L2 Reading Comprehension。Studies in Second Language Acquisition，8，201-211。
16.	Hsu, J. Y.(2010)。The effects of collocation instruction on the reading comprehension and vocabulary learning of Taiwanese college English majors。The Asian EFL Journal，12(1)，47-87。
17.	Hunt, A.、Beglar, D.(2005)。A framework for developing EFL reading vocabulary。Reading in a Foreign Language，17(1)，23-59。
18.	Kennedy, G.(2003)。Amplifier Collocations in the British National Corpus: Implications for English Language Teaching。TESOL Quarterly，37(3)，467-487。
19.	Eccles, Jacquelynne S.、Wigfield, Allan(2002)。Motivational Beliefs, Values, and Goals。Annual Review of Psychology，53(1)，109-132。
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學位論文
1.	Lien, H. Y.(2003)。The Effects of Collocation Instruction on the Reading Comprehension of Taiwanese College Students(博士論文)。Indiana University of Pennsylvania。

圖書
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10.	Nation, I. S. Paul(2001)。Learning Vocabulary in Another Language。Cambridge University Press。

其他
1.	Flesch-Kincaid readability tests，http://en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_test， 2013/01/05。
2.	Lexical profile，http://www.lextutor.ca/vp/eng/， 2013/01/05。

圖書論文
1.	Moon, R.(1997)。Vocabulary connections: Multi-word items in English。Vocabulary: Description, acquisition, and pedagogy。Cambridge：Cambridge University Press。
2.	Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviours。Achievement and achievement motives: psychological and sociological approaches。San Francisco, CA：W. H. Freeman。
3.	Nattinger, J. R.(1988)。Some current trends in vocabulary teaching。Vocabulary and language teaching。London：Longman。

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