資料載入處理中...
臺灣人文及社會科學引文索引資料庫系統
:::
網站導覽
國圖首頁
聯絡我們
操作說明
English
行動版
(3.147.47.166)
登入
字型:
**字體大小變更功能,需開啟瀏覽器的JAVASCRIPT,如您的瀏覽器不支援,
IE6請利用鍵盤按住ALT鍵 + V → X → (G)最大(L)較大(M)中(S)較小(A)小,來選擇適合您的文字大小,
如為IE7以上、Firefoxy或Chrome瀏覽器則可利用鍵盤 Ctrl + (+)放大 (-)縮小來改變字型大小。
來源文獻查詢
引文查詢
瀏覽查詢
作者權威檔
引用/點閱統計
我的研究室
資料庫說明
相關網站
來源文獻查詢
/
簡易查詢
/
查詢結果列表
/
詳目列表
:::
詳目顯示
第 1 筆 / 總合 1 筆
/1
頁
來源文獻資料
摘要
外文摘要
引文資料
題名:
On the MOE List of 2,000 Common English Words for Elementary and Junior High School Students: Problems and Suggestions
書刊名:
教育政策論壇
作者:
賴秋月
作者(外文):
Lai, Chiu-yueh
出版日期:
2018
卷期:
21:1=65
頁次:
頁117-154
主題關鍵詞:
語言學習
;
教育部國民中小學2,000常用英文字詞表
;
詞彙
;
字詞表
;
English vocabulary profile
;
Language learning
;
The MOE List of 2,000 Common English Words for Elementary and Junior High School Students
;
Vocabulary
;
Wordlist
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:3
教育部於2008年公布的「國民中小學2,000常用英文字詞表」(以下簡稱「字詞表」)係國民中小學英語教育的重要依據。惟從字彙學習的角度來看,「字詞表」上的字詞無法教、無法學的比比皆是。問題的癥結在於,「字詞表」對於字詞的編列無法反映字詞複雜的本質。常用字詞多為複雜字詞,學習者對於複雜字詞的學習不可能一步到位,而需抽絲剝繭式地循序漸進學習。本研究參考English Vocabulary Profile(EVP)對於字詞的編製理念和作法,對「字詞表」提出改進建議。EVP對於複雜的字詞,依據其詞義分列到一至六個等級中。針對個別字詞,初階學習者會清楚知道應該學習該字詞的哪些詞義,中階和高階學習者亦然,個別字詞的學習因而是長期逐漸累積和加深的過程。反之,「字詞表」中的字詞都僅按字母順序列出,對於複雜的字詞,並無標示其個別詞性或詞義,遑論對個別詞義標示級別。「十二年國教」實施在即,建議「字詞表」依據EVP做相關修訂,俾利國民中小學英語教科書編輯,亦俾利高中英語教科書銜接。
以文找文
In 2008 the Ministry of Education of Taiwan released its List of 2,000 Common English Words for Elementary and Junior High School Students (hereafter referred to as the Wordlist). Since then, the Wordlist has served as an authoritative guide to the choice of words for elementary and junior high school English textbooks and English test items on the Basic Competence Test for Junior High School Students (now known as the Comprehensive Assessment Program for Junior High School Students). Items on the Wordlist, though of great importance to learners, teachers, teacher trainers, researchers, curriculum developers, materials writers, and exam setters, are unfortunately not all learnable or teachable from a pedagogical perspective. The crux of the problem lies in the way words are structured on the Wordlist, which fails to reflect the complex nature of words, especially those of high frequency. Learning words in a second language is a gradual, long-term, and cumulative process. Common words are often complex, with multiple parts of speech and meanings. Beginning learners should not be expected to learn everything about a high-frequency word when the word is first taught. This study proposes to improve the Wordlist, which is a static listing of words, by following the English Vocabulary Profile (hereafter referred to as the EVP)-an innovative online resource that provides a fully interactive database. On the EVP, a word of multiple parts of speech or meanings is treated as a composite of constituents of six designated levels instead of being treated as a unitary whole with no specified constituents. Beginning learners who use the EVP are clear which part(s) of speech and which meaning(s) of a given word are suitable for them to learn; the same applies to intermediate and advanced learners. This allows learners to acquire complex vocabulary, not all at once, but gradually and cumulatively. In contrast, Wordlist items, whether simple or complex, are merely listed alphabetically from A to Z. No specifications for item part(s) of speech or meaning(s) are provided. For example, lie is merely listed under L, and right under R. This seems to imply that the Wordlist’s target users (elementary and junior high school students, i.e., basic users of English) are expected to know everything about these two words. This is certainly an unreasonable expectation, considering that both lie, which is actually two words, and right, which has five parts of speech with multiple meanings for each, are complex words. But, if target learners of the Wordlist are not expected to know everything about the two words, what meanings and uses of the two words are they expected to know? Users of the Wordlist should not have to deal with such questions. Rather, the responsibility for answering this question rests with the provider of the Wordlist. This paper demonstrates that by referring to the structure of a wordlist entry in the EVP, the Wordlist can make it easier for its target learners to discover exactly which meanings of lie and right they need to know. With the expansion of compulsory education through high school scheduled to begin in 2019, there is an urgent need for a revised version of the Wordlist.
以文找文
期刊論文
1.
Capel, A.(2010)。A1-B2 vocabulary: insights and issues arising from the English Profile Wordlists project。English Profile Journal,1(1),1-11, e3。
2.
Qian, David D.(1999)。Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension。The Canadian Modern Language Review,56(2),282-308。
3.
Ordonez, C. L.、Carlo, M. S.、Snow, C. E.、Mclaughlin, B.(2002)。Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer?。Journal of Educational Psychology,94(4),719-728。
4.
Capel, A.(2012)。Completing the English vocabulary profile: Cl and C2 vocabulary。English Profile Journal,3(1),1-14, e1。
5.
Choi, H. Y.(2009)。Effects of depth and breadth of vocabulary knowledge on English reading comprehension among Korean high school students。Language Research,49(2),419-452。
6.
Halliday, M. A. K.(1966)。Lexis as a linguistic level。Journal of Linguistics,2(1),57-67。
7.
Hatami, S.、Tavakoli, M.(2012)。The role of depth versus breadth of vocabulary knowledge in success and ease in L2 lexical inferencing。TESL Canada Journal / Revue TESL du Canada,30(1),1-21。
8.
Marzban, A.、Hadipour, R.(2012)。Depth versus breadth of vocabulary knowledge: Assessing their roles in Iranian intermediate EFL students' lexical inferencing success through reading。Procedia--Social and Behavioral Sciences,46,5296-5300。
9.
Moinzadeh, A.、Moslehpour, R.(2012)。Depth and breadth of vocabulary knowledge: Which really matters in reading comprehension of Iranian EFL learners?。Journal of Language Teaching and Research,3(5),1015-1026。
10.
Shen, Z.(2008)。The roles of depth and breadth of vocabulary knowledge in EFL reading performance。Asian Social Science,4(12),135-137。
11.
Rashidi, N. S.、Khosravi, N.(2010)。Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension of Iranian EFL learners。Journal of Pan-Pacific Association of Applied Linguistics,14(1),81-108。
學位論文
1.
Lee, H.-Y.(2016)。A preliminary study of Taiwan MOE's 2008 list of common English words for elementary and junior high school students(碩士論文)。National Chi Nan University,Nantou。
圖書
1.
West, Michael P.(1953)。A general service list of English words, with semantic frequencies and a supplementary word-list for the writing of popular science and technology。London:Longman。
2.
Folse, K. S.(2004)。Vocabulary myths: Applying second language research to classroom teaching。Ann Arbor, MI:University of Michigan Press。
3.
Ur, P.(2012)。A course in English language teaching。Cambridge:Cambridge University Press。
4.
Firth, John Rupert(1957)。Papers in linguistics, 1934-1951。Oxford University Press。
5.
Council of Europe(2001)。Common European framework of reference for languages: Learning, teaching, assessment。Cambridge University Press。
6.
Carter, R.(2012)。Vocabulary: Applied linguistic perspectives。New York, NY:Routledge。
7.
Benson, M.、Benson, E.、Ilson, R.(1997)。The BBI dictionary of English word combinations。Amsterdam:John Benjamins。
8.
Davies, M.、Gardner, D.(2010)。A frequency dictionary of contemporary American English: Word sketches, collocates, and thematic lists。New York, NY:Routledge。
9.
Nunan, D.(2015)。Teaching English to speakers of other languages: An introduction。New York, NY:Routledge。
10.
Peters, P.(2004)。The Cambridge guide to English usage。Cambridge:Cambridge University Press。
其他
1.
周中天(2011)。以學生為中心的英文教學:因材施教、循序漸進,http://210.59.19.199/mediafile/epaper/english_10001/teach.pdf。
延伸查詢
圖書論文
1.
Hayness, M.(1993)。Patterns and perils of guessing in second language reading。Second language reading and vocabulary learning。Norwood, NJ:Ablex。
2.
Tao, Hong-Yin(2015)。Profiling the Mandarin spoken vocabulary based on corpora。The Oxford Handbook of Chinese Linguistics。Oxford:Oxford University Press。
3.
Gyllstad, H.(2013)。Looking at L2 vocabulary knowledge dimensions from an assessment perspective: Challenges and potential solutions。L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis。Amsterdam:European Second Language Association。
4.
Nation, I. S. P.(2004)。Vocabulary。Routledge encyclopedia of language teaching and learning。New York, NY:Routledge。
推文
當script無法執行時可按︰
推文
推薦
當script無法執行時可按︰
推薦
引用網址
當script無法執行時可按︰
引用網址
引用嵌入語法
當script無法執行時可按︰
引用嵌入語法
轉寄
當script無法執行時可按︰
轉寄
top
:::
相關期刊
相關論文
相關專書
相關著作
熱門點閱
無相關期刊論文
無相關博士論文
無相關書籍
無相關著作
1.
以語料庫為本建置中文語法數位平臺及其輔助華語教學
2.
華語學習者關係子句的習得考察--以語料庫為本的研究
3.
華語八千詞詞彙分級研究
QR Code