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題名：字詞搭配教學對台灣高職學生英語閱讀能力發展之效益研究
作者：林玉萍
作者(外文)：Yuping Lin
校院名稱：高雄師範大學
系所名稱：英語學系
指導教授：林秀春
學位類別：博士
出版日期：2007
主題關鍵詞：搭配詞教學；閱讀能力；高職學生；collocation instruction；reading proficiency；vocational high school students
原始連結：連回原系統網址new window
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中文摘要
近年來關於搭配詞的研究逐漸受到重視。本研究旨在探討台灣高職學生的搭配詞能力及其閱讀能力之間的關係，同時並檢驗長期、明確的詞語搭配教學對於提昇學生閱讀能力的效益。
共有76名高職三年級的學生參與本研究。其中40名學生為實驗組，另外36名則為對照組。兩組學生有相同的英文老師且使用相同的英文課本。實驗組的學生接受一個學期（大約五個月）的詞語搭配教學，教師於課堂上講授搭配詞的觀念與學習技巧、不斷提醒課文或單字例句中的搭配詞、且提供許多有關搭配詞的練習活動。相對的，教師並沒有在對照組的英文課上特別提醒或加強搭配詞的觀念與學習技巧。
在搭配詞教學開始之前，實驗組和對照組的學生先接受一份搭配詞能力測驗以及第一次閱讀能力前測。同時，實驗組的學生必須額外填寫一份有關於英文單字學習以及搭配詞概念的問卷。經過一學期的搭配詞教學後，兩組學生於學期末接受第二次閱讀能力測驗，且實驗組學生必須填寫另外一份有關搭配詞教學感想的問卷。經過一個月的寒假之後，兩組學生再度接受第三次的閱讀能力測驗以追蹤觀察其閱讀能力之發展。
以上問卷及測驗經過統計分析後，結果如下：
1. 接受搭配詞教學之前，大多數學生習慣單獨背誦個別的英文單字，極少學生會注意字詞搭配及背誦整組字串的習慣。此外，只有極少數學生聽過搭配詞（collocation）這個概念，更鮮少有學生聽過或用過搭配詞辭典。
2. 學生在搭配詞能力測驗的表現相當低落，平均分數是19.72分（滿分40分），也就是說只有49.3% 的答案是對的。他們在第一次閱讀能力測驗的表現也不盡理想。
3. 統計結果顯示，學生的搭配詞能力和閱讀能力呈現高度正相關，且相關係數達到顯著水準。換句話說，搭配詞能力佳的同學，閱讀能力比較強；反之，搭配詞能力差的同學，閱讀能力也比較弱。
4. 接受整學期有系統、明確的搭配詞教學後，實驗組的學生在第二次及第三次閱讀能力測驗的進步幅度比對照組要來得更大，尤其是在第三次閱讀能力測驗中，兩組的表現達到顯著差異。此結果驗證了搭配詞教學確實能有效地增強學生的閱讀能力。
5. 過去的研究顯示，搭配詞教學似乎只對低成就的學生有幫助。然而，本研究發現，長期的搭配詞教學對所有高、中、低成就的學生均有幫助。
6. 問卷結果顯示，超過一半以上的學生認為他們學習英文單字的習慣有所改變。大多數的學生會注意課文或例句裡面出現的搭配詞組。記誦單字時，也會背誦整組字串而非單獨一字。
7. 在詞語搭配教學的感想方面，多數學生認為詞語搭配教學確實有益於提昇他們的閱讀能力。高達70％的學生表示，若有機會，他們願意學習更多有關英文搭配詞的教學活動。
綜合以上的結果，本研究提出以下建議：（1）搭配詞教學應儘速納入高職英語課程，（2）教師應長期、有系統地教授搭配詞技巧並讓學生反覆練習，（3）設計多樣的活動以提醒學生注意搭配詞，（4）加強有關中英文互不對應、近似字以及輕動詞（即英文中的delexicalized verbs；如do, get, have等）的搭配詞教學，（5）鼓勵學生多查詢搭配詞辭典以及檢索工具。
未來的研究可以試著延長教學時間並納入更多不同程度的學生。另外，建議未來的研究可以著重於某一搭配詞技巧對於學習某些類型搭配詞之效益。例如：比較畫底線技巧和翻譯技巧何者對於學習中英文互不對應之搭配詞較具成效。亦或，探討何種教學活動（如：配對、改錯等）對於學習輕動詞的搭配詞效果最佳。
ABSTRACT
Much attention has been paid to research of collocation in recent years. This study investigated the relationship between EFL learners’ collocation competence and their reading proficiency. It aimed to examine the effects of explicit collocation instruction on the development of reading proficiency of vocational high school students in Taiwan.
Totally 76 third-grade vocational high school students in Taiwan participated in this study. They were divided into the experimental group (40 students) and the control group (36 students). The two groups had the same English teacher and used the same English textbook. The experimental group received explicit and systematic collocation instruction along with their regular English class for a semester, while the control groups continued their regular English class without special emphasis and practice of collocation.
Before the collocation instruction was implemented, both the experimental and the control groups took a pretest of reading proficiency. In addition, the experimental group also took a collocation competence test and filled out a prestudy questionnaire, which investigated the students’ vocabulary learning habits and their knowledge of collocation. At the end of the semester when the collocation instruction was completed, an immediate posttest of reading proficiency was given to both the experimental and the control groups to measure their development of reading proficiency. Additionally, the experimental group also filled out a poststudy questionnaire, which investigated their perception toward the collocation instruction. Then, one month after the completion of the collocation instruction, a delayed posttest was given to both groups to follow up their development in reading proficiency.
Based on the results of the questionnaires, the collocation competence test, and the three reading proficiency tests, the following conclusions could be drawn.
1. Before collocation instruction, the students’ vocabulary learning habits were ineffective and their collocation competence was limited.
2. The students’ performance in the collocation competence test was far from satisfactory, with the mean of 19.72 out of 40. That is, only 49.3% of their attempts in the multiple-choice task were correct. Their performance in the pretest of reading proficiency was relatively low, too.
3. Statistical analysis indicated that a significant positive correlation exist between the students’ collocation competence and their reading proficiency. In other words, those who scored higher in the collocation competence test also performed better in the reading proficiency tests
4. Having received explicit and systematic collocation instruction for a semester, the experimental group was found to make significantly greater progress in reading proficiency than did the control group, who did not receive relevant collocation instruction. The result suggested that explicit collocation instruction was indeed beneficial to the development of reading proficiency.
5. Unlike the findings of the previous studies (e.g. Lien, 2003; Lin, 2002), which showed that collocation instruction was more effective to low-proficiency learners than to high-proficiency ones, this study revealed that explicit and longitudinal collocation instruction was effective to students in all proficiency levels. Whether they were in low, mid, or high-levels, the students had all made significant improvement in the posttests of reading proficiency.
6. After collocation instruction, more than half of the students said that they had changed their vocabulary learning habits and become more aware of collocations in readings. For example, they would notice and memorize chunks in reading texts rather than memorizing words in isolation.
7. In addition, most students held positive perception toward collocation instruction. The majority of them agreed that collocation instruction had helped enhance their reading proficiency. More than 70% of the students said that they would like to learn more about collocation if they had a chance.
The pedagogical implications of this study include (1) adding explicit collocation instruction to English curriculum, (2) providing longitudinal and repetitive practice of collocation techniques, (3) designing various activities to raise students’ awareness of collocations, (4) teaching L1 non-congruent collocations, collocations of synonyms, and collocations of delexicalized verbs, and (5) encouraging the use of dictionaries and concordancers.
It is suggested that future studies lengthen the instructional time and recruit learners of more proficiency levels. They may also look into the effects of an individual collocation technique on the acquisition of certain types of collocations, for example, comparing the effects of underlining and translation techniques on the acquisition of L1 non-congruent collocations, or, finding which technique (e.g. collocation grids, match games, error correction) is most effective to the acquisition of collocations of delexicalized verbs.
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中文部分：

徐征（2005）。日本學力低下爭論之解讀。比較教育研究，176，63-67。
戴維揚（2004）。語文能力測驗標準化的必要性 -- 以閱讀測驗為例。第13屆中華民國英語文教學國際研討會論文集。台北：文鶴。
戴維揚（2006）。從PISA、PIRLS閱讀素養檢視聽說讀寫綜合應用能力的評量機制。國民中小學九年一貫課程英語科之教學挑戰與策略。台北：教育部。

Dictionaries:

The BBI dictionary of English word combinations. (1997). Philadelphia: John Benjamins.
Collins COBUILD English collocations (Concordancer CD-ROM Version). (2001). Harper Collins.
A concise dictionary of English Collocations. (1994). Taipei: Jian Hong.
A dictionary of English collocations. (1997). Taipei: Zhong Yang.
LTP dictionary of selected collocations. (1997). London: Language Teaching Publications.
Longman dictionary of English collocations. (1995). London: Longman.
A new dictionary of English collocations. (1994). Taipei: Jian Hong.
Oxford collocation dictionary for students of English. (2002). Oxford University Press.
 
 
 
 
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