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題名:台灣英語學習者之構詞覺識與字彙量及閱讀理解之關聯性研究
作者:蘇慧瑩
作者(外文):Hui-ying Su
校院名稱:國立彰化師範大學
系所名稱:英語學系
指導教授:郭鳳蘭
學位類別:博士
出版日期:2014
主題關鍵詞:構詞覺識衍生性構詞覺識字彙量朗讀理解能力默讀理解能力詞音覺識詞句覺識morphological awarenessderivational morphological awarenessvocabulary sizeoral reading comprehensionsilent reading comprehensionmorphophonological awarenessmorphosyntactic awareness
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理論研究普遍認為構詞覺識在提升字彙量的過程中扮演一重要角色 (Anglin, 1993),並進而影響閱讀理解能力 (Carlisle, 2000; Kieffer &; Lesaux, 2008; Ku &; Anderson, 2003)。此外,近年來實證研究結果指出衍生性構詞覺識與以英語為母語學習者的默讀理解能力相關 (Carlisle, 2000; Ku &; Anderson, 2003),並進一步影響其默讀閱讀理解能力 (Carlisle, 1995; Casalis &; Louis-Alexandre, 2000; Kuo &; Anderson, 2006)。然而,鮮少有論文探究以英語為外語學習者的構詞覺識及其與字彙和閱讀理解能力之間的關係。因此,本研究旨在探討以英語為外語學習者之構詞覺識口說能力與字彙量、朗讀閱讀理解能力及默讀閱讀理解能力之間的關聯性。研究對象為中部某高級中學258名十年級、十一年級和十二年級學生。研究測驗工具包括EFL字彙量測驗、兩種衍生性構詞覺識的口說能力測驗、the Gray Oral Reading Tests-Fourth Edition (GORT-4) 朗讀理解能力測驗以及the Gray Silent Reading Tests (GSRT) 默讀理解能力測驗。
本研究的結果如下列所述。首先,變異數分析結果顯示,高年級學生在所有測驗中的表現都顯著比低年級學生好。很明顯地,不同年級的學生在朗讀衍生字帶有改變重音字尾時有不同的發音表現。他們在朗讀帶有形容詞字尾的衍生字時顯著表現優於朗讀有名詞字尾的衍生字。第二,皮爾森相關分析發現,衍生性構詞覺識和字彙量具有高度正相關。而且,衍生性構詞覺識和朗讀理解能力及默讀理解能力分別呈現中度或低度正相關。第三,回歸分析結果顯示,學習者的構詞覺識口說能力能顯著預測其字彙量、朗讀理解能力及默讀理解能力。結果也顯示,學生在朗讀衍生字帶有改變重音字尾和帶有名詞字尾的衍生字時的發音表現,比朗讀衍生字無帶有改變重音字尾和帶有形容詞字尾的衍生字時的發音表現較能預測他們的字彙量、朗讀理解能力及默讀理解能力。最後,根據結構方程式的分析發現,字彙量對高中生的構詞覺識口說能力及其默讀理解能力具有中介效果。此外,他們在朗讀衍生字帶有改變重音字尾和衍生字無帶有改變重音字尾時的發音表現對字彙量有顯著的直接影響,並顯著間接地影響他們的默讀理解能力。因此,有必要在台灣的高中英語教學環境中有系統地融入衍生性構詞覺識的訓練來增進學習者的字彙量和閱讀理解能力。
Theoretical studies assumed that morphological awareness has constantly played an important role in vocabulary growth (Anglin, 1993), which in turn influences reading comprehension (Carlisle, 2000; Kieffer &; Lesaux, 2008; Ku &; Anderson, 2003). Moreover, findings of empirical studies have suggested that derivational morphological awareness is related to English-speaking children’s silent reading comprehension (Carlisle, 2000; Ku &; Anderson, 2003), and further contributes to silent reading comprehension (Carlisle, 1995; Casalis &; Louis-Alexandre, 2000; Kuo &; Anderson, 2006). However, few studies have been conducted to investigate English as Foreign Language (EFL) learners’ morphological awareness and its relationship with vocabulary and passage reading comprehension. Thus, the main purpose of the present study was to investigate the role of oral morphological awareness in relation to vocabulary size, oral reading comprehension, and silent reading comprehension for EFL learners. Participants included 258 tenth, eleventh, and twelfth graders from a senior high school in central Taiwan, who were administered a battery of English measures including the EFL vocabulary size test (VST), two oral tests of derivational morphological awareness task, the Gray Oral Reading Tests-Fourth Edition (GORT-4), and the Gray Silent Reading Tests (GSRT).
The results of the present study are listed as follows. First, analyses of variance (ANOVA) showed that students in higher grade levels were found to perform significantly better than lower graders on all the measures. There was a clear grade level effect on the production of accurate stress placement in derivations with nonneutral suffixes. Derived words with adjectival suffixes were significantly easier than nominal suffixes. Second, Pearson correlation analyses showed that learners’ awareness of derivational morphology were strongly and positively associated with their vocabulary size. Awareness of derivational morphology was further found to have moderately or weakly positive correlation with oral reading comprehension and silent reading comprehension respectively. Third, regression analyses revealed that learners’ oral morphological awareness was a significant predictor of their vocabulary size, their oral reading comprehension, and their silent reading comprehension. The finding also indicated that learners’ awareness of derived words with nonneutral and nominal properties contributes to their vocabulary size, their oral reading comprehension, and their silent reading comprehension larger than that of derived words with neutral and adjectival properties. Finally, structural equation modeling (SEM) analyses revealed that senior high school students’ vocabulary size was a mediator of the relationships between their oral morphological awareness and their silent reading comprehension. Their awareness of derived words with neutral and nonneutral properties, in addition, had significantly positive direct effects on their vocabulary size, which in turn indirectly made a significant contribution to their silent reading comprehension. Therefore, it is necessary to systematically incorporate the derivational morphological training into EFL teaching environment in senior high schools to enhance learners’ word knowledge and reading comprehension abilities.
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