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頁籤選單縮合
題 名 | Vocabulary Learning Strategies of Taiwan Elementary School Students=國小學童英文字彙學習策略之調查研究 |
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作 者 | 劉沛琳; 陳秋榮; | 書刊名 | 英語語言與文學學刊 |
卷 期 | 19 2007.02[民96.02] |
頁 次 | 頁1-9 |
分類號 | 521.12 |
關鍵詞 | 第二外語習得; 字彙學習策略; 字彙學習成效; Second language acquisition; Vocabulary learning strategy; Vocabulary learning performance; |
語 文 | 英文(English) |
中文摘要 | 本研究針對國小學生調查其英文字彙學習策略之使用情況。字彙學習策略問卷取自Schmitt's (2000),施測後所得之內部一致性Alpha值為.94。有效問卷共得七十一份。研究問題有二:(1)高成就學生及低成就學生在字彙學習策略使用上是否有差異?(2)字彙學習策略使用與學習成效的相關性為何?結果發現高成就學生及低成就學生在determination及metacognitive兩種字彙學習策略使用上有顯著差異,而此兩種學習策略和學習成效的呈現顯著正相關,也是最有效的學習方法,但低成就學生在使用頻率上偏低。經統計分析,Social和cognitive兩種字彙學習策略對提升學習成效幫助較不顯著。文末根據研究結果對教學者、教材設計者及學習者提供建議。 |
英文摘要 | In this study, elementary school students were surveyed on their use of vocabulary learning strategies a adopting a revised version (α=.94) of Schmitt's (2000) vocabulary learning strategy questionnaire. Totally, 71 freshmen were surveyed: Three research questions are: (1) What types of vocabulary learning strategies do high proficiency students use often than low proficiency ones? (2) Do significant relationships exist between the six types of vocabulary learning strategies and students' performance? The researchers found significantly greater overall use of learning strategies among more successful learners and significant differences by proficiency level in students' use of two strategy types: determination and metacognitive. These two strategies were also the most useful strategies in affecting students' performance. However, the low-level learners are not good at employing determination and metacognitive strategies to discover new meanings. They prefer to use written repetition, verbal repetition, and asking help from other people. Also, social and cognitive were the least-useful strategies to affect students' performance. Pedagogical implications for English teachers, teachers, instruction designers, and learners are provided. |
本系統中英文摘要資訊取自各篇刊載內容。