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題 名 | How Word-focused Tasks May Assist Vocational College Students' Vocabulary Acquisition=單字專注任務如何輔助技專生字彙習得 |
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作 者 | 楊小慧; | 書刊名 | 德霖學報 |
卷 期 | 24 2010.08[民99.08] |
頁 次 | 頁45-56 |
分類號 | 805.1 |
關鍵詞 | 電腦輔助語言學習; 單字專注任務; 字彙習得; 記憶力; Computer assisted language learning; Word-focused task; Vocabulary acquisition; Retention; |
語 文 | 英文(English) |
中文摘要 | 技專院校學生通常因學習動機低落而影響其學習英語能力表現,使得教師持續思考如何以不同 的方式教導學生。近來由於科技進步,任務導向活動與電腦輔助學習應用已廣泛被使用在英語教學 上。本研究目的在以教師自行設計字彙專注任務探討字彙習得的過程:參與學生分為一個控制組與 兩個實驗組,分析資料來源為一次前測與兩次後測成績,加上學生個人成果反思紀錄。實驗結果顯 示,三組同學在後測成績上均較前測進步,而統計結果亦顯示兩個實驗組同學均較控制組表現更 好,均得到較高成績。此結果可說明字彙專注任務可應用在字彙教學上,提供技專生另一種有效的 學習方式。 |
英文摘要 | Vocational college students generally encountered difficulty in learning English due to their low motivation and proficiency. English teachers keep thinking of how to increase students’ motivation and improve their language ability. With the help of modern technology, the task-based CALL (computer assisted in language learning) has been proved to serve both purposes and been widely used in all areas of language learning. The purpose of this study is to examine how use of word-focused tasks may help to promote students’ vocabulary learning and retention in a private vocational college. The participants, divided into one control group and two experimental groups, are freshmen in an applied English department in a vocational college. The data sources were the pretest, the two posttests and students’ reflections. Overall, the three groups experienced important gains in acquiring new words, both receptively and productively. The descriptive statistics showed that the two Experimental groups outperformed Control group in posttests and delayed posttests. Both groups attained higher means than the Control group. It was observed from the study that under a word-focused task, learners tried to figure lexical meaning through interacting with the computer. They were indeed engaging in a process of making new words comprehensible, which facilitated their acquisition process. This study shows that both word-focused tasks and classroom instruction seem to be equally effective in promoting vocabulary acquisition. |
本系統中英文摘要資訊取自各篇刊載內容。