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頁籤選單縮合
題名 | Word-Focus Tasks in L2 Reading to Vocabulary Acquisition=字彙練習對英文字彙習得之成效 |
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作 者 | 陳梅影; | 書刊名 | 清雲學報 |
卷期 | 31:3 2011.07[民100.07] |
頁次 | 頁117-135 |
分類號 | 805.1 |
關鍵詞 | 字彙習得; 字彙保存; 字彙練習; 辭頻; 以英語為外語學習者; Vocabulary acquisition; Vocabulary retention; Word-focus task; Word frequency; L2 learners; |
語文 | 英文(English) |
中文摘要 | 本研究比較英文字彙在單純閱讀(窄讀)以及閱讀外加相關字彙練習等兩種 閱讀教學法的學習成效。參與本實驗的對象為台灣北部某一科技大學之兩個完整 的大一英文班級。兩個班級都參與了本實驗之前測、後測及三周後的延遲後測。 測試所得數據經由分析比較,結果顯示閱讀加上字彙練習對英文字彙知識的學習 有明顯的效果,不過字彙練習有助於此獲得字彙知識的保存的假設,卻無法於本 實驗結果中獲得證實。 |
英文摘要 | This study investigated the effects of integration word-focused tasks to L2 vocabulary acquisition and retention in reading class. To this end, two L2 reading approaches - narrow reading and reading plus word-focused tasks – were conducted in freshman English course. One hundred and nine students from two intact classes took part this quasi-experiment. One class (the control group) received the narrow reading instruction while the other (the experiment group) the reading plus word-focused tasks. The Vocabulary Knowledge Scales were administered right before the treatment, immediate after the treatment and three weeks later to access students’ knowledge of eight target words. The results indicated that the reading plus word-focused group significantly outperformed the narrow reading group on the acquisition test, and demonstrated significantly more vocabulary knowledge on the acquisition test. Nevertheless, as to the retention of gained words, no significant differences were found between these two reading treatments. |
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