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題名 | Technology-Integrated Instruction for Enhancing EFL Technological College Students' English Vocabulary Proficiency=科技融入字彙教學提升技專校院學生字彙能力之探討 |
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作者 | 陳慧珠; | 書刊名 | 德霖學報 |
卷期 | 25 2011.06[民100.06] |
頁次 | 頁181-204 |
分類號 | 524.38051 |
關鍵詞 | 字彙學習策略; 字彙學習困難; 電腦輔助字彙學習; Vocabulary learning difficulty; Vocabulary instruction; Computer-assisted vocabulary learning; |
語文 | 英文(English) |
中文摘要 | 大多數技職院校學生英語能力低落且因為字彙能力及字彙量不足造成英語學習的焦慮與挫折,無法 培養應有的閱讀聽力理解能力與基本口語表達能力。為能幫助技專院校學生提升英語學習效益,本研究 將調查德霖技術學院學生英語字彙學習的困難並探討電腦資訊科技融入字彙教學以提升學生字彙學習能 力。本研究對德霖99 學年度入學之非英語主修大一新生進行英語字彙能力測驗與學習困難問卷調查,結 果顯示這些非英語主修學生英語能力低落,而對英語單字學習稍微感受到困難(mean=3.37),其學習困難 主要原因為單字記憶力不強、單字量不足、與單字形音意連結容易混淆。為能協助學生字彙學習,本研 究亦評估德霖英語字彙學習資源運用狀況。學校內有多間電腦輔助之語言教室、多媒體數位學習資料庫 (主題單字影片教學、註解超連結之閱讀文章、圖解字典)、線上測驗系統、及單字自學軟體,英語字彙 學習資源相當多元與豐富。但為能使這些學習資源增進學生英語字彙學習及解決單字學習困難,教師須 將與課程進度相同主題的影片及文字閱讀材料作為課程之延伸學習,增加學生與主要單字的接觸建立意 義、聲音、形象的連結學習。教師亦須設計各種電腦輔助字彙學習任務,指導學生製作多媒體單字表與 單字卡(PPT flash cards/Flash videos)並融入生字彙記憶學習技巧(聲音圖像連結、關鍵字、拼字、聽力、音 意配合、字義配合等)。而為強固學生單字記憶與學習效果,教師也得運用數位教學平台與線上測驗系統 來排定複習時程、規劃監督學習歷程與評量學習成效。教師亦須收集相關字彙知識資料,做成輔助資料 或多樣性的練習題與單字遊戲協助學生分辨清楚容易混淆字音及字義。本研究建議將德霖技術學院之線 上學習資源內容與英文課程教學連結完成標示圖以供教師引用於教學計畫、規劃單字學習歷程地圖來指 引學生養成自主學習策略、建置單字庫與練習題庫以強化英語基礎教學來提升學生的英語溝通能力。 |
英文摘要 | The English proficiency of technological college students have been reported to be lower than that of common universities or colleges. As indicated in the English proficiency surveys of Taiwanese technological colleges and university students, sponsored by the Ministry of Education and conducted by Language Teaching and Testing Center (2001 to 2003), the low English proficiency of these technological college students was mostly related to their poor vocabulary size and word knowledge. This study thus investigated the vocabulary learning difficulties of the non-English majoring freshmen at De Lin Institute of Technology and explored the technological resources as instructional mediation to enhance their vocabulary learning. In this study, a lexical test and a questionnaire were employed to survey the vocabulary ability and learning difficulties of De Lin non-English majoring freshmen in 2010. The survey result has revealed that these students as a whole averaged a 34.54 mean in the lexical test and they perceived learning difficulties moderately (mean=3.37). Their major problems (mean above 3.50) were weak vocabulary memory, limited vocabulary size, and wrong connections among sound, spelling, and meaning. The technology-mediated resources for learning English vocabulary at De Lin were also inspected for facilitating vocabulary instruction. Multimedia learning materials of annotated videos and texts, pictorial word bank, self-contrived vocabulary learning programs, and an online testing system have been installed for English instruction and self-study. To promote vocabulary learning of De Lin non-English majoring freshmen, this study suggests that the technology-mediated resources should be further integrated with the course planning and implementation. First, the multimedia and annotated videos and texts should be properly arranged as extensive reading assignments. Second, vocabulary learning tasks such as making PowerPoint flashcards or vocabulary notebooks can be assigned to induce the students’ awareness for extending lexical knowledge and developing memory strategies. Also, the MOODLE platform can be incorporated for learning strategy training and learning progress monitoring. Finally, online vocabulary practices and tests should be prepared to assess regularly the students’ learning. |
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