[[alternative]]詞語搭配對國中生單字學習的影響

碩士[[abstract]]本研究主旨在探討詞語搭配教學和上字彙解釋和例句對學習者字彙學習的影響。受測者是台中東大附中平均年齡十五歲的國中生，有兩班學生參與此項研究：一組學習單字的方法是詞語搭配教學,另外一組則是字彙解釋和例句並沒有詞語搭配。全部受測者接受三次後測.三次後測的題目的句子都不一樣是為了確保學生在不同語境中都可以使用目標單字 本研究的主要發現摘要如下： 1、 詞語搭配對學生的單字學習效果有顯著的影響,接受詞語搭配的組別在立即 測驗中的表現優於沒接受詞語搭配教學的組別 2、 在隔一個禮拜之後的第二次測驗和兩個禮拜的第三次測驗中,詞語搭 配對學生的單字學習效果的影響有漸漸趨緩,但是接受詞語搭配的 組別的表現還是優於沒接受詞語搭配教學的組別 3、 接受詞語教學搭配的學生多半對詞語教學搭配抱持正面的態度,也表 達高度的意願學習如何使用詞語搭配字典來幫助自己的字彙學習 總而言之，在國中的學習環境裡，以詞語搭配學習單字是可行而且必須的；老師應該讓學生多注意一個單字前後常出現的字,而不應該只給單字的母語解釋.未來研究可以繼續探討是否結合詞語搭配和字彙解釋和例句是否能對學生的單字學習有更正面的影響[[abstract]]This study aims to explore the effects of collocation instruction on Junior high students’ vocabulary learning. Two classes of junior high school students in Taichung participated in this study. The experimental group class received collocation instruction, while the control group received vocabulary glosses with example sentences instruction. Three vocabulary tests were administered to examine the effects of two types of instruction on participants’ performance in two sections: multiple choices and fill-in blanks The sentences in the three tests were different in order to ensure participants’ capacity to use the target words in different context. Results revealed that the group that received collocation instruction performed better than the control group in the immediate posttest. Even though the gap between the two groups’ performances on the second and third test was close, collocation instruction group performed slightly better. Overall, it is beneficial and feasible to teach collocation in junior high school. Teachers should direct students’ attention to words’ frequent collocates instead of their L1 translation only. Future studies can further probe the combined effects of collocation instruction and vocabulary glosses and example sentences on vocabulary learning.[[tableofcontents]]TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………………...……………..i CHINESE ABSTRACT…………………………………………………………...….….iii ENGLISH ABSTRACT……………………………………………………………...…..iv TABLE OF CONTENTS ……………………………………………………………......vi LIST OF TABLES………………………………………………………………….….…ix LIST OF FIGURES…………………………………………………………………..… .x CHAPTERS 1. INTRODUCTION 1.1 Background and motivation…………………………………………………….....1 1.2 Purpose of the study ………………………………………………………………2 1.3 Research questions ………………………………………………………….…….3 1.4 Significance of the study ………………………………………………………….3 1.5 Definitions of terms………………………………………………………...…......4 1.6 Organization of thesis……………………………………………………….….....5 2. LITERATURE REVIEW 2.1 Vocabulary instruction………………………. ………………………….……..…6 2.1.1 Implicit vocabulary instruction ………………………………..……....…8 2.1.2 Explicit vocabulary instruction ……………………………………..…... 9 2.1.3 Vocabulary instructional strategies…………………………………...…10 2.2 Vocabulary acquisition…………………………………………………………...13 2.2.1 Vocabulary acquisition through inferring words in context……………..16 2.2.2 Vocabulary acquisition through reading aloud……………………..……18 2.2.3 Vocabulary acquisition through listening………………………….….…19 2.3 Three types of memory………………………………………………..….......….19 2.4 Collocation instruction……………………………………………………….…..22 2.4.1 Definition of collocation…………………………………………...…....23 2.4.2 Guidelines for designing activities………………………………….......26 2.4.3 Empirical studies on collocation instruction in EFL environment……...28 2.5 Summary of literature review……………………………………………………31 3. METHODOLOGY 3.1 Subjects…………………………………………………..……………………..32 3.2 Instruments ………………………………………………………………….…33 3.2.1 Vocabulary knowledge Scale……………………………………………33 3.2.2 Word selection…………………………………………………………..34 3.2.3 The three vocabulary tests……………………………………….……...35 3.2.4 Questionnaire…………………………………………………………...35 3.3 Procedure………………………………………………………………………36 3.3.1 Teaching procedure for collocation instruction group…………….…....37 3.3.2 Teaching procedure for vocabulary glosses with example sentences group …………………………………………………………………..41 3.4 Data analysis……………………………………………………………….......42 4. RESULTS 4.1 Subjects’ use of vocabulary strategies…………………………………….…....44 4.2 Research Question One……………………………………………………...….50 4.2 Research Question Two………………………………………………….…..…55 5. CONCLUSIONS 5.1 Summary…………………………………………………………….……....…59 5.2 Pedagogical implications…………………………………………………..…..60 5.3 Limitations of the research……………………………………………..…..…..61 5.4 Suggestions for future studies……………………………………………..….62 5.5 Conclusions…………………………………………………………………...62 LIST OF REFERENCES……………………………………………………………....63 APPENDIXA Subjects’ English learning backgrounds ……………………………….67 APPENDIX B The pilot vocabulary test……………………………………………… 69 APPENDIX C The Window…………………………………………………………....70 APPENDIX D Questionnaire regarding collocation instruction…………………….…72 APPENDIX E Collocation group’s vocabulary sheet--- student’s version…………….73 APPENDIX F Collocation group’s vocabulary sheet--- teacher’s version…………….75 APPENDIX G Vocabulary glosses with example sentences group’s vocabulary sheet..77 APPENDIX H The immediate posttest ………………………………………………..78 APPENDIX I The second vocabulary test……………………………………………..79 APPENDIX J The third vocabulary test…………………………………………….…80 APPENDIX K The original version of the online content of relationship………….…81 APPENDIX L The adapted version for teaching the collocates of “relationship”…….82 APPENDIX M Online Oxford Collocations dictionary for students of English………83 APPENDIX N NTNU Concordancer and Collocation retrieval system……….……....84 List of Tables Table 2.1. Vocabulary instruction strategies proposed in the literature……………….12 Table 2.2. Ames’s categories of context clues……….…………………….……...........16 Table 2.3. Comparison of STM & LTM…………………………………………….......20 Table 2.4. Using the information processing approach in the classroom……………...21 Table 2.5. General review of collocations………………………………………….......24 Table 2.6. Lexical collocations by Benson…………………………………………......25 Table 2.7. Grammatical collocations by Benson…………………………………….....25 Table 2.8. The format for a noun headword and its verb collocates……………….......27 Table 2.9. The format for a verb headword and its noun collocates………………..….27 Table 2.10. The format for a verb headword and its adv collocates…………..……….28 Table.2.11.The format for an adj headword and its noun collocates…………………...28 Table 3.1. VKS elicitation scale --- self-report categories………………………….…..34 Table 3.2. The adapted version of VKS elicitation scale…………………………….....34 Table 3.3. Questions items in the questionnaire for collocation group…………………36 Table 3.4. Chinese examples of collocation………………………………………….....37 Table 4.1. The use of vocabulary strategies by the experimental group…………..........45 Table 4.2. The use of vocabulary strategies by the control group……………….…..…47 Table 4.3. Performance results of both groups in the immediate vocabulary posttest....51 Table 4.4. Performance results of both groups in the second vocabulary test……........52 Table 4.5. Performance results of both groups in the third vocabulary test………..….53 Table 4.6. Performance results of both groups in the three vocabulary tests………….54 Table 4.7. The result of the questionnaire of collocation instruction group…………...57 List of Figures Figure 2.1. Atkinson-Shiffrin model…………………………………………………...20 Figure 2.2. Different levels of memory……………………………………………......22 Figure 3.1. Procedures of conducting collocation instruction of the study……………41 Figure 3.2. Procedures of conducting vocabulary glosses with example sentences.......42 Figure 4.1. The comparison of two groups’ performances in three vocabulary tests….55[[note]]學號: 694010561, 學年度: 9