L2詞素結構註解與L1字義註解於線上閱讀環境中對EFL字彙學習影響之探討

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許健哲(Chien-Che Hsu) 查詢紙本館藏

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學習與教學研究所

論文名稱

L2詞素結構註解與L1字義註解於線上閱讀環境中對EFL字彙學習影響之探討
(Exploration of vocabulary glosses comprising L2 morphological structure and L1 word definition on EFL vocabulary learning in the online reading environment)

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摘要(中)

字彙註解已經被廣泛使用於L2字彙學習，而過去研究也指出L2詞素覺知的知識可以幫助L2學習者解構複雜字彙的組成結構，並提供目標字彙的語法和語義資訊，進而協助學習者理解並記憶字彙。本研究除了探討L2詞素覺知、字彙量與L2字彙學習的關聯，也將L2詞素結構與L1字義融入字彙註解設計中，以探討不同語言的字彙註解和註解呈現型式對L2字彙學習的影響。240名修讀大一英文課程的台灣大學生首先被安排進行L2詞素覺知前測及字彙量測驗，以瞭解受試者的詞素覺知程度與字彙量，接著依據三種字彙註解語言（L1字彙字義、L2字彙詞素結構、L1字彙字義結合L2字彙詞素結構）和二種註解呈現型式隨機分配到7種不同的註解情況，受試者在閱讀完不同註解型式的字彙教學網頁後隨即進行即時字彙後測，並於一週後進行延宕字彙後測，以檢視不同註解型式對L2字彙學習的效果與影響。研究結果顯示詞素覺知程度與字彙量均會對L2字彙學習的表現造成影響；固定呈現型式的字彙註解比浮動呈現型式的註解更有助於L2字彙學習；L1字義結合L2詞素結構的註解語言型式比起單一語言的字彙註解對學習者的L2字彙學習表現更有助益。而在字彙記憶效果上，字彙註解對字彙記憶有顯著的幫助，而對於低詞素覺知的學習者而言，字彙註解可以有效地幫助其L2字彙學習與記憶。本研究亦針對L2字彙教學上提出建議做為教學設計上之參考。

摘要(英)

Vocabulary glosses have been broadly implemented in the L2 vocabulary learning. The present study investigated the effect of different gloss types on the L2 vocabulary learning. The 240 university students who enrolled in the Freshman General English courses were examined by their level of L2 morphological awareness and vocabulary size. They were randomly assigned into seven gloss conditions according to the three gloss languages (L1 word definition, L2 morphological structure, and L1 word definition combined with L2 morphological structure) and two gloss presentation types (fixed presentation type and floating presentation type) to investigate the contribution of their morphological awareness and vocabulary size to their L2 vocabulary learning performance. Also, the study examined the effect of different gloss type on the participants’ performance of the immediate vocabulary posttest and delayed vocabulary posttest. The findings of the present study revealed that: 1) level of morphological awareness and vocabulary size contributed to the performance of L2 vocabulary learning, 2) the gloss of fixed presentation type would be more beneficial than the gloss of floating presentation type on the L2 vocabulary learning performance, 3) the gloss of L1 word definition combined with L2 morphological structure would be more helpful than the single type of gloss language, 4) vocabulary gloss contributed to the retention of L2 vocabulary learning, and 5) the effect of variety of gloss types would be descending during the time passing. Our study also found out the vocabulary gloss would significantly benefit the low level of morphological awareness learners on their L2 vocabulary learning and retention. Furthermore, Implication and suggestion of this study on the L2 vocabulary instruction would be discussed.

關鍵字(中)

★ 字彙註解
★ 詞素覺知
★ 線上閱讀
★ L2字彙學習

關鍵字(英)

★ vocabulary gloss
★ morphological awareness
★ online reading
★ L2 vocabulary learning

論文目次

第一章緒論 1
第一節研究背景與動機 1
第二節研究問題 6
第三節名詞解釋 7
第二章文獻探討 8
第一節字彙註解與第二語言學習 11
第二節母語與第二語言字彙註解在EFL/ESL的教學效果 12
第三節不同型式的字彙註解對EFL/ESL語言學習的影響 16
第四節電腦輔助字彙註解於線上學習的應用 20
第五節字彙註解與認知負荷 23
第六節詞素結構與字彙學習 25
第三章研究設計與方法 28
第一節研究對象 28
第二節研究設計 29
第三節研究方法與工具 30
第五節研究程序 43
第六節資料收集與分析 46
第四章結果分析與討論 49
第一節受試者各項成績表現之敘述統計結果 49
第二節詞素覺知與各項成績之關聯性 53
一、詞素覺知、字彙量與字彙後測成績表現之相關性分析 53
二、詞素覺知、字彙量程度高低之受試者於即時字彙後測、延宕字彙後測之表現差異 57
三、不同大一英文修讀級別受試者詞素覺知程度高低於字彙量、即時字彙後測、延宕字彙後測之表現差異 59
四、分析與討論 61
第三節註解語言與註解呈現型式對於字彙學習的教學效果 63
一、統計結果呈現 63
二、分析與討論 68
第四節字彙註解教學對於字彙記憶的效果 73
一、統計結果呈現 74
二、分析與討論 76
第五章結論與建議 80
第一節結論 80
第二節對L2字彙學習教學和字彙註解型式設計上的建議 83
第三節研究限制 84
第四節未來研究之可行方向 85
參考書目 86
附錄一研究測驗預試 107
第一節預試測驗結果 107
第二節測驗意見調查問卷結果 112
附錄二延宕字彙後測測驗題目 116
附錄三線上字彙學習及詞素覺知測驗 119

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指導教授

辜玉旻(Yu-Min Ku)

審核日期

2018-6-26

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