| 摘要: | 本研究將探討學生家庭環境、個人因素、教科書詞彙屬性與國小二年級學童詞彙學習成效的關係。研究材料來自國小一年級與二年級上學期國語教科書，詞彙屬性包含詞頻、詞類與出現次數，發現低年級教科書中的詞彙多數只出現1次且多為名詞和動詞。
研究對象為台灣東部和西部的國小2年級學生共173名，進行識字量測驗、教科書詞彙測驗(包含注音測驗與詞義測驗二項)。利用問卷調查學生的家庭環境中區域、父母教育程度與共讀頻率，個人因素中課外閱讀頻率與借閱圖書頻率。學童在教科書的詞彙測驗通過率為90%，各項詞彙屬性在注音測驗中的差異皆未顯著，但詞義測驗上詞類的差異達顯著。在低頻詞中，出現1次與動詞的通過率最低。各項因素中，識字量是預測課文詞彙學習最重要的因素，其次是課外閱讀頻率與借閱圖書頻率。
整體而言，國小二年級的學生在教科書中的詞彙學習效果非常好，這些詞彙對於低年級學生來說可能過於簡單，因此建議對國小中年級進行追蹤研究，檢驗目前的教科書的詞彙難度是否過低估學生能力，導致課外閱讀量持續影響日後閱讀表現。
關鍵字：教科書詞彙、詞頻、詞類、詞彙出現次數、家庭環境、個人因素、詞彙學習成效
;This study explored the relationship between family environment, personal factors, word properties of the Chinese language textbook and the learning effect of words of the second graders. These words were taken from the first and second year’s Chinese language textbooks where word properties including word frequency, times of appearance and word categories were considered. Almost all these words are nouns and verbs, and the word that appears once is the most.
We recruited 173 grade 2 students from eastern part and western part of Taiwan and measured their character size, word recognition and semantic knowledge of words in the textbook. We also used questionnaire to collect students’ family environment (location, parents’ education, shared-reading frequency ) and personal factors (character size, extracurricular reading frequency, borrowing book’s frequency ).In general, the average of passing rate was around 90% for both word recognition and sematic knowledge. In word recognition, all of the word properties did not explain the variance of difference, but word category was significant in explaining sematic knowledge variance. The lowest passing rate occurred when the word was low frequency, one time appearance, and verb. Character size is the most important factor predicting word learning in textbooks, followed by frequency of extracurricular reading and borrowing books.
On the whole, the vocabulary learning effect of the second grade students in the textbooks of elementary school is very good. It may be that these vocabularies are too simple for the lower grade students. Therefore, it is recommended to conduct a follow-up study on the elementary school middle grades to check the current textbooks. Whether the difficulty of the vocabulary is too simple, causing the amount of extracurricular reading to continue to affect future reading performance.
Keywords:
words in textbooks, word category, words’ frequency, word’s appearance, family environment, personal factors, the learning effect of words. |
