博碩士論文 961207002 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:54 、訪客IP:54.205.179.155
姓名 白宜靈(Yi-Ling Bai)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 讀者選擇閱讀題材的自主性對外語詞彙偶發學習的影響
(The degree of freedom of reader choice and second language incidental vocabulary learning)
相關論文
★ 應用搭配字學習工具於網路瀏覽以提升英語學習者對搭配字之察覺能力★ 樂高機器人多媒體教材設計、發展與可用性評估
★ The Missing Pieces around Collocation: A Comparative Study of Data-Driven Learning Resources for Learning Collocation-Specific Colligations★ 再思非刻意字彙習得裡的字詞頻率:字形變化及多詞句型的影響
★ An investigation of L2 academic readers′ awareness of stance markers and writer′s stance toward cited research★ On the Effects of Task-Based Instruction on Vocabulary Learning: A Study of EFL Junior High School Students
★ 再思集中錯誤回饋成效之決定因素-以英語為外語寫作為例★ Effects of Reading the Same Story First in L1 Then in L2 on L2 Incidental Vocabulary Learning
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 本研究的目的為探討學習者具有選擇閱讀材料的權利,是否影響他們閱讀時的詞彙偶發學習(incidental vocabulary learning)。另外,本研究也進一步探究學習者對於閱讀材料的感興趣程度與詞彙偶發學習之間的關係。
本研究包括了兩個實驗。在實驗一(study 1)與實驗二(study 2)中,研究者都將受試者分成兩組:自由選擇組(self-choice group) 和 系統分配組(system-assigned group)。實驗一的結果發現自由選擇組的學生在詞彙測驗的表現較系統分配組的學生好;自由選擇組的學生對於閱讀材料的興趣也明顯較系統分配組的學生高。但在實驗二中,兩組學生不僅在詞彙測驗的表現沒有顯著的差異,對於閱讀材料的感興趣程度也沒有顯著差異。本研究認為可能是興趣(interest)導致兩次實驗的結果不一致。最後,本研究進一步提供相關的建議,作為未來研究的參考。   
摘要(英) The main concern of this study is to investigate whether second language incidental vocabulary learning from reading is affected by whether the learner is allowed to choose the reading material as opposed to being assigned the material to read. It also examines effects of students’ level of interest in the reading material on their incidental vocabulary learning. Two experiments are reported in the thesis: study 1 and study 2. In both study 1 and study 2, participants were divided into a self-choice group and a system-assigned group. Students of the self-choice group could choose reading materials freely. Students of the system-assigned group were assigned passages. The result of study 1 shows that the incidental vocabulary learning of the students of the self-choice group was better than that of the system-assigned group. Also, students’ interest level of self-choice group was stronger than those of the system-assigned group. However, the results of study 2 shows that students of two groups were not significantly different in terms of not only target word tests but also interest levels in reading materials. Interest might be the main factor that causes the inconsistent results in two studies. The study provides suggestions and some directions for future research to explore this issue further.
關鍵字(中) ★ 興趣
★ 詞彙偶發學習
★ 自主性
關鍵字(英) ★ Autonomy
★ Incidental vocabulary learning
★ Interest
論文目次 CHAPTER ONE INTRODUCTION 1
1.1 BACKGROUND 1
1.2 PURPOSE OF THE STUDY 2
1.3 RESEARCH HYPOTHESIS 3
1.4 DEFINITION OF TERMS 3
1.4.1 Autonomy and readers’ choice 3
1.4.2 Incidental vocabulary learning 4
1.4.3 Interest 4
1.5 ORGANIZATION OF THE THESIS 4
CHAPTER TWO LITERATURE REVIEW 6
2.1 AUTONOMY 6
2.1.1 Learner autonomy 6
2.1.2 The importance of autonomy 7
2.1.3 Choosing reading materials and incidental vocabulary learning 8
2.2 INCIDENTAL VOCABULARY LEARNING 8
2.2.1 Incidental vocabulary learning from context 9
2.2.2 The importance of incidental vocabulary learning 9
2.2.3 The advantage of learning vocabulary from context 11
2.2.4 Evidence for incidental vocabulary learning 12
2.2.5 Incidental vocabulary learning in second language learning 13
2.3 INTEREST 15
2.3.1 The importance of interest 15
2.3.2 Interest and learning words from context 15
CHAPTER THREE STUDY 1 19
3.1 METHODOLOGY 19
3.1.1 Participants 19
3.1.2 Procedures 20
3.1.3 Data analysis 24
3.1.4 Research tools 25
3.2 RESEARCH RESULTS 28
3.2.1 Multiple-choice test 29
3.2.2 Interest questionnaire 29
3.3 CONCLUSION 30
3.3.1 The effect of reader choice 30
3.3.2 Interest and incidental vocabulary learning 31
CHAPTER FOUR STUDY 2 32
4.1 METHODOLOGY 32
4.1.1 Participants 33
4.1.2 Procedures 33
4.1.3 Data analysis 35
4.1.4 Research tools 35
4.2 RESEARCH RESULTS 36
4.2.1 Multiple-choice test 36
4.2.2 Interest questionnaire 37
4.2.3 Additional questionnaire 38
4.3 CONCLUSION 39
4.3.1 The effect of reader choice 39
4.3.2 Interest and incidental vocabulary learning 39
4.3.3 The choosing reasons of students 40
CHAPTER FIVE CONCLUSION AND SUGGESTION 41
5.1 CONCLUSION 41
5.1.1 The effect of reader choice 41
5.1.2 Interest and incidental vocabulary learning 43
5.1.3 Summary 43
5.2 LIMITS OF THE RESEARCH 44
5.3 SUGGESTIONS FOR FUTURE RESEARCH 45
REFERENCES 46
APPENDICES 50
APPENDIX 1: LIST OF READING MATERIALS 51
APPENDIX 2: TEN READING MATERIALS 52
APPENDIX 3: TEN MULTIPLE-CHOICE TEST 62
APPENDIX 4: INTEREST QUESTIONNAIRE (PREVIEW) 72
APPENDIX 5: INTEREST QUESTIONNAIRE (FORMAL) 74
APPENDIX 6: ADDITIONAL QUESTIONNAIRE 75
參考文獻 Abu-Rabia, S. (1996). Druze Minority Students Learning Hebrew in Israel: The Relationship of Attitudes, Cultural Background, and Interest of Material to Reading Comprehension in a Second Language. Journal of Multilingual and Multicultural Development, 17 (6), 415-426.
Block, C. C., Parris, S. R., Reed, K. L., Whiteley, S. W. & Cleveland, M. D. (2009). Instructional Approaches that Significantly Increase Reading Comprehension. Journal of Educational Psychology, 101 (2), 262-281.
Bugel, K. & Buunk, B. P. (1996). Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge. The Modern Language Journal, 80 (1), 15-31.
Carrell, P. L. & Wise, T. E. (1998). The Relationship Between Prior Knowledge And Topic Interest In Second Language Reading. Studies in Second Language Acquisition, 20, 285-309.
Chern, C. L. & Liaw, M. L. (2004). Far East English Extensive Reading Series 1. Taipei : Far East Book company.
Day, R. R., Omura, C.& Hiramatsu, M. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7(2), 541-551.
Duan, Li. (2005). How to Foster Learner Autonomy in English Teaching and Learning. Sino-US English Teaching, 2 (7), 45-47.
Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14 (4), 481-533.
East, J. (2004). Online Learning and Autonomy: Developing Language and Study Skills Materials for ESL University Students. International Journal of Learning, 11, 717-724.
Elley, W. B. & Mangubhai, F. (1996). The Impact of Reading on Second Language Learning. Reading Research Quarterly, 19 (1), 53-67.
Gregory, S. & Stephen, L. (2001). Situational Interest: A Review of the Literature and Directions for Future Research. Educational Psychology Review, 13 (1), 23-52.
Heilman, M., Juffs, A., & Eskenazi, M. (2007). Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic Motivation. Proceedings of the 13th International Conferenced on Artificial Intelligence in Education. Marina del Rey, CA. (poster).
Holec, H. (1981). Autonomy and Foreign Language Learning. NY: Pergamon Press.
Huckin, T.& Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21, 181-193.
Ho, J.& Crookall, D. (1995). Breaking with Chinese cultural traditions: learner autonomy in English language teaching. System, 23(2), 235-243.
Horst, M., Cobb, T.& Meara, P. (1998). Beyond a clockwork orange: acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-223.
Hulstijn, J. H., Hollander, M.& Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: the influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.
Jenkins, J. R., Stein, M. L. & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21 (4), 767-787.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. Modern Language Journal, 73(4), 440-464.
Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.
McDevitt, B. (1997). Learner autonomy and the need for learner training. Language Learning Journa,, 16 (1), 34-39.
Nagy, W. E., Herman, P. A. & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20 (2), 223-253.
Nagy, W. E., Anderson, R. C. & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24 (2), 237-270.
Nagy, W. E. (1997). On the role of context in first and second language vocabulary learning. In Norbert Schmitt and Michael Mccarthy (Eds), vocabulary : Description, Acquisition and Pedagogy (pp. 64-83). Cambridge: Cambridge University Press.
Paribakht, T. S. & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition. Studies in Second Language Acquisition, 21 (2), 195-224.
Pitts, M., White, H. & Krashen, S. (1989). Acquiring Second Language Vocabulary through Reading: A Replication of the Clockwork Orange Study Using Second Language Acquirers. Reading in a Foreign Language, 5(2), 271-275.
Pulido, D. (2003). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning, 53 (2), 233-284.
Pulido, D. (2004). The effect of cultural familiarity on incidental vocabulary acquisition through reading. The Reading Matrix, 4(2), 20-53.
Pulido, D. (2007). The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics, 28 (1), 66-86.
Shu, H., Anderson, R. C. & Zhang, H. (1995). Incidental learning of word meanings while reading: a Chinese and American cross-cultural study. Reading Research Quarterly, 30 (1), 76-95.
Spache, G. D. & Spache, E. B. (1982). Project Achievement Reading C. New York, NY : Scholastic Inc.
Sun, Y. & Dong, Q. (2004). An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17 (2), 131-147.
Usuki, M. (2000). Promoting learner autonomy: Learning from the Japanese language learners’ perspectives. Reports - Research. (ERIC Document reproduction Service No. ED450588).
指導教授 衛友賢(David Wible) 審核日期 2011-1-24
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明