應用數位學習系統於閱讀原文書時的字彙學習與研究

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：48

、訪客IP：13.59.243.194

姓名

盛郁仁(Yu-Jen Sheng) 查詢紙本館藏

畢業系所

資訊管理學系

論文名稱

應用數位學習系統於閱讀原文書時的字彙學習與研究
(A Study Of Applying e-Lerning System To The Vocabulary Learning In Reading English Textbook.)

相關論文

★ 針對提昇資料倉儲資料庫執行效能之知識管理與相關系統設計	★ 以關聯規則探勘為基礎，探討詐騙車手提領型態互動之研究
★ 部落格之網路口碑評比機制平台管理與應用	★ 虛擬貨幣交易平台之實現
★ 適用於多種設備的可否認鑑別協定之設計	★ 交易程式最佳化的多維度分析平台之設計與建置
★ 多商品多策略程式交易績效曲線比較和分群機制之研究	★ 以工作流程與Portlet為基礎整合學習管理系統以支援課程編組
★ 使用服務導向技術建構具支援二線廠客製化能力的電子中樞系統之研究	★ 以流程為中心的Portlet重用性分析
★ 應用資料倉儲技術建構平衡計分卡資訊系統之研究-以某消費性電子製造公司人力資源計分卡為例	★ 自動化的產品平台管理與應用
★ 以代理人為基礎的資訊系統協助新產品開發流程的自動化	★ 以整合式的教練引導開發以框架為基礎的專案
★ 支援新產品研發的整合性知識管理系統	★ 以流程為導向協同異質性數位學習系統中呈現層與資料層之研究

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]

本電子論文使用權限為同意立即開放。
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。
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)

對於大學生而言，若想要閱讀以英文撰寫的原文書，英文單字的重要性是眾所皆知的，也是學習者第一個必須克服的障礙。本研究觀察到很多學習況是: 有些學生會將查詢過的單字字義謄寫在書中空白處或是單字旁，以隨時提醒自己這個單字的字義，但這個過程將花費很多時間，且相當無趣，因此常常在閱讀中遇到大量不會的單字而放棄閱讀，或是花很多時間在進行查詢單字和謄寫。本研究想要改善學生這樣的學習習慣，建立一套電腦輔助學習系統MyVLS-tool來輔助學生學習原文書內的字彙，提供學習者一個循環式的學習與複習的流程，且整個學習流程將包含了ARCS動機模式的考量設計，並將Schmitt提出的單字學習策略實作在本系統，企圖讓學習者能夠節省進行複習的時間，以及讓學習者更有動機進行字彙學習。
本研究針對中央大學資管系100名修習使用原文書的課程，此課程為大學二年級必修課程「企業資料通訊」，將其分為實驗組以及對照組，並進行為期三周的實驗，實驗並分為兩階段 (1) 前測與後測、(2) 問卷與質性訪談。由實驗第一階段的分析，本研究得到的結論為，透過數為學習系統MyVLS-tool所提供的循環學習以及複習流程，能有效提升大學生原文書內英文學習成效，進而提升單字實力。實驗第二階段結論則為，在統計意義上，大部分學習者皆對MyVLS-tool有正面評價，包括流程效率的改善，動機的提升，以及整體評價。

摘要(英)

The importance of memorizing vocabulary is well-known since acquiring basic vocabulary is a must to read any English material for college studnets. English vocabulary is the first obstacle to overcome if a student wants to read any English
materials. Many students give up reading English textbooks since spending too much time or boring in searching vocabularies because they have so many unfamiliar words in the textbooks.This study want to improve this situation by proposing a new Computer-Assisted Language system called MyVLS-tool. MyVLS-tool can provide a learning process including vocabulary learning and reapeated reviewing and also taking ARCS model into motivation design considertation. This study also implements Schmitt’s vocabulary strategy in MyVLS-tool. By doning these, This study try to improve the time wasting and boring problems during student’s textbook vocabulary learning.
The experiment participants are 100 National Central University, Department of Information Management’s students. We divide them into experimental group and control group and conduct a three-week experiment, The experiment divided into two stages (1) pre-test and the post-test, (2) questionnaires and qualitative interviews. By the analysis of the first stage of the experiment, the conclusion of this study was, through a number of learning cycle and reviewing process provided by the MyVLS-tool can effectively enhance the college students English learning outcomes in English textbook, thereby enhancing the vocabulary strength. The second stage of conclusion of the experiment was, in the statistical sense, most of the college studnets have positive evaluation including improvement of process efficiency, motivation enhancement, and overall evaluation toward MyVLS-tool.

關鍵字(中)

★ 原文書字彙學習
★ 單字學習策略ㄝ
★ ARCS動機模式
★ 電腦輔助學習系統

關鍵字(英)

★ English textbook learning
★ vocabulary learning strategy
★ ARCS model
★ CALL

論文目次

謝辭 iii
摘要 iv
ABSTRACT v
目錄 vi
表目錄 viii
圖目錄 ix
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究架構 5
第二章文獻探討 7
2.1 內隱學習與外顯學習的配合 7
2.2 單字學習策略 8
2.3 英文字彙能力衡量方法 10
2.4 數位學習系統需要適當的動機考量 10
2.5 ARCS之於動機設計 11
2.6 教材動機量表 13
第三章系統設計 14
3.1 應用數位學習系統以輔助記憶原文書單字 14
3.2 系統設計原理 15
3.3 MYVLS-TOOL使用步驟與系統設計詳述 18
第四章實驗設計與結果分析討論 25
4.1 實驗設計 25
4.1.1 實驗步驟1 25
4.1.2 實驗步驟2 26
4.2 實驗參與者 28
4.3 資料收集與分析 29
4.3.1 資料結果: 實驗步驟1 29
4.3.2 資料結果: 實驗步驟2 32
4.3.3 綜合討論 38
第五章研究結論與建議 39
5.1 研究結論 39
5.2 研究限制 39
5.3 未來發展 40
參考文獻 41
英文部分 41
中文部分 43
附錄一　訪談內容 45
附錄二測驗考卷 51

參考文獻

英文部分
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.
Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of educational research, 64(2), 287-309.
Ang, C. S., Zaphiris, P., & Mahmood, S. (2007). A model of cognitive loads in massively multiplayer online role playing games. Interacting with Computers, 19(2), 167-179.
Bandura, A. (1997). Self-efﬁcacy: The exercise of control: New York: Freeman.
Bley-Vroman, R. (1989). What is the logical problem of foreign language learning. Linguistic perspectives on second language acquisition, 4, 1-68.
Cassels, J. R. T. a. A. H. J. (1985). Words That Matter In Science. : London,Royal Society of Chemistry.
ChanLin, L. J. (2009). Applying motivational analysis in a Web‐based course. Innovations in Education and Teaching International, 46(1), 91-103.
Chen, N. S., Hsieh, S. W., & Kinshuk, A. (2008). Effects of short-term memory and content representation type on mobile language learning. Language learning & technology, 12(3), 93-113.
Cheng, Y. C., & Yeh, H. T. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. British Journal of Educational Technology, 40(4), 597-605.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization personalization and choice. Journal of educational psychology, 88(4), 715.
DeKeyser, R. (2003). Implicit and explicit learning. The handbook of second language acquisition, 312-348.
Dempsey, J. V., & Johnson, R. B. (1998). The development of an ARCS Gaming Scale. Journal of Instructional Psychology.
Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation.
Ellis, N. (1994). Implicit and explicit language learning: An overview. Implicit and explicit learning of languages, 1-31.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
Hu, M.& Nation, I.S.P.(2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13 (1), 403-430.
Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of personality and social psychology, 79(6), 995.
Jia, J., Chen, Y., Ding, Z., & Ruan, M. (2011). Effects of a vocabulary acquisition and assessment system on students’’ performance in a blended learning class for English subject. Computers & Education.
Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status.
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance+ Instruction, 26(8), 1-7.
Keller, J. M. (1993). Manual for the instructional materials motivational survey (IMMS). Unpublished manuscript, Tallahassee, FL.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
Krashen, S. D. (1981). Second language acquisition and second language learning, London: Pergamon Press.
Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. About Language Learning & Technology, 74.
Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15-45.
Maltby, F., Gage, N. L., & Berliner, D. C. (1995). Educational psychology: an Australian and New Zealand perspective: Wiley Brisbane.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 09-30.
Paivio, A., & Desrochers, A. (1979). Effects of an imagery mnemonic on second language recall and comprehension. Canadian Journal of Psychology/Revue canadienne de psychologie, 33(1), 17.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. Second language vocabulary acquisition: A rationale for pedagogy, 174-200.
Reber, A. S., Allen, R., & Reber, P. J. (1999). Implicit versus explicit learning. The nature of cognition, 475-513.
Sachs, J. (2001). A path model for adult learner feedback.
Sankaran, S. R., & Bui, T. (2001). Impact of learning strategies and motivation on performance: A study in web-based instruction. Journal of Instructional Psychology, 28(3), 191-198.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual: Palgrave Macmillan.
Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition and pedagogy: Cambridge Univ Pr.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86.
Small, R. V. (1999). Motivation in instructional design. Educational media and technology yearbook, 89-92.
Small, R. V., & Gluck, M. (1994). The Relationship of Motivational Conditions to Effective Instructional Attributes: A Magnitude Scaling Approach. Educational technology, 34(8), 33-40.
Spitzer, D. R. (1996). Motivation: The Neglected Factor in Instructional Design. Educational technology, 36(3), 45-49.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological review, 92(4), 548.
Wesche, M. B., & Paribakht, T. S. (2000). Reading‐Based Exercises in Second Language Vocabulary Learning: An Introspective Study. The Modern Language Journal, 84(2), 196-213.
中文部分
廖怡芬（2004）。大一學生字彙學習策略之調查研究。屏東師院學報，21，頁271-288。
王玉華（2004）。台灣高中學生英語字彙學習策略之探討。英語教學碩士在職專班。台北市，國立政治大學。
王蕙榮（2003）。英語單字學習策略與英語學習成就之研究–以桃園縣成功國民小學為個案研究。國立台北教育大學兒童英語教育研究所碩士論文，未出版，台北市。
鄭孟淳（2006）。台灣國中學生英語字彙學習策略之研究。語言研究所。台北市，國立政治大學。
黃宜茹（2011）。國小學生英語字彙學習策略與學習風格之研究-以桃園縣某國小為例。兒童英語教育學系碩士班。台北市，國立臺北教育大學。
廖康伶（2008）。國中生知覺學習風格、字彙學習策略與字彙學習成就之相關研究。雲林科技大學技術及職業教育研究所碩士論文，未出版，雲林縣。
盛群力、李志強（2003）。現代教學設計論。臺北：五南。
李文瑞（1990）。介紹激發學習動機的阿課司（ARCS）模型教學策略。台灣教育，479，22-24。

指導教授

許智誠

審核日期

2012-7-16

推文