English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 80016/109074 (73%)
造訪人次 : 20642394      線上人數 : 376
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: http://nccur.lib.nccu.edu.tw/handle/140.119/99274

    題名: 台灣高中生英文寫作用字分析與教學
    A Study on Teaching Vocabulary for English Writing to Taiwanese High School Students
    作者: 李芷涵
    Lee, Chih Han
    貢獻者: 尤雪瑛
    Yu, Hsueh Ying
    Lee, Chih Han
    關鍵詞: 字彙知識
    word knowledge
    vocabulary acquisition
    productive words
    Vocabulary Knowledge Scale
    English writing
    日期: 2016
    上傳時間: 2016-07-20 16:33:30 (UTC+8)
    摘要: 本研究旨在實驗一套單字教學活動是否能成功增加台灣高中生的寫作應用字彙。在實驗開始前,研究者先進行前測,採用了字彙知識自評表(Vocabulary Knowledge Scale)和一份作文題目以了解學生一開始的字彙知識及主要單字的使用情況。之後,研究者開始了為期十二週的教學活動,此活動分為三階段:呈現(Presentation)、練習(Practice)、應用(Production),每個階段皆採用不同的活動進行教學,並根據這四大原則來設計教導應用字彙的活動:刻意性、重複性、參與性、情境性。教學實驗過後,研究者進行後測以了解字彙知識的改變及主要單字的使用情況,並分析不同程度的學生作品,以了解學生實際的用字情況。
    The current study experiments with a series of teaching activities for productive words to Taiwanese students at the senior high level. It aims to understand the changes of word knowledge and target word use after the experiment. In the beginning, a pre-test was administered with the help of two instruments, the Vocabulary Knowledge Scale and a writing prompt, to understand the students’ initial level. Then, the researcher conducted the teaching experiment for 12 weeks, which consisted of the Presentation, Practice, and Production stages. In each stage, the activities were designed based on four important principles for teaching productive words: intentional, repeated, involving, and contextualized. After the experiment, a post-test using the same instruments was carried out to analyze the changes of word knowledge and target word use. Moreover, individual writing products of different levels were analyzed to see the actual usage of words in the students’ writing.
    The results showed that the teaching experiment was effective in increasing the students’ receptive knowledge and productive use of the target words. The VKS scores of the pre- and post-test differed significantly. More than half of the words moved up to higher levels, and eight words moved to the productive level in the post-test. The students’ writing products also indicated a considerable increase in the use of target words in terms of the correct usages and related words. Eighty-seven percent of the students used the target words in the post-test. Moreover, the number of old and new words used doubled in the post-test.
    參考文獻: Assinder, W. (1991). Peer teaching, peer learning: one model. ELT journal,45(3), 218-229
    Bruton, A. (2009). The vocabulary knowledge scale: A critical analysis. Language Assessment Quarterly, 6(4), 288-297.
    Carless, D. (2009). Revisiting the TBLT versus PPP debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19(1), 49-66.
    Chang, V. W. (2013). 十二年國民基本教育綱要內容前導研究-子計畫二:十二年國民基本教育外國語文領域綱要內容之前導研究 [The 12-year compulsory education curriculum system constructing program – sub-project two: the 12-year compulsory education of foreign language curriculum]. (NAER-102-06-A-1-02-02-1-11). Retrieved from http://www.naer.edu.tw/ezfiles/0/1000/img/49/
    Chang, V. W. (2014). 臺灣英語教育的「變」與「不變」:面對挑戰,提升英語力 [Taiwan's English Education: Changes and Challenges]. Secondary Education, 65(3), 6-17.
    Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(02), 180-201.
    Chou, Hou-Tzu. (2006). The Effects of Input and Output Tasks on Incidental Vocabulary Acquisition. Unpublished Master Thesis, National Tsing Hua University, Taiwan.
    Falahi, M., & Moinzadeh, A. (2012). Effects of Receptive and Productive Tasks on Iranian EFL Students' Learning of Verb-noun Collocations. Journal of Language Teaching and Research, 3(5), 953-960.
    Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal,31(2), 105-119.
    Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873-905.
    File, K. A., & Adams, R. (2010). Should Vocabulary Instruction Be Integrated or Isolated?. TESOL Quarterly, 44(2), 222-249.
    Goodfellow, R., Lamy, M. N., & Jones, G. (2002). Assessing learners’ writing using lexical frequency. ReCALL, 14(01), 133-145.
    Hatch, E., & Brown, C. (1995). Vocabulary, Semantics, and Language Education. Cambridge University Press.
    Hardie, A. (2007). Part-of-speech ratios in English corpora. International journal of corpus linguistics, 12(1), 55-81.
    Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in second language acquisition, 21(02), 303-317.
    Hilton, H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language Learning Journal, 36(2), 153-166.
    Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131.
    Hirsh, D., & Nation, I. S. P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure?. Reading in a foreign language, 8, 689-689.
    Hudson, R. (1994). About 37% of word-tokens are nouns. Language, 70(2), 331-339.
    Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp.258-286). Cambridge: Cambridge University Press. Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558.
    Hunt, A., & Beglar, D. (2005). A Framework for Developing EFL Reading Vocabulary. Reading in a Foreign language, 17(1), 23-59.
    Jeng, Chang, Cheng, & Ku. (2002). 高中英文參考詞彙表 [Senior High English Wordlist for Reference]. Retrieved from http://www.ceec.edu.tw/Research2/doc_980828/ce37/5.pdf
    Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92(1), 114-130.
    Lai, Y. C. (2013). Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms. Taiwan Journal of TESOL, 10(1), 37-76.
    Laufer, B. (1994). The lexical profile of second language writing: does it change over time?. RELC journal, 25(2), 21-33.
    Laufer, B. (1997). What's in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
    Laufer, B. (1998). The development of passive and active vocabulary in a second language: same or different?. Applied linguistics, 19(2), 255-271.
    Laufer, B. (2005). Focus on form in second language vocabulary learning. Eurosla yearbook, 5(1), 223-250.
    Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29(4), 694-716.
    Laufer, B., & Nation, I. S. P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied linguistics, 16(3), 307-322.
    Laufer, B., & Nation, I. S. P. (1999). A vocabulary size test of controlled productive ability. Language testing, 16(1), 33-51.
    Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical Threshold Revisited: Lexical Text Coverage, Learners' Vocabulary Size and Reading Comprehension. Reading in a foreign language, 22(1), 15-30.
    Lee, S. H., & Muncie, J. (2006). From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly, 40(2), 295-320.
    Lin, L. F. (2015). The impact of problem-based learning on Chinese-speaking elementary school students' English vocabulary learning and use. System, 55, 30-42.
    Lin, M. C., & Cortina, K. S. (2014). Effects of Explicit English-Collocation Instruction and Vocabulary-Learning Motivation on L2 Collocation and Reading-Recall Performances. English Teaching & Learning, 38(1).
    Maftoon, P. & Sarem, S.N. (2012). A critical look at the presentation, practice, production (PPP) approach: challenges and promises for ELT. Brain and Language, 3(4), 31-36
    Meara, P. (1996). The vocabulary knowledge framework. Retrieved from http://www.lognostics.co.uk/vlibrary/meara1996c.pdf
    Melka, F. (1997). Receptive vs. productive aspects of vocabulary in Schmitt N. and McCarthy M. (eds.) Vocabulary Description, Acquisition and Pedagogy pp. 84-102. Cambridge, Cambridge University Press.
    Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73-115.
    Moskovsky, C., Jiang, G., Libert, A., & Fagan, S. (2015). Bottom‐Up or Top‐Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students. TESOL Quarterly, 49(2), 256-277.
    Muncie, J. (2002). Process writing and vocabulary development: Comparing lexical frequency profiles across drafts. System, 30(2), 225-235.
    Nation, I. S. P. (1983). Testing and teaching vocabulary. Guidelines 5. 1, 12-25.
    Nation, I. S. P. (2001). Learning Vocabulary in Another Language: Cambridge University Press.
    Nation, I. S. P. (2003) Vocabulary. In D. Nunan. (Ed.) Practical English Language Teaching. (pp. 129-152). New York, McGraw Hill.
    Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening?. Canadian Modern Language Review/La revue canadienne des langues vivantes, 63(1), 59-82.
    Nation, I. S. P. (2007). The four strands. International Journal of Innovation in Language Learning and Teaching, 1(1), 2-13.
    Nation, I. S. P., & Crabbe, D. (1991). A survival language learning syllabus for foreign travel. System, 19(3), 191-201.
    Pan, G. R., & Wang, Z. Q. (2005). Error Analysis of Non-English Major Students' Compositions and Lexical Teaching. Sino-US English Teaching, 2(4), 57-60.
    Paribakht, T. S., & Wesche, M. B. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (pp. 174-200).
    Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review/La revue canadienne des langues vivantes, 56(2), 282-308.
    Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513-536.
    Read, J. (2000). Assessing Vocabulary. Cambridge, UK: Cambridge University Press.
    Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146-161.
    Research center for psychological and educational testing [RCPET]. (2014, June). 103年國中教育會考各科能力等級加標示人數百分比統計表. [The percentage of different bands in the 2014 Comprehensive Assessment Program for Junior High School Students]. Retrieved from ttp://www.bctest.ntnu.edu.tw/1030605-1.html
    Richards, J. C. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.
    Richards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Centre.
    Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
    Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language teaching research, 12(3), 329-363.
    Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. England: Palgrave Macmillan.
    Schmitt, N. (2014). Size and Depth of Vocabulary Knowledge: What the Research Shows. Language Learning, 64(4), 913-951.
    Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language testing, 18(1), 55-88.
    Shaaban, K. (2006). An initial study of the effects of cooperative learning on reading comprehension, vocabulary acquisition, and motivation to read. Reading Psychology, 27(5), 377-403.
    Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds). Challenge and Change in Language Teaching. Oxford: Heinemann.
    Smith, M. S. (1993). Input enhancement in instructed SLA. Studies in second language acquisition, 15(02), 165-179.
    Sokmen, A. J. (1997) Current trends in teaching second language vocabulary. In Schmitt, N., & MacCarthy M. (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 237-257). Cambridge: Cambridge University Press.
    Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139-152.
    Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(04), 577-607.
    Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass, & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
    Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of HG Widdowson (pp. 125-144). Oxford University Press.
    Tang, Q. M. (2006). Lexical mismatching in Chinese students' EFL writing. Sino-US English Teaching, 3(5), 10-16.
    Tsai, C., & Chang, I. (2009). An examination of EFL vocabulary learning strategies of students at the University of Technology of Taiwan. International Forum of Teaching and Studies, 5(2), 32-38.
    Ur, P. (2012). Vocabulary activities. Cambridge University Press.
    Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese–English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1), 67-88.
    Wang, K. C. (2004). Vocabulary learning difficulties for senior I students in Taiwan. Unpublished Master Thesis, National Chengchi University, Taiwan.
    Webb, S. A. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(01), 79-95.
    Webb, S. A., & Chang, A. C. S. (2012). Second language vocabulary growth. RELC Journal, 43(1), 113-126.
    Wesche, M. B., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth. Canadian Modern Language Review, 53(1), 13-40.
    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.
    Wilkins, D. A. (1972). Linguistics in language teaching. London, Arnold.
    Willis, M., & Ohashi, Y. (2012). A model of L2 vocabulary learning and retention. The Language Learning Journal, 40(1), 125-137.
    Wu, W. S. (2005). Use and helpfulness rankings of vocabulary learning strategies employed by EFL learners in Taiwan. Journal of Humanities and Social Science, 1(2), 7-13.
    Yang, I. L. (2006). On the Issue of Vocabulary Size in English Teaching in Taiwan. Journal of the National Institute for Compilation and Translation, 34(3), 35-44.
    Yildirim, K., Yildiz, M., & Ates, S. (2011). Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary According to Text Types. Educational Sciences: Theory and Practice, 11(3), 1541-1547.
    Yu, G. (2009). Lexical diversity in writing and speaking task performances. Applied
    linguistics, 31(2), 236-259.
    Zeeland, H. V., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: the same or different from reading comprehension?. Applied Linguistics, 34(4), 457-479.
    Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558-575.
    Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL quarterly, 31(1), 121-140.
    描述: 碩士
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0100551016
    資料類型: thesis
    顯示於類別:[英國語文學系] 學位論文


    檔案 描述 大小格式瀏覽次數
    101601.pdf4172KbAdobe PDF259檢視/開啟


    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋