應用單字學習策略於英語閱讀輔助系統開發之分析

簡易檢索 / 詳目顯示

回結果列表

研究生：	林鉦傑 Jeng-jie Lin
論文名稱：	應用單字學習策略於英語閱讀輔助系統開發之分析 On Applying Vocabulary Learning Strategies in the Design of Computer-Assisted English Reading Systems
指導教授：	許智誠 Chih-cheng Hsu
口試委員:
學位類別：	碩士 Master
系所名稱：	管理學院 - 資訊管理學系 Department of Information Management
畢業學年度：	98
語文別：	中文
論文頁數：	81
中文關鍵詞：	單字學習、閱讀理解、學習策略、電腦輔助語言學習
外文關鍵詞：	vocabulary learning, learning strategy, CALL, reading comprehension
相關次數：	點閱：8 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

目前大學生常常需要面對原文書內容，原文書多是由英語所撰寫的，很多情況是：學生人手一台電子辭典來查閱其中較為艱深的單字，並將查到的單字字義謄寫至書中空白處或是單字的旁邊，以隨時提醒自己這個單字的字義。很多學生因為常常在閱讀中遇到大量不會的生字而放棄了閱讀，或是花很多時間在查閱單字上面。
本研究想要改善學生這樣子的閱讀習慣，建立一套電腦輔助語言學習系統來輔助學生閱讀英文原文書，讓學習者在閱讀文章過程中，提供一個可以更快速查詢單字功能；並將這些需要常常查詢的單字透過本系統將之保留起來，可供日後快速複習，企圖讓學習者可以將這些單字能更更深一層印象，一來將省下來的時間用在閱讀理解方面；二來可累積自己的單字量。
本研究將建置好的系統，透過實驗法，探討本研究系統對於學習者的閱讀理解以及字彙學習這兩方面，是否更一個改善的效果。以及透過問卷法，探討學習者對於本系統的認知可用性、易用性、以及未來使用意圖為何？結果發現，本研究系統對於字彙學習這方面更較傳統閱讀方式佳，且節省了查閱單字的時間，許多學習者也認為他們會將更多時間放在閱讀理解過程。而且對於本系統提供的閱讀輔助功能更一定程度的接受。

Many undergraduates in Taiwan have to read original English text book, but with poor English ability, they often have difficult ability to understand the content in. Students adopt a lot of methods to improve their vocabulary, such as using the electronic dictionary to search difficult words and translating those words into Chinese to remind them. Lots of students give up reading English text books or spend too much time in searching vocabularies because they have so many unfamiliar words in the books.
This study wants to improve this situation by proposing a new Computer-Assisted Language Learning system. With this system, we can provide a faster word-searching function for students, and store the words which are often-searched to help students review those words quickly. Our research tries to shorten students‟ reading time and enrich their vocabularies.
Through experiments, this study has learners used the proposed system to probe whether this system improve students‟ English ability in reading and learning. Using questionnaires, we want to find out students‟ perceived usefulness, ease of use, and intention of continue to use in this system. The result shows that our system improves students in words learning and saves a lot of words-searching time. Many students are willing to use our system for their further learning of English text books.

摘要 ........................................................................................................................ i
Abstract .................................................................................................................. ii
目錄 ..................................................................................................................... iii
圖目錄 .................................................................................................................. vi
表目錄 ................................................................................................................. vii
第一章、緒論 ....................................................................................................... 1
1-1 研究背景............................................................................................ 1
1-2 研究動機............................................................................................ 3
1-3 研究目的............................................................................................ 4
1-4 研究問題............................................................................................ 5
第二章、文獻探討 ............................................................................................... 6
2-1 英語閱讀理解（Reading Comprehension） .................................... 6
2-2 學習策略（Learning Strategy） ....................................................... 9
2-2-1 字彙學習策略(Vocabulary Learning Strategy) ....................... 9
2-2-2 閱讀策略(Reading Strategies) ............................................... 10
2-3 電腦輔助語言學習（Computer-Assisted Language Learning）... 12
2-4 與現行英語輔助軟體比較.............................................................. 13
第三章、研究方法 ............................................................................................. 15
3-1 系統概述－字義再編輯子系統...................................................... 16
3-2 系統概述－閱讀學習子系統.......................................................... 20
3-2-1 即時字義查詢 ........................................................................ 21
3-2-2 單字標記功能 ........................................................................ 22
3-2-3 克漏字測驗功能 .................................................................... 23
3-2-4 反覆練習單字功能 ................................................................ 25
3-3 問卷製作.......................................................................................... 27
第四章、實驗 ..................................................................................................... 31
4-1 實驗設計.......................................................................................... 31
4-1-1 實驗對象背景說明 ................................................................ 31
4-1-2 實驗流程 ................................................................................ 32
4-2 實驗分析.......................................................................................... 35
4-2-1 閱讀時間之分析 .................................................................... 36
4-2-2 閱讀問答測驗成績之分析 .................................................... 38
4-2-3 閱讀克漏字測驗成績之分析 ................................................ 39
4-2-4 字彙測驗成績之分析 ............................................................ 41
4-2-5 總成績之分析 ........................................................................ 42
4-2-6 實驗部分小結 ........................................................................ 42
4-3 問卷結果與分析.............................................................................. 44
4-3-1 可用性 .................................................................................... 45
4-3-2 易用性 .................................................................................... 46
4-3-3 未來使用意圖 ........................................................................ 47
4-3-4 整體目標 ................................................................................ 48
4-4 質性訪談結果.................................................................................. 50
第五章、結論 ..................................................................................................... 52
5-1 結論.................................................................................................. 52
5-2 研究限制.......................................................................................... 52
5-3 未來展望.......................................................................................... 53
參考文獻 ............................................................................................................. 54
附錄1、實驗組測驗說明文件及測驗內容 .............................................. 57
附錄2-1、實驗組質性訪談0002號受測者 ............................................. 65
附錄2-2、實驗組質性訪談0004號受測者 ............................................. 66
附錄2-3、實驗組質性訪談0007號受測者 ............................................. 67
附錄2-4、實驗組質性訪談0009號受測者 ............................................. 68
附錄2-5、實驗組質性訪談0012號受測者 ............................................. 69
附錄2-6、實驗組質性訪談0013號受測者 ............................................. 70

                                

[1]. Hwang, K., & Nation, I. S. P. (1995). Where would general service vocabulary
stop and special purposes vocabulary begin? System, 23, 35–41.
[2]. Clark, M.K. and Ishida, S. (2005). Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic
Purposes 4: 1-14.
[3]. Ono, L. (2002). A needs analysis of the English Language Institute reading program at the University of Hawaii at Manoa. Unpublished manuscript, Honolulu, HI , as cited in Clark, M.K. and Ishida, S. (2005). Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic Purposes 4: 1-14.
[4]. Nation, P., & Newton, J. (1997). Teaching vocabulary. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 238–254). Cambridge: Cambridge University Press.
[5]. Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33–51.
[6]. Gamper, J., & Knapp, J. (2002). A Review of Intelligent CALL Systems. Computer Assisted Language Learning, 15(4), 329-342.
[7]. Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A Look at the Research on Computer-Based Technology Use in Second Language Learning: A Review of the Literature from 1990-2000. Journal of Research on Technology in Education, 34(3),250-273.
[8]. John Hedgcock, & Dana R. Ferris (2009). Teaching Readers of English:
Students, Texts, and Contexts. Routledge, USA.
[9]. Grabe, W., & Stoller, F. L. (2002). Reading and vocabulary development in a second Language: A case study. In J. Coady & T. Huckin (Eds.), Second Language vocabulary acquisition (pp.98-122). Cambridge, England : Cambridge University Press, as cited in John Hedgcock, & Dana R. Ferris (2009). Teaching Readers of English: Students, Texts, and Contexts (p.36).
Routledge, USA.
[10]. Hudson, T.(2007). Teaching Second Language reading. Oxford, England : Cambridge University Press, as cited in John Hedgcock, & Dana R. Ferris (2009). Teaching Readers of English: Students, Texts, and Contexts (p.36).
Routledge, USA.
[11]. Gagne, E. D. (1985). The cognitive psychology of school learning. Boston: Little Brown and Company.
[12]. Plass, J.L. (1998). Design and evaluation of the user interface of foreign language multimedia software: a cognitive approach. Language Learning & Technology, 2 (1), 35-45.
[13]. Barchers, S. I. (1998). Reading from process to practice. NewYork: Wadsworth Publishing Company.
[14]. Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York: Guilford, as cited in John Hedgcock, & Dana R. Ferris (2009). Teaching Readers of English: Students, Texts, and Contexts (p.36).
Routledge, USA.
[15]. Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 127-155.
[16] . Chamot, A. U. (1999). Learning strategy instruction in the English classroom. The Language Teacher, 23(6). http://www.jalt-publications.org/tlt/articles/ 1999/06/chamot/
[17]. Chamot, A. U. (2004). Preparing language teachers to teach learning strategies.Proceedings of the CLaSIC 2004 Conference, Singapore, 1, 87 – 95.
[18]. Schmitt, N. (1997). Vocabulary learning Strategies. In Norbert Schmitt and Michael McCarthy (eds). Vocabulary: Description, Acquisition and Pedagogy. 199-227.Cambridge: Cambridge University Press.
[19]. Liao, Y.F.. (2004). A Survey Study of Taiwan EFL Freshmen‟s Vocabulary Learning Strategies.
[20]. Liou, H. C. & Huang, H. T. 2004. Effects of graded texts on EFL college students‟ incidental vocabulary learning: issues of exposure amount, and acquisition of productive and receptive vocabulary. Paper presented at CALICO 2004 Symposium, June 8-12, Pittsburgh, USA, Carnegie Mellon University.
[21]. Coady, J. (1993). Research on ESL/EFL vocabulary acquisition:putting it in context. In T. Huckin, M. Haynes & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 3-23). Norwood, N. J.: Ablex Publishing Corp.
[22]. Nation, I. S. P. (1990). Teaching and learning vocabulary. Boston: Heinle & Heinle.
[23]. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper-Collins.
[24]. Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new version of the Vocabulary Levels Test. Language Testing, 18 (1): 55-88.
[25]. Gamper, J., & Knapp, J. (2002). A Review of Intelligent CALL Systems. Computer Assisted Language Learning, 15(4), 329-342.

簡易檢索 / 詳目顯示

相關論文