單字策略教學對國小學生的英語學習策略使用情形之研究

The Relation between Strategy Instructions for Vocabulary Acquisition and Children's Foreign Language Learning

陳慧琴(Huei-Cin Chen) ； 鄒文莉(Wun-Li Zou)

《課程與教學》 8卷2期 (2005/04) Pp. 101-121

https://doi.org/10.6384/CIQ.200504.0101

摘要

本文首在了解國小學生對英語學習策略的認知及使用情形，並觀察及比較學生在策略訓練前後的學習狀況。研究結果顯示，部分國小學生已經使用一些學習策略於語言學習上，然而大部分學生可以經由策略的訓練來培養其學習策略的使用。國小學生較常使用的策略包括：將長單字按字義或音節分解、在腦海中或紙上圖像化單字、及使用不同的方式練習。此外，在課程設計中融入數學、自然、社會、及國語科內容讓學習英語更生活化，可以讓學生藉由其他科目的學習過程如分類、統計、圖表等學習英文。最後，研究者也針對不同情境下的策略訓練提出教學上的建議。

關鍵字

語言學習策略 ； 單字學習 ； 單字記憶策略

並列摘要

The study surveys the awareness and usage of English-learning strategies by primary school students, and compares their learning behaviors before and after strategy training. The analysis shows that while some pupils already use strategies in learning English, most can benefit from a strategy-training program. The results of the study indicate that pupils divide long words to known components or phonetic parts, visualize words in their mind or on paper, and use different ways to practice. In addition, integrating students' other academic subjects in curriculum design makes learning more interesting; the inclusion also enables students to learn English through processes common to other academic subjects such as mathematics, natural science and social studies.

並列關鍵字

learning strategy ； vocabulary learning ； vocabulary memorization strategy

參考文獻

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