Teaching Lexical Collocations to Enhance Listening Comprehension of English Majors in a Technological University of Taiwan

運用詞語搭配教學來加強台灣地區科技大學應用英語系學生的英語聽力

許正義(Jeng-Yih Hsu) ； 徐麗珍(Li-Chen Hsu)

《東吳外語學報》 24期 (2007/03) Pp. 1-33

https://doi.org/10.29737/SJFLL.200703.0001

摘要

本論文主要目的是在探討詞語搭配教學對於臺灣大學生英語聽力的影響。在這個研究中，總共有三十四位在科技大學主修英文的學生參與這個實驗，他們依據他們年級的不同而被分成二組，在連續的三個星期內，每一組學生分別接受了三種不同的教學法，包括：單一字的單字教學、詞語搭配教學和沒有教學。在每一種教學後，學生們要完成一個聽力測驗，每個測驗都包含了二篇取自於托福紙筆測驗中單人講述的聽力文章。 根據統計軟體的顯示，受試者在接受了不同的教學法後所表現出來的聽力能力是有顯著的差異的，結果顯示受試者在詞語搭配教學後所實施的聽力測驗中表現的最好。但是，統計分析指出受試者的表現並沒有因為年級不同而有顯著的差異。另外，經由問卷調查所搜集的資料來看，這些受試者最喜歡詞語搭配教學，而且他們相信詞語搭配教學可以增進他們的英語聽力。

關鍵字

搭配詞 ； 詞語搭配教學法 ； 英語聽力 ； 科技大學 ； 英語教學法

並列摘要

This study attempts to investigate the effect of direct teaching of lexical collocations on technological university learners' listening comprehension in Taiwan. There were thirty-four English majors in a university of science and technology participating in the present study. They were divided into two groups according to their academic levels. In a three-week period, each group received three different types of instruction: single-item vocabulary instruction, lexical collocation instruction, and no instruction in each class, and was requested to complete a listening comprehension test, consisting of two monologues adopted from the pencil-based TOEFL tests, right after the instruction.
The quantitative data showed that a significant difference was found in listening comprehension among these participants based on the type of instruction they received. The results indicated that the participants received the highest mean score in the comprehension test after lexical collocation instruction. Statistical analysis, however, revealed that there was no significant difference between the two academic levels in the listening comprehension in consequence of receiving these three types of instruction. Furthermore, the post-test questionnaire revealed that these participants selected the instruction on lexical collocations as the most favorite instruction type, and they believed receiving lexical collocation instruction enabled them to strengthen their listening comprehension.

並列關鍵字

lexical collocations ； the Lexical Approach ； listening comprehension ； technological university ； TESOL method

參考文獻

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Brabham, E. G.,Villaume, S. K.(2002).Vocabulary instruction: Concerns and visions.The Reading Teacher.56,264-268.