- 學位論文
A Longitudinal Case Study of the Acquisition of Academic Vocabulary in Writing by EFL Students
寫作中學術英文詞彙習得之長期個案研究
摘要
中文摘要 單字在學術寫作為不可或缺的要素，學術單字表 (Coxhead, 2000)被視為學習者發展學術讀寫能力的一重要學習目標。雖然有很多研究探討第二語言寫作中單字的使用 (Chao, 2003; Lee & Munice, 2006; Lin & Liou, 2009)，但是單字長程發展之研究極少。隨著科技的普及，台灣的外語學習者普遍使用寫作參考工具，許多文獻也證實寫作工具的成效 (如雙語字典， Laufer & Kimmel, 1997; 電子字典，Tang, 1997; 語料庫字典; Lee & Liou, 2003)。而關於寫作參考工具在學習者寫作中學術單字發展一學年的長期研究卻很罕見。 本研究追蹤三位學習者於一學年寫作中學術單字的發展並透過研究探討寫作參考工具對學習者寫作中單字發展扮演的角色。欲處理以上的議題，我們向學生介紹學術單字的重要性，及寫作工具以幫助他們寫作中學術單字的發展。語料包括三位大學生不同時間點的寫作樣本、問卷結果、Vocabulary Levels Test測驗結果以及後續訪問。我們將五篇作文及一篇論文報告建立為學習者語料庫，並以Lexical Frequency Profile軟體分析計算其頻率及精準度，並辨認出學術字串(multi-word units)次數略多者。 結果顯示學生的學術單字使用頻率及精準度呈現波動狀態。和學術單字比較，他們使用較少的學術字串。排名較高的學習來源分別來自於之前的學習以及學術文章閱讀，寫作參考工具也是重要的學習來源之一。三位學生各有獨特的寫作參考工具使用習慣以幫助自己寫作過程中學術單字的學習。 結果證明當學習者語言程度未達某一階段，學術單字字頻、字誤、字串發展在學習過程中會呈現興衰枯榮的模式。字串比單字難習得，且字串為語言精通度的指標之一。儘管不同學習者有不同寫作參考工具使用偏好，寫作工具可幫助學習者確認單字用法，也因此提升他們單字使用的信心程度及精準度。 在教學上，老師不宜期待學生學術單字學習必定為穩定發展，學習呈現波動狀態乃是正常現象。教授單字教學時，老師應介紹字串的觀念並設計活動、提供練習機會。教學方式不應只偏重隱性教學(implicit instruction)或顯性教學(explicit instruction)，而應提供不同的教學方式作為學生單字學習來源。此外，老師應介紹各種寫作參考工具，讓學生選擇自己最喜歡且最適合自己的工具，以幫助其寫作時單字的使用。
並列摘要
ABSTRACT Vocabulary is an indispensable element in academic writing, and the Academic Word List (Coxhead, 2000) has been considered to be one crucial learning target if L2 learners want to develop their academic literacy. While there have been substantial studies on vocabulary use in writing, (Chao, 2003; Lee & Munice, 2006; Lin & Liou, 2009) limited research on academic vocabulary development in writing has been conducted. With the advent of technology, referencing tools are commonly used by EFL learners in Taiwan and have been supported by empirical studies for its effectiveness (e.g., bilingual dictionaries, Laufer & Kimmel, 1997; electronic dictionaries, Tang, 1997; concordancers, Lee & Liou, 2003). However, very few studies investigated the role referencing tools play in learners’ academic vocabulary development in writing over an academic year. The aims of the study were to track three learners’ academic vocabulary development in writing for an academic year, and to increase our understanding of the role referencing tools play in the students’ academic vocabulary development in writing. To address the above issues, the importance of the Academic Word List and referencing tools were introduced to help the students develop their academic word use in writing. The data involved the three third-year college students’ writing assignments sampled at different time points of the year, the results of a questionnaire, Vocabulary Levels Test results and follow-up interviews. Five essay assignments and a research paper composed in a year and compiled as a learner corpus were analyzed using the Lexical Frequency Profile for its frequency, plus an accuracy measure. The learners’ use of academic multi-word units (i.e., academic bundles) was also identified. The findings revealed that the students’ frequency and accuracy of academic word use fluctuated over a year. They produced fewer academic bundle types over time, compared with that of academic word types. Previous learning and academic reading were two top ranking learning sources. Referencing tools were also one of the important learning sources among them. Each individual had unique habits of referencing tool use to help academic word learning in the writing process. It is argued that when learners’ language proficiency has not reached a certain level, their academic word development will manifest a progressive and regressive pattern in the learning process. Academic bundles are more difficult to acquire than single-academic words, and serve as one of the good indicators of language proficient use. Referencing tools, regardless of different learners’ diverse preferences, play a significant role in helping learners confirm word usage, and thus help learners enhance both their confidence level of academic word use and academic word accuracy rate. In teaching, the teacher should not expect students’ academic word use must exhibit stable growth. It is normal to have fluctuation in learning. While teaching vocabulary, the teacher should introduce the concept of lexical bundles, design activities, and provide opportunities for practice. The teacher’s instruction should not only focus on either implicit or explicit instruction. Rather, both teaching approaches should be used as students’ vocabulary learning sources. In addition, various kinds of referencing tools should be introduced so that students can choose their favorite tools and their most suitable tools, which help their word use during writing.