The Impact of English Learning Experience, Parental Involvement and Socioeconomic Status Differences on Strategy Use ofVocabulary Learning

英語學習經驗，父母參與及社經地位對於字彙學習策略的影響

林青穎(Ching-Ying Lin) ； 邱矜維(Jin-Wei Ciu)

《修平人文社會學報》 18期 (2012/03) Pp. 25-42

https://doi.org/10.29547/ZHWHGX.201203.0002

摘要

本研究調查台灣國二學生對於字彙策略的使用情形，研究內容包含學生的英語學習經驗，父母的參與與否，父母的社經地位，目的在於探討這些因素是否會影響學生在字彙策略上的使用有所不同。本研究工具採用專家的字彙策略版本，總共包含五大類，決定、記憶、認知、後段認知和社會策略。整份問卷包含了四十七個選項，總計有一百八十一位國二學生參與。調查結果顯示，大部分的學生不常使用字彙策略，並發現在探討學生的英語學習經驗，父母的參與與否及社經地位時，結果顯示出顯著差異存在於這些變數之中。教學上與未來的研究建議也會被提及於文章之中。

關鍵字

字彙策略 ； 英語學習經驗 ； 家長參與 ； 社經地位

並列摘要

The main purpose of this study was to examine the vocabulary learning strategies used by grade 8 junior high school students in Taiwan. The factors of students' English learning experience, parental involvement and socioeconomic status were explored. The instrument adopted Schmitt's (1997) vocabulary learning strategies. Five categories of vocabulary learning strategies including determination, memory, cognitive, metacognitive and social strategies were involved. There were 47 items in the questionnaire. The researcher recruited 181 grade 8 junior high school students. The results reported that most of the students did not use vocabulary learning strategies often. Significant differences were found among students' English learning experience, parental involvement and socioeconomic status. Pedagogical implications and suggestions were referred.

並列關鍵字

vocabulary learning strategies ； English learning experience ； parental involvement ； socioeconomic status