Effects of the glosses with the English morphological structure and Chinese word definition on the EFL vocabulary learning

英文詞素結構型態與中文字義型態字彙註解對EFL字彙學習之影響

許健哲(Chien-Che Hsu) ； 辜玉旻(Yu-Min Ku)

《北商學報》 33期 (2018/01) Pp. 25-40

摘要

Previous studies revealed that the morphological structure of vocabulary would benefit EFL/ESL learners the lexical and semantic information for understanding the meaning of complex words and clues for memorizing the word structure. However, Taiwanese EFL learners tend to use the Chinese word definition rather than the morphological structure in their EFL vocabulary learning. This study investigated the effects of two types of gloss: L1 (Chinese) word definition and L2 (English) morphological structure, on EFL vocabulary learning. 245 Taiwanese EFL university students were first assessed for their level of morphological structures and randomly assigned to two conditions. The participants were required to read the assigned glosses and finish the immediate and delayed vocabulary posttests. Our study reported that (1) learner's awareness level of L2 morphological structure would affect the EFL vocabulary learning, (2) the group of L2 morphological structure glosses outperformed that of L1 word definition glosses on the delayed vocabulary posttest, and (3) L2 morphological structures are more beneficial than L1 word definitions for the EFL vocabulary retention. This study presented the empirical evidence of benefits of L2 morphological structure on EFL vocabulary learning. We also propose that the teachers might consider delivering the content of L2 morphological structure besides the L1 word definition in the vocabulary instruction, and we hope to provide a considerable perspective of the design of glosses for the future EFL vocabulary intervention.

關鍵字

vocabulary gloss ； morphological structure ； L2 vocabulary learning ； EFL instruction

並列摘要

研究顯示學習者對於目標語言字彙詞素結構的覺知，可幫助語言學習者理解複雜字彙結構，提供字彙語法和語義的資訊，進而協助學習者記憶字彙。然而台灣學生在英語學習上多數仍習慣使用中文字義解釋型態的註解來幫助記憶字彙，而非使用字彙的詞素結構來協助理解字彙組成架構。因此，本研究將245名台灣修讀大一英文課程之學生隨機分配至中文字義註解組及英文詞素結構註解組，以檢視何種型態的字彙註解更有助於英文字彙的學習及記憶。研究結果顯示（1）英文詞素結構的覺知程度會影響EFL字彙學習表現、（2）英文詞素結構註解組在英文字彙後測成績上表現比中文字義註解組好、（3）英文詞素結構比中文字義更有助於英文字彙的記憶。本研究的結果提供了英文詞素結構註解更有助於英文字彙學習表現的研究證據，希望未來教師在英語字彙教學內容上能考慮加入英文詞素結構的教學內容，本研究亦希望為目前的英語字彙教學內容設計上提供新的思考面向。

並列關鍵字

字彙註解 ； 詞素結構 ； L2字彙學習 ； 英語教學