Applying Brain Compatible Vocabulary Instruction into Classroom Practice

探究腦相容的單字課室教學

莊琍玲(Li-Ling Chuang) ； 侯秀穎(Shiou-Ying Hou)

《SPECTRUM ： NCUE Studies in Language, Literature, Translation》 11期 (2013/07) Pp. 159-175

摘要

單字學習是語言學習中是重要的一環，然而當學生被要求背誦單字時，常因效率不高而意興闌珊。為了幫助學生有效的學習單字，本研究提出運用腦相容策略教學方式來輔助英語單字學習。腦相容理論的架構以腦神經科學為導向，其中選擇符合大腦機制運作的學習模式作為教學的基礎，研究指出以腦相容教學策略來建構學習，可以提升學生學習的成效。參與腦相容策略建構單字教學研究的學生為兩班的位6年級學童，隨機分自己其中一班為對照組而另一班為實驗組，分別接受傳統單字教學和融入腦相容理論的單字教學。研究對象接受為期24周每周一次四十分鐘的教學活動。為了得知兩組字彙表現是否有顯著差異，採用獨立樣本t檢定及自己對樣本t檢定來檢測字彙前測、10次教學後立即後測、字彙後測、字彙留存度測驗和精熟度測驗的量化分析。此外，實驗組學生另施予態度問卷，藉此得以了解學生對於腦相容單字教學的想法。據統計結果顯示，實驗組學生在10次教學後的立即單字測驗、單字後測、單字留存度測驗和英語精熟度測驗的表現當中都明顯比對照組優異，且對於腦相容單字教學的策略運用，也持正向肯定的態度。本研究藉由整合大腦學習機制與單字教學，將腦相容理論融入於單字教學中，期作為教師未來提升國小學童的英文字彙能力與學習興趣的參考指標。

關鍵字

腦相容策略 ； 單字教學 ； 學習機制

並列摘要

Advances in brain research are providing instructors information about the processes of learning and remembering. Recent findings indicate that the way the instructors teach can literally change the working of the brain. It is suggested that teaching with the brain in mind guides learners to engage in learning tasks. As vocabulary learning is essential to language learning, vocabulary size is thereby taken as an indicator of language proficiency. Despite its importance, students often feel frustrated when vocabulary learning indicates laborious rote learning. To help students achieve success in vocabulary learning, the current study proposes classroom vocabulary instruction with brain-compatible strategies.Brain-friendly instruction techniques stem from a biologically driven framework, creating effective instruction to enhance learning. Adapted from Parry and Gregory's brain-compatible instructional strategies and Perez's brain-friendly tools and strategies for literacy instruction, the study explores the effects of vocabulary instruction integrated with brain-based learning methods and techniques.The participants were forty-five sixth-graders from two homogenous classes. The students in the experimental group received brain-compatible strategy-based vocabulary instruction and the students in the control group received traditional vocabulary instruction. The study lasted for twenty four weeks. The instruments included the quantitative analyses of vocabulary knowledge pretest, ten immediate posttests, a delayed vocabulary posttest, an English proficiency test and the questionnaire. The results indicated that vocabulary instruction supported with brain-compatible strategies was beneficial to students’ vocabulary knowledge development. Applying various brain-compatible strategies to vocabulary instruction has shown to enhance the quality of vocabulary teaching and English learning.

並列關鍵字

brain-compatible strategies ； vocabulary instruction ； vocabulary learning