集中識詞教學於提昇成人英語學習成就之成效研究

Effect of Focused Word Recognition on Adult English Learning Achievement

黃俊維(Chun-Wei Huang)

《科學與人文研究》 2卷2期 (2013/12) Pp. 41-49+51

https://doi.org/10.6535/JSH.201312_2(2).0004

摘要

本研究旨在探討「張思中英語教學法」中「集中識詞教學」是否能提昇成人英語學習成就。研究過程比較三種不同教學組別的準實驗研究設計，分別是集中識詞法、集中識詞加測驗及一般識詞教學法，以SPSS/12進行獨立樣本檢定及單因子共變數分析，所得結果如下:一、本研究中三種字彙教學法學生之英語學習成就前測，一般識詞教學組學習成就前測明顯高於集中識詞組和集中識詞＋測驗組學生。二、經過實驗教學，在排除前測的影響後，集中識詞組和集中識詞＋測驗組學生與一般集中識詞教學組之英語學習成就後測達到顯著差異。三、集中識詞組和集中識詞＋測驗組學生在課後滿意度問卷調查中，31位實驗對象中有26位對集中識詞教學法持肯定態度。

關鍵字

張思中英語教學法 ； 集中識詞

並列摘要

The purpose of this study is to investigate the effects on the use of Focused Words Recognition on adult students' English achievement. A quasi-experimental design was taken to examine three different groups of teaching treatments --- Focused Word Recognition, Focused Word Recognition Assisted Quizzes and Conventional Word Recognition using one-way ANOVA, one-way ANCOVA and t-test with SPSS/12. The results of the research were as followings:1. The mean score of the pre-test of the Conventional Word recognition group was obviously higher than the Focused Word Recognition and Focused Word Recognition Assisted Quizzes groups.2. Through the experimental instructions, there were significant differences between Focused Word Recognition Assisted Quizzes and Conventional Word Recognition groups on their posttest scores of English learning achievement excluding the influence of the pretests.3. Twenty-six out of thirty-one participants in two experimental groups confirmed that the treatment of Focused-Word Recognition was beneficent reflected from the post-course survey of satisfaction.

並列關鍵字

Zhang Si-Zhong Foreign Language Teaching Approach ； focused word recognition