Effects of Three Flashcard Methods on EFL Young Learners' Sight Word Recognition, Retention, and Generalization

三種字卡教學法對小學生英文視覺字之認知力、記憶力和應用能力上之成效

郭鳳蘭(Feng-lan Kuo) ； 郭宜湘(Yihsiang Kuo) ； 柯勻筑(Yun-chu Ko)

《國防大學通識教育學報》 9期 (2019/09) Pp. 169-192

摘要

This study compared effectiveness of three flashcard methods on EFL young learners' sight word recognition, retention, and generalization abilities. Participants contained three homogeneous fourth-grade classes in central Taiwan (N = 62) randomly assigned to receive traditional flashcard instruction (TD Group), picture-supported flashcard instruction (PS Group), and incremental rehearsal flashcard instruction (IR Group). The experimental instruction lasted for eight weeks with 35 minutes of instruction per week. Fifty-six sight words were used as the teaching and testing materials. Instruments included a sight word recognition test, a sight word generalization test, and three versions of a post-course questionnaire. The recognition test served as pretest, posttest, and delayed test (i.e., retention test) and the generalization test served as pretest and posttest. The questionnaire was adopted to assess participants' attitudes toward their respective treatments. Results on posttests showed that: (a) three flashcard methods were all significantly effective in enhancing participants' sight word recognition, retention, and generalization abilities; (b) IR Group significantly outperformed TD Group in word recognition posttest while non-significant difference existed between Groups of IR and PS and between PS and TD; (c) although non-significant difference existed among three groups in generalization, retention, and attrition rate, IR Group got the highest mean score on the retention test and generalization posttest while PS Group obtained the least attrition rate. Results based on the questionnaire data indicated most participants held positive attitudes toward their respective flashcard instructions. Based on findings, three educational implications and three suggestions for future research are provided.

關鍵字

sight words ； traditional flashcard method ； picture-supported flashcard method ； incremental rehearsal flashcard method ； recognition ； retention ； generalization

並列摘要

本研究比較三種字卡教學方法對小學生英文視覺字彙之立即認讀力，記憶力和類化能力的成效。參加本研究的學生為來自中臺灣三班英文能力相當的四年級學生，共62人。此三班學生隨機被給予其中一種閃示卡教學方法：傳統文字閃示卡教學法，圖文閃示卡教學法和增量複述閃示卡教學法。本研究教學持續8週，每週35分鐘。教學和測試題材為56個視覺字彙。研究工具包括視覺字彙之認讀測驗，視覺字彙類化測驗和三個版本的課程問卷。視覺字彙之認讀測驗被用來當做前測，後測和延遲測試，而視覺字彙類化測驗也被用來被用來當做前測和後測。問卷被來調查參與者對其所給予的閃示卡教學法的態度。研究結果為：（a）三種閃示卡教學法在提昇參與者的英文視覺字彙之立即認讀力，記憶力和類化能力三方面都非常有效；（b）在後測的視覺字彙認讀測驗上增量練習閃示卡組明顯優於傳統文字閃示卡組，而圖文閃示卡組則分別與增量複述閃示卡組及傳統文字閃示卡組皆無顯著差異；（c）雖然三組類化能力，記憶力和遺忘率方面無顯著性差異，但增量複述閃示卡組在視覺字彙認讀之延遲測驗和視覺字彙類化後測中獲得最高的平均分數，而圖文閃示卡組的單字遺忘率最低。問卷結果顯示：大多數參與者對各自的閃示卡教學法正向態度。最後根此研究結果，本論文提供了三個教學上的建議和三個對未來研究的建議。

並列關鍵字

視覺字彙 ； 傳統文字閃示卡教學法 ； 圖文閃示卡教學法 ； 增量複述閃示卡教學法 ； 立即認讀 ； 記憶力 ； 類化能力