場域獨立和場域依賴認知風格的學習者在上下文字彙學習的影響

摘要每一個人都有其偏好的學習方式，這種方式有意識或潛意識的存在他們的學習過程當中，並且與認知型態有關。不同認知型態的人(場域獨立和場域依賴)在語言學習上會亦有不同的特色。而這些特色也會決定他們的學習是否有效。另外一方面，上下文字彙學習在外語學習上的成效在學術領域也逐漸受到重視。然而，鮮少研究投身有關認知風格與字彙學習之間的關係。因此，這個研究想要探討場域獨立與場域依賴認知風格對上下文字彙的影響。一百零四位中原的大學的大一生參與這份的研究。這個研究使用藏圖測驗來分類出參與者的認知風格型態。因為僅有二十位場域依賴的學生，故作者從八十四位參與者中隨機選擇中二十位與場域依賴風格學習者比較。至於用來評估上下文字彙學習的工具，則採用字彙知識程度測驗以去除受試者先前對於目標字彙的了解。此外，也同時藉由前測與後測問卷了解研究對象對於上下文字彙學習的觀感。研究結果發現場域獨立風格的學習者，在上下文字彙學習表現較場域依賴風格的學習者來的優異。雖然場域依賴風格的學習者，在上下文字彙學習表現不理想，但是利用周圍的資訊來建構理解的上下文字彙學習的方式與場域依賴風格的學習者能與學習特性相符合。場域依賴風格的學習者也表示上下文字彙學習能提升他們的學習動機。兩種認知風格的學習者皆對於上下文字彙學習方式抱持著正面的態度。然而，兩種風格型態的學習者，皆表示不確定和模稜兩可的字彙，會讓他們在使用上下文字彙學習時產生困難。這份研究建議老師們能在教學上考量不同認知風格的學習者，並依其不同的風格，提供適合之教學方式，以提升教學效果。

關鍵字

場域風格；上下文字彙學習

並列摘要

ABSTRACT Each individual has his or her preferred learning style that exists consciously or unconsciously in their learning process. People with different cognitive styles (Field Independence and Field Dependence) might possess different characteristics in language learning. Those characteristics will also decide whether their learning is effective or not. On the other hand, there is a growing interest in the academic field to study contextualized vocabulary learning and its effects on foreign language learning. However, very few studies focus on the relations between cognitive styles and vocabulary learning. Thus this paper intends to investigate the influences of Field Independent and Field Dependent cognitive styles on contextualized vocabulary learning effects. A total of 104 freshmen from CYCU attended this study. The Group Embedded Figure Test (GEFT) was used to categorize those subjects into FI or FD style learners. Since only 20 FD style learners were found among the subjects, the author randomly selected 20 out of 84 FI style subjects to compare with the FD style counterparts. As for the tool used to measure their achievement through Contextualized Vocabulary Learning, the Vocabulary Knowledge Scale (VKS) test was adopted to eliminate their previous knowledge on those target words. In addition, the author also collected subjects’ perception toward Contextualized Vocabulary Learning (CVL) by means of pre- and post-questionnaires. Then the data were analyzed and explained. Results showed that FI style learners outperformed FD style learners on contextualized vocabulary learning. FD style learners had poor performance on CVL, but the learning manner of CVL corresponds to their learning preference. FD style learners also expressed that CVL could enhance their learning motivation. Both FD/I style learners also showed positive attitude toward CVL. However, the unknown and ambiguous words encountered in context lead to their learning difficulty on CVL. The present study suggested that teachers should take consideration of different cognitive style learners and provide appropriate pedagogical method to enhance students'learning effects in classes.

並列關鍵字

cognitive style ； contextualized vocabulay learning

參考文獻

Abraham, R. (1985). Field independence-dependence and the teaching of grammar. TESOL Quarterly 20, 689-702.

Bensoussan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15-32.

Brown, H. (1987). Principles of Language Learning and Teaching (2nd Ed.). Englewood Cliffs, N.J.: Prentice Hall.

Carver, R. P. (1997). Reading for one second, one minute, or one year from the perspective of raiding theory. Scientific Studies of Reading 1, 3-43.

Coady, J. and Tozcu, A. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning. 17(5), 473-495.

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場域獨立和場域依賴認知風格的學習者在上下文字彙學習的影響

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