調查使用英漢字典對英文寫作能力評量之影響

An Investigation of the Use of English-Chinese Dictionaries in Assessing EFL Learners' Writing Ability

呂芳鎮(Fang-Chen Lu)

指導教授 ： 劉蕙君

中原大學/人文與教育學院/應用外語研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000160

摘要

摘要

本研究主要目的在於調查使用英漢字典對英文寫作能力評量之影響。藉由學生在寫作測驗成績表現上進行量化分析和質化分析，以及其對於使用字典對英文寫作測驗影響之看法與態度，來綜合評估使用英漢字典對英文寫作能力評量之影響。參與此項研究為六十位程度相當的高三學生，並隨機分為兩組：實驗組學生被允許使用字典、對照組學生不被允許使用字典。研究工具包括英文寫作測驗考題，以及問卷調查。英文寫作測驗包括兩份不同考題；問卷調查內容涵蓋學生對於使用字典對英文寫作測驗影響之反應及學習態度。
本研究之主要發現如下: 首先，量化分析結果顯示，兩組學生整體而言在兩次寫作測驗成績表現上無顯著差異。此外，量化分析結果亦顯示，兩組學生之寫作成品在用字遣詞和標點符號這兩面向有統計上之顯著差異，但兩組在寫作內容、組織以及文法等面向相較之下差異則不明顯。另外，質化分析結果顯示，兩組學生之寫作成品在詞彙選擇和替代這兩面向有較大的差異，但兩組在增字、減字、以及重排等面向相較之下差異則不明顯。再者，研究結果亦顯示，多數學生認為英文寫作測驗時考生應被允許使用英漢字典，但少數學生反應受限於考試時間，考生不應該被允許使用字典。最後，本研究提出使用字典對英文寫作測驗影響之相關建議。

關鍵字

寫作測驗 ； 英漢字典

並列摘要

Abstract

This study investigated the use of English-Chinese dictionaries in assessing EFL learners' writing ability. The purpose of this study was to examine the impact of dictionary availability in assessing the writing ability of English learners. The data collected included writing scores, writing essays, and EFL learners’ perceptions and attitude toward dictionary availability in English writing tests. A total of 60 subjects from the third-year in a senior high school in northern Taiwan were recruited for this study. The study participants were classified into two groups: experimental group with dictionary availability and control group without dictionary availability. Two timed essay writing tests were developed to evaluate participants’ writing ability. The products of the timed essay writing tests were also analyzed for potential qualitative differences between the essays produced with and without the English-Chinese dictionary availability. In addition, a questionnaire was administered to elicit EFL test takers’ attitudes and perceptions toward the availability of English-Chinese dictionary in writing tests.
The main findings of this study were listed as follows: Firstly, the results showed that no significant difference was found between the two groups in terms of their performance in two timed essay tests. In addition, little performance difference was found between the two groups in the aspects of content, organization, and grammar, but statistically significant differences were found in the aspects of word choice, and mechanics. Secondly, students produced qualitatively different writing products in all aspects of analyses across two conditions. Relatively greater differences were found in terms of lexical choice and use of substitution whereas slighter differences were detected in terms of uses of addition, deletion and reordering. Thirdly, it was found that a large proportion of the students expressed their preferences for dictionary availability. Nevertheless, a small amount of the students reported that they preferred not to use dictionaries during writing tests even if they were made available due to time limitation. Finally, research and pedagogical implications were discussed regarding dictionary use in EFL writing tests.

並列關鍵字

writing assessment ； English-Chinese dictionaries

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