台灣高中生英文詞彙搭配詞知識和搭配詞覺知之研究

英語學習者應該具備足夠的搭配詞知識。本研究主旨在檢測台灣高中生的詞彙搭配詞知識、找出他們擅長/不擅長的搭配詞種類、分析他們所犯的搭配詞錯誤並且探究英語學習者的搭配詞知識和搭配詞覺知的關係。總共有88位來自兩個班級的二年級高中生參與這個研究，資料收集包含研究者所設計的搭配詞測驗、面對面的訪談和問卷。研究結果指出學生在第四類搭配詞 (名詞1 + of + 名詞2) 表現得最好，但是第五類的搭配詞 (副詞 + 形容詞)對他們來說有比較大的困難度；負向遷移是造成英語學習者犯搭配詞錯誤的主要原因。另外，問卷分析顯示本研究的參與者似乎未有清楚的搭配詞概念。此外，雖然問卷中的李克特量表法問題之平均分數和學生的搭配詞測驗成績呈現中度正相關，但是學生在訪談中所注意到的詞彙搭配詞數量和在搭配詞測驗中的表現並沒有任何顯著性的相關。因此，語言注意的角色如何影響英語學習者的搭配詞知識是值得更進一步的研究。為了增進英語學習者的搭配詞知識，建議英語老師可以強調搭配詞的重要性，用搭配詞的形式教單字，並且融入可以提升學生搭配詞覺知的活動在課堂中。

關鍵字

搭配詞覺知；搭配詞錯誤；搭配詞知識

並列摘要

EFL learners should be equipped with sufficient knowledge of collocations. This study aimed to measure Taiwanese high school students’ lexical collocation knowledge, analyze the collocational errors (CEs), and explore the relationship between collocation knowledge (CK) and collocation awareness of EFL learners. A total of 88 Taiwanese second-grade senior high school students from two classes participated in the study, and three instruments including a researcher-designed collocation test, face-to-face interview, and questionnaire were implemented in the study. The results indicated that learners performed best on noun1-of-noun2 collocations but adverb-adjective collocations were more problematic for them and that negative transfer was the main contributor to the learner-made CEs. In terms of the relationship between EFL learners’ collocation knowledge and collocation awareness, analysis of the questionnaire revealed that the participants seemed not to have clear concepts of collocations. Furthermore, although the results showed that there was a medium correlation between the average points of the two 5-point-Likert-scale questions in the questionnaire and learners’ scores for the test, there was no significant correlation between the number of noticed lexical collocations in the interview and learners’ performances on the test. Consequently, how the role of noticing affects EFL learners’ CK is worth further investigation. To improve CK of EFL learners, language teachers are suggested to emphasize the significance of collocations, introduce vocabulary in collocation form, and integrate activities which could raise learners’ awareness of collocations into English class.

並列關鍵字

collocation awareness ； collocational errors ； collocation knowledge

參考文獻

Liu, C.-P. (1999a). A study of Chinese culture university freshmen’s collocational competence: “Knowledge” as an example. Kwa Kang Journal of English Language Literature, (5), 81-99. Retrieved from http://ir.lib.pccu.edu.tw/handle/987654321/22380

Alexander, R. J. (1984). Fixed expressions in English: Reference books and the teacher. ELT Journal, 38(2), 127-134. doi: 10.1093/elt/38.2.127

Aston, G. (1995). Corpora in language pedagogy: Matching theory and practice. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 257-270). Oxford, England: Oxford University Press.

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (pp. 89-195). New York, NY: Academic Press.

Bahns, J. (1993). Lexical collocations: A contrastive view. ELT Journal, 47(1), 56-63.

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台灣高中生英文詞彙搭配詞知識和搭配詞覺知之研究

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