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  • 學位論文

調查多媒體註記功能對英語單字學習的影響

Investigating the Effect of Different Multimedia Annotations on Vocabulary Acquisition of EFL Learners

指導教授 : 劉蕙君

摘要


摘要 本研究在探討比較圖片註記以及影片註記對英語字彙習得的影響。學習者可經由電腦單字註記系統所提供的文字、圖片以及影片資訊,強化英語字彙的習得。 本研究採用前測、立即後測以及延遲後測的實驗設計,參與本研究的受試者為171位來自三個臺灣大一非英語系的班級,這三個班級被隨機分到三組中,即文字組、多媒體圖片文字組(實驗組1),以及多媒體影片文字組(實驗組2)。兩組實驗組的學生利用一套由研究者自行開發設計的多媒體單字註記系統進行英文閱讀活動。研究者將兩篇經由前置研究挑選出之文章及28個生字,納入紙本式的註記系統、多媒體圖片註記系統與多媒體影片註記系統中。為驗收學習者的學習成效,每一組學生均接受由選擇題及造句題所組成的詞彙測驗。 根據單因子變異數分析結果顯示,採用多媒體單字註記系統的兩組實驗組學生,在立即後測以及延遲後測的詞彙測驗表現,皆顯著優於使用紙本式註記系統學習的控制組學生。另外,多媒體影片組的學生在立即後測以及延遲後測表現,明顯優於多媒體圖片組的學生。因此,本研究證實採用多媒體影片註記的方式,更有助於英語單字的習得。

並列摘要


ABSTRACT Research on multimedia annotation has shown that computerized annotation has a beneficial effect on second language vocabulary acquisition. Unlike traditional definitions of words, multimedia annotations can provide different types of information, such as text, sounds, pictures, and videos. However, few studies have been conducted to directly examine the difference between the impact of still pictures and dynamic video clips on learning annotated words. Therefore, the purpose of this study was to investigate the effect of two types of multimedia modalities, video and picture annotations, on L2 vocabulary acquisition. An experimental design was used in this study. One hundred and seventy-one participants from three intact classes were randomly assigned to three treatment conditions: printed text definition alone (the control group), printed text definition coupled with pictures (experimental picture group), and printed text definition coupled with videos (experimental video group). The experimental groups were introduced to a multimedia-learning program, designed by the researcher for reading comprehension. This program provided the readers with a narrative English text and an exposition English text with a total of 28 annotated words in the modalities of printed text, picture, and video, and all of which were designed to aid the learning of unknown words. To assess the learning outcomes of students in different treatment conditions, two types of vocabulary tests (a recognition test and a production test) were administered to the participants after they read the text. The tests were administered as the pretest, the immediate posttest and the delayed posttest. One-way ANOVA results indicated that the experimental video group and the experimental picture group significantly outperformed the control group on the immediate posttest and the delayed posttest. Moreover, the experimental video group performed significantly better than did the experimental picture group on the immediate posttest and the delayed posttest. It was concluded that multimedia annotation was fruitful for L2 vocabulary acquisition.

參考文獻


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