美國文學課程廣泛閱讀對單字學習影響之研究

本研究之主要目的在探討美國文學課程之廣泛閱讀對單字學習的影響，檢視學生在學習過程使用單字哪些學習策略，什麼因素激勵學生廣泛閱讀以及阻礙他們繼續閱讀的因素。本研究採用問卷調查、教室觀察以及深度訪談。研究中的56位參與者為中部某大學外文系四年級學生。研究主要發現如下: 1. 低成就者比高成就者常使用單字學習策略。 2. 高成就及低成就者在學習單字時都偏好使用「反覆書寫或是覆誦」、「用聲音、單字的發音來記單字」、「查英英、英漢字典或是電子字典」、「用英文雜誌、報紙、課外讀物、廣播、影片或歌曲學習單字」、「用文章的前後文來猜測單字」以及「注意單字的拼法」這些策略。 3. 策略「遇到新的單字時會跳過或略過」和學生在課程上成就呈現顯著的負相關。 4. 學生課程學習成就和學生單字量呈現顯著的正相關。 5. 本研究的參與者在「將單字分類」、「用解釋來學單字」、「將單字放在句子中來學習」、「分析單字的字首、字尾來學單字」、「寫英文學習日記，將每天所學新的單字寫成一段文字」以及「用中文的諧音來學單字」這些策略使用上有顯著較高的使用頻率。 6. 學生最常提到阻撓閱讀英文文章的因素是「單字太難」，其次為「文法太難」。 7. 本研究大部分的參與者都相信廣泛閱讀可以提高他們的單字量。本研究發現建議台灣英語教師 (1) 老師應該提供學生更多更完整、全面性的單字學習策略；(2) 英語教師應該多注意學生在閱讀上遇到的困難，並幫助他們解決這些困難；(3) 老師應該針對不同的文章或是文體提供適合的單字學習方法，並教導學生字彙學習的方法來鼓勵他們學習。

關鍵字

廣泛閱讀；單字學習策略；單字量

並列摘要

This study explored the effect of extensive reading on vocabulary learning in an American Literature class to see what vocabulary learning strategies were implemented by learners, what factors motivated students to read extensively, and what obstacles they encountered. The research method used was a combination of a questionnaire survey, classroom observation, and in-depth interviews. Subjects participating in this study were recruited from one senior class in the Foreign Languages and Literature Department of one university in central Taiwan. There are 56 participants in the present study: 14 males and 42 females. The researcher first analyzes the differences in the questionnaire responses, then those in the vocabulary size test, both before and after the research, the recordings of the classes, and the interview data. The major findings of the study are summarized as follows: 1. Low achievers tended to use vocabulary learning strategies (VLS) more often than high achievers did. 2. High and low achievers both favored such strategies as “verbal or written repetition,” “representing sounds in memory,” “using bilingual or monolingual dictionaries,” “using English-language media, ” “guessing from textual context,” and “studying the spelling of a word” in vocabulary learning. 3. The strategy “skipping or passing new words” was negatively and significantly correlated with their achievement of the course. 4. There was an important, strong, and positive relationship between the achievement score of the course and students’ vocabulary size. 5. The participants in the study showed significantly higher frequency use of such strategies as “grouping words together to study them,” “elaborating the words meaning,” “using new words in sentences,” “analyzing parts of speech,” “using L1 cognate,” and “writing a learning diary.” 6. The most frequently mentioned difficulty while reading English materials was vocabulary. Grammar barrier occupied the second place. 7. Most subjects in the current study believe that extensive reading can improve their vocabulary size. The findings of this study have the following pedagogical implications for EFL teachers in Taiwan: (a) English teachers should introduce more and overall VLS to students; (b) English teachers should pay more attentions to the students’ reading difficulties and help them to solve the difficulties; (c) English teachers should provide more strategies suitable for different reading materials, and teach the students the ways of using learning strategies to trigger their learning.

並列關鍵字

Vocabulary learning strategies ； extensive reading ； vocabulary size

參考文獻

Sung, C. L. (2005). An investigation into English vocabulary learning strategies used by college students in Taiwan. Unpublished master’s thesis, Leader University, Taiwan, Taiwan.

Chao, Y. N. (2008). A survey study of vocabulary learning strategies used by English majoring university students in Taiwan. Unpublished master’s thesis, Southern Taiwan University, Tainan, Taiwan.

Elley, W. B. & Mangubhai (1983). Lifting literacy levels with story books: Evidence

Read, J. (2000). Assessing Vocabulary. Cambridge, England: CUP.

Carrell, P. L. & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16, 47-60.

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美國文學課程廣泛閱讀對單字學習影響之研究

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