字彙學習策略與接受性字彙技能之研究─以台灣大學生學習英語為外語者為例

黃穎超

doi:10.6846/TKU.2015.00917

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字彙學習策略與接受性字彙技能之研究─以台灣大學生學習英語為外語者為例

The Role of Vocabulary Learning Strategies in Receptive Vocabulary Skills: A Study of EFL College Learners in Taiwan

黃穎超 , Masters　　Advisor：胡映雪　　

英文 DOI： 10.6846/TKU.2015.00917

字彙學習策略；接受性字彙技能；字彙學習策略教學； Vocabulary learning strategies ； Receptive vocabulary ； Vocabulary learning strategies instruction skills

Abstract │ Reference (157) │ Altmetrics

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This research investigated the relationship between vocabulary learning strategies and receptive vocabulary size among college EFL learners in Taiwan. A four-week teaching intervention was designed and implemented to explore such relationship. It taught participants the vocabulary strategies based on Schmitt’s (1997) categories. His Vocabulary Learning Strategies Questionnaire (VLSQ) (1977) was in turn deployed as the instrument to measure progress made by the participants who had been recruited from two intact Freshman English classes (N = 122). The other instrument administered in the research was the Receptive Vocabulary Level Test (RVLT) designed by Schmitt, Schmitt and Clapham (2001) to gauge participants’ vocabulary size pre- and post-intervention. Both quantitative and qualitative data were elicited and gathered for analyses. Results of the quantitative data elicited through the two questionnaires (VLSQ and RVLT) show that 1) the most favored and used strategies pre- and post-invention was determination strategies; the least used were social strategies; 2) the female participants made significant progress in 2,000 and overall word perceptive vocabulary level test after intervention; 3) determination strategies were the most important contributor and predictor to the participants’ current and future vocabulary learning, as demonstrated by a stepwise regression analysis; and finally 4) through a Scheffe post-hoc test, it emerged that the variety and amount of strategies use by the participants increased significantly after intervention, in particular those of the high-strategies users. As for qualitative data, it was gathered through a think-aloud verbal protocol method to complement the quantitative findings in terms of strategies use. Participants’ self-report (verbal protocol) revealed that they tended to learn vocabulary with strategies they were accustomed to and those that were convenient to them. In this case, determination strategies arguably were their favorite.These findings suggest that participants’ strategies are in tandem with their proficiency level and above all the teaching approaches they have been exposed to in the EFL (English as a foreign language) environment they grew up in. These findings also strongly advocate for more strategies training for the learners in Taiwan, as such training is crucial to their vocabulary gain.

Reference ( 157 ) 〈TOP〉

Alderson, J. C., & Banerjee, J. (2001). Language testing and assessment (Part 1)
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Alderson, J. C., & Banerjee, J. (2002). Language testing and assessment (Part 2)
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Alonso, A. (2013). Receptive vocabulary size of secondary Spanish EFL Learners. Revista de Linguistica y Lenguas Aplicadas, 8, 66-75.
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Amirian, S. R., & Heshmatifar, Z. (2013). A Survey on vocabulary learning strategies: A case of Iranian EFL university students. Journal of Language Teaching and Research, 4(3), 636-641.
連結：
Banisaeid, M. (2013). Comparative effect of memory and cognitive strategies training on EFL intermediate learners’ vocabulary learning. English Language Teaching, 6(8), 108-118.
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