Chieh-yue Yeh
National Chengchi University, Taiwan
Yu-hua Wang
Taipei County Ching Shui High School, Taiwan
Abstract
This study investigated the vocabulary learning strategies used by senior high school students in Taiwan. The aim was (a) to find out the most and the least frequently used strategies, and (b) to identify the differences in strategy use between good and poor learners. A total of 271 senior high school students in Taiwan participated in the study. A vocabulary learning strategies questionnaire and a Vocabulary Levels Test were administered to the participants. The collected data were analyzed by using SPSS version 10.0, including descriptive statistics, and independentsamples t-tests. The results are summarized as follows: (1) cognitive strategies were reported as the most frequently used strategies while social strategies were the least frequently used; (2) the most frequently used strategies were mostly related to “rote repetition” or “the form of a word;” (3) the least frequently used strategies were related to the use of study aids, social learning, and dictionaries with L2 definitions; (4) there were significant differences in strategy use between good and poor learners. Good learners favored verbal repetition and tended to learn words in context, while poor learners favored written repetition and tended to learn words in isolation.
台灣高中生單字學習策略調查
葉潔宇
國立政治大學英國語文學系
王藝樺
台北縣立清水高級中學
摘要
本研究調查了台灣高中生單字學習策略的使用狀況，而研究的目的有二，找出學生最常與最少使用的策略，以及辨別表現較優秀與較不理想的學生在策略使用上之不同處。共計271名台灣高中生參與本研究。單字學習策略之問卷與單字分級測驗為本研究的施測工具，而所回收資料均以SPSS分析之，使用的分析方法有敘述性統計和獨立樣本t-檢定。本研究的主要發現如下：(1)根據學生的問卷回饋，認知策略與社會互動策略分別為最常與最少被使用的，(2)最常被使用的策略則多與機械式重複學習或是文字的形式有關，(3)最少被使用的策略則是與學習工具的使用、社會互動學習和以查字典方式找尋生字的意義有關，(4)在學習成效較優秀與較低下的學生之間，單字學習策略使用上確實有顯著差異。優秀的學習者偏好藉由口語發音重複練習來學習單字，且傾向於在語境中學習單字，但學習成效較低下者的學習策略則偏好文字上的重複書寫，在缺少語境線索下單獨學習生字。
 An Investigation into Vocabulary Learning Strategies Used by Senior High School | [1-2-1] | 415 kB |