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論文中文名稱:搭配詞教學對小學生搭配詞能力的影響 [以論文名稱查詢館藏系統]
論文英文名稱:The effects of collocation instruction on elementary school students' collocation competence in Taiwan [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:應用英文系碩士班
畢業學年度:104
畢業學期:第二學期
出版年度:105
中文姓名:陳婉愉
英文姓名:Wan-Yu, Chen
研究生學號:102548513
學位類別:碩士
語文別:英文
口試日期:2016/03/04
指導教授中文名:洪媽益
指導教授英文名:Michael Tanangkingsing
口試委員中文名:黃希敏;謝富惠
口試委員英文名:Caroline C. Hwang;Fu-hui, Hsieh
中文關鍵詞:搭配詞、第二語言習得、搭配詞能力
英文關鍵詞:collocation, EFL learning, collocation competence
論文中文摘要:近一、二十年來,外語教學研究已經開始重視搭配詞能力對外語學習的重要性大多數研究結果表示,英語學習者們普遍搭配詞知識是不夠的,而搭配詞知識有利於英語學習。然而,很少有研究調查了如何將搭配詞教學融入小學課程。本研究旨在探討搭配教學對小學生的影響。
本研究之受試者為公立國小兩個六年級班級學生為樣本,以班級為單位將研究對象隨機分派至實驗組及對照組,實驗組接受為期八週的直接搭配詞教學融入一般課程,而對照組繼續其正常的英語課,而不會特別注重搭配詞的教學。所有參與的學生皆須依序完成搭配詞能力前測及後測、學習態度問卷、搭配詞學習問卷及部分受試者訪談。結果顯示,接受直接搭配詞教學的學生進步較明顯且對搭配詞教學抱持著肯定的態度。此外,結果顯示結合線上檢索詞工具有助於搭配詞的學習。
論文英文摘要:Over the past decades, studies of EFL vocabulary acquisition have pinpointed the importance of collocations in language learning. Most findings showed that general collocational knowledge among EFL learners was insufficient and that collocational knowledge is beneficial for EFL learning. However, few studies have investigated how collocation instruction can be integrated into the elementary school curriculum. This study aims to investigate the effects of collocation instruction on elementary school students.
Two classes of sixth-graders at a public elementary school participated in this study. One of the two classes was randomly assigned as the control group and the other, the experimental group. The experimental group received the collocation instruction during the English classes for eight weeks, while the control group continued their regular English class without special emphasis on collocation. Students took a collocation pretest and post-test, learning attitude questionnaire, feedback questionnaire and a follow-up interview. Results indicated that learners made significant collocation improvement immediately after the collocation instruction and held positive attitudes towards collocation learning. In addition, the results pointed out that it is worth integrating online concordancers into collocation instruction.
論文目次:摘 要 iv
ABSTRACT v
Acknowledgements vii
Chapter 1 Introduction 1
1.1 Background and motivation 1
1.2 Purpose of the Study 3
1.3 Organization of Thesis 4
Chapter 2 Literature Review 6
2.1 The definition of collocation 6
2.1.1 Categories of collocations 7
2.1.2 The importance of learning collocations 10
2.1.3 Difficulties in learning collocations 11
2.1.4 Suggestions for teaching techniques and activities 12
2.1.5 Empirical studies on collocation instruction 13
2.2 Corpora and Concordancers 16
2.2.1 Online Tools 17
2.2.2 Research on collocation and concordancing 20
2.2.3 Problems using concordancers 21
2.3 Collocation Dictionaries 22
Chapter 3 Methodology 24
3.1 Participants 24
3.2 Instruments 25
3.2.1 Pre-test and post-test 26
3.2.2 Questionnaires 27
3.2.3 Worksheets 28
3.2.4 Interview 29
3.3 Word selection 30
3.4 Experimental procedures 30
3.5 Collocation instruction: Introducing collocations 31
3.6 Data collection and data analysis 36
Chapter 4 Results 39
4.1 Effects of collocation instruction on students’ collocation knowledge 39
4.1.1 Comparison of pre-test scores 40
4.1.2 Comparison between the pre-test and post-test scores of the experimental group 41
4.1.3 Comparison between the pre-test and post-test scores of the control group 42
4.1.4 Comparison of post-test scores 43
4.2 Students’ prior collocation levels and their performance 44
4.2.1 Comparison of the pre-test among different proficiency levels in experimental group and control group 44
4.2.2 Comparison between the pre-test and post-test of the three different proficiency levels in the experimental group 45
4.2.3 Comparison between the pre-test and post-test of the three different proficiency levels in the control group 46
4.3 Attitudes towards learning English after collocation instruction 48
4.3.1 Results of the pre-test attitude questionnaires 49
4.3.2 Results of the pre-test and post-test attitudes questionnaires given to the experimental group 50
4.3.3 Results of the pre-test and post-test attitude questionnaires given to the control group 51
4.3.4 Results of the post-test attitude questionnaires 52
4.4 Students’ perceptions toward collocation instruction 53
4.5 Interview 57
4.6 Discussion 61
4.6.1 Collocation instruction 62
4.6.2 Students’ prior collocation levels and their performance 63
4.6.3 Students’ attitudes towards learning English after collocation instruction 64
4.6.4 Students’ attitudes towards learning collocation 65
4.6.5 Integrating Concordancing into collocation instruction 66
4.7 Summary 68
Chapter 5 Conclusion 71
5.1 Overview 71
5.2 Pedagogical Implications 73
5.3 Limitations and suggestions for future research 75
REFERENCES 78
Appendix A-The Collocation Test 86
Appendix B-英語科學習態度量表 89
Appendix C-搭配教學問卷 92
Appendix D-Teaching Procedures 93
Appendix E- Worksheet 95
Appendix F- Worksheet 97
Appendix G-Information on the Textbook 99
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論文全文使用權限:同意授權於2016-03-31起公開