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論文中文名稱:台灣高職學生知覺學習風格偏好與英語字彙成就之研究: 以台北都會區高職 英文科學生為例 [以論文名稱查詢館藏系統]
論文英文名稱:Perceptual Learning Style Preferences and English Vocabulary Achievement among Vocational High School Students in Taiwan: A Study of English Major Vocational High School Students in the Metro Taipei Area [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
中文姓名:葉青樺
英文姓名:Jennifer Ching-Hua Yeh
研究生學號:102548520
學位類別:碩士
語文別:英文
口試日期:2016/07/07
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:謝富惠;黃舒屏
中文關鍵詞:知覺學習風格偏好、英語字彙成就測驗、高職學生、性別
英文關鍵詞:Perceptual Learning Style Preference, English Vocabulary Achievement, Vocational High School Students, Gender
論文中文摘要:英語字彙的知覺學習風格偏好研究幾乎是被忽略的,因為許多研究都是著重在整體英語學習的知覺學習風格偏好或者是字彙策略及方法。本研究旨在以Reid (1998)的學習風格偏好問卷及英語字彙成就測驗探討台北都會區台灣高職三年級英文科學生的英語字彙學習風格偏好及其英語字彙成就測驗的顯著關係。總共發出342份樣本數量,有效回收研究321份;完整回收率達94%。進一步以描述性及統計性研究分析性別,高分數者及低分數者的英語字彙學習風格偏好不同之處。
透過研究,結果顯著分析如下。 1) 台灣高職三年級英文科學生最偏好的英語字彙學習風格為聽覺學習風格。 2) 女學生比男學生偏好聽覺和觸覺學習風格。 3) 英語字彙成就測驗與視覺及團體學習風格偏好呈顯著相關。 4) 高成就者較低成就者偏好視覺和個人學習風格,反之低成就者較高成就者偏好團體學習風格。
此研究將啟發學生,教師,以及未來研究以知覺學習風格偏好的發現作為英語字彙學習上的學習與教學應用。
論文英文摘要:The research of perceptual learning style preferences in English vocabulary learning is much neglected as most of the attention has been focused on the perceptual learning style preferences in overall second language (L2) learning or research of vocabulary strategies and techniques. The purpose of this study aims to investigate the perceptual learning style preferences in English vocabulary and the significant relationship with the English vocabulary achievement test among third-year English major Taiwanese vocational high school (VHS) students in the metro Taipei area by administrating Reid’s (1998) perceptual learning style preference questionnaire (PLSPQ) and an English vocabulary achievement test. A total of 342 sample size was distributed and 321 valid data were analyzed; the complete return rate was 94%. The perceptual learning style preferences for genders and high/low achievers were also explored by using descriptive and statistical analysis.
After analysis, the significant findings from this study are as follows. 1) The third-year English major VHS students preferred auditory learning style the most in English vocabulary learning. 2) Female students preferred auditory learning style and tactile learning style more than male students. 3) The English vocabulary achievement test is significant correlated with visual learning style and group learning style preferences. 4) High achievers preferred visual learning style and individual learning style more than low achievers, whereas low achievers preferred group learning style more than high achievers.
This study will enlighten students, teachers, and future research on the contributive findings of the perceptual learning style preferences in English vocabulary as an application in learning and teaching.
論文目次:CHINESE ABSTRCT i
ENGLISH ABSTRACT ii
ACKNOWLEDGEMENT iv
Table of Contents vi
List of Tables ix
List of Figures xii
Chapter 1 Introduction 1
1.1 Background Problems and Motivation 2
1.2 Purpose of the Study 3
1.3 Research Questions 4
1.4 Significance of the Study 4
1.5 Organization of the Study 5
Chapter 2 Literature Review 6
2.1 Perceptual Learning Style Preferences 6
2.1.1 Visual Learning Style 7
2.1.2 Auditory Learning Style 9
2.1.3 Tactile Learning Style 12
2.1.4 Kinesthetic Learning Style 13
2.1.5 Group Learning Style 15
2.1.6 Individual Learning Style 19
2.2 Studies of Perceptual Learning Style Preferences in Taiwan 21
2.3 Perceptual Learning Style Preferences and Tests 26
2.4 Summary 29
Chapter 3 Methodology 31
3.1 Participants 31
3.2 Instruments 33
3.2.1 Perceptual Learning Style Preference Questionnaire (PLSPQ) 33
3.2.2 English Vocabulary Achievement Test 35
3.2.3 Telephone Interview 37
3.3 Procedures 40
3.4 Data Analysis 43
Chapter 4 Results and Discussion of the Quantitative Analysis 47
4.1 VHS Students’ Perceptual Learning Style Preferences 47
4.2 The Gender Differences in Perceptual Learning Style Preferences 52
4.3 The Significant Correlation between Perceptual Learning Style Preferences and the English Vocabulary Achievement Test 56
4.3.1 The Result of the English Vocabulary Achievement Test 59
4.4 The High Achievers and Low Achievers’ Perceptual Learning Style Preferences 61
4.5 Summary 65
Chapter 5 Results and Discussion of the Qualitative Analysis 66
5.1 Years of English Learning 66
5.2 English Learning Experiences outside of the School 68
5.3 English Vocabulary Learning 70
5.4 The Awareness of Perceptual Learning Style Preferences in English Vocabulary 74
5.5 Thoughts on Identifying Perceptual Learning Style Preferences 77
5.6 English Instructors’ Teaching Styles for English Vocabulary 79
5.7 The Effects of English Instructors’ Teaching Styles in English Vocabulary 82
5.8 Summary 84
Chapter 6 Conclusion 85
6.1 Summary of the Major Findings 85
6.2 Implications of the Study 88
6.3 Limitations of the Study and Suggestions for Future Research 89
Appendix A 92
Appendix B 94
Appendix C 95
Appendix D 97
REFERENCES 98
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