造句練習對國中生單字學習及句子寫作表現之研究

本研究旨在探討造句練習對國中學生英語單字表現及句子寫作能力之效益。

本研究之實驗對象為四十四位嘉義縣偏遠地區國中學生。

本研究實施時間約為五個月。

在開始造句練習 ... 資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (159.65.142.206)您好！臺灣時間：2022/10/0507:45 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 電子全文 紙本論文 QRCode 本論文永久網址: 複製永久網址Twitter研究生:何月娥研究生(外文):HO,YUEH-O論文名稱:造句練習對國中生單字學習及句子寫作表現之研究論文名稱(外文):TheExplorationofSentence-makingPracticeonJuniorHighSchoolStudents’VocabularyLearningandSentenceWriting指導教授:張韶華指導教授(外文):CHANG,SHAO-HUA口試委員:許美華、張瓊文口試日期:2016-06-23學位類別:碩士校院名稱:南臺科技大學系所名稱:應用英語系學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2016畢業學年度:104語文別:英文論文頁數:87中文關鍵詞:造句練習、英文寫作外文關鍵詞:sentence-making、vocabularylearning相關次數: 被引用:0點閱:167評分:下載:23書目收藏:1 本研究旨在探討造句練習對國中學生英語單字表現及句子寫作能力之效益。

本研究之實驗對象為四十四位嘉義縣偏遠地區國中學生。

本研究實施時間約為五個月。

在開始造句練習前，先收集學生上學期的月考及平常考單字、造句的成績，並讓他們接受前測寫作測驗。

造句練習階段期間，在身為教師的研究者教導如何使用從每一課選出的主要單字造句後，學生們需要用十個單字完成造句練習。

學習單在老師修改句子、給予回饋後還給學生。

在完成每一份學習單後，學生要寫一份學習日誌還有接受前面提過的單字測驗。

單字造句練習完成後，學生們接受後測寫作測驗、填寫問卷並進行面談。

根據資料歸納分析，與本研究問題一致的發現如下:1.造句練習能有效提升學生造句能力。

2.造句練習能加強學生單字學習效益。

3.超過六個字母的單字對學生而言是最難記住的。

4.副詞是學生們認為最難造句的詞性。

5.在用造句練習的方式學習後，學生們給予這個學習方式正向的肯定。

Thisstudyfocusedonexaminingtheeffectofsentence-makingpractice(SMP)onjuniorhighschoolstudents’vocabularyacquisitionandsentencewritingability.Thesubjectswere44juniorhighschoolstudentsinruralareainChiayicounty.Thestudywasimplementedforfivemonths.BeforetheinstructionofSMP,thesubjects’scoresofthemidtermexamandvocabularyquizzesinthesemesterhadbeengathered.Apre-instructionwritingtestwasgiventoexploretheirsentencewritingability.Duringtheinstruction,aftertheresearcherastheteacherdemonstratedhowtousethetargetwordschosenfromeachlessontomakesentences,thesubjectswereaskedtofinisheachworksheetbymakingsentenceswiththetentargetwords.Theteacherrevisedthetensentences,gavefeedback,andreturnedtheworksheetstothesubjects.Aftercompletingeachworksheet,theywrotealearningjournalandtookthevocabularyquizzes.AftertheinstructionofSMP,apost-instructionsentence-makingtest,aquestionnaire,andaninterviewwereimplemented.Thefindingsinaccordwiththefourresearchquestionsofthestudyweresummarizedasfollows:1.SMPhasaneffectonincreasingthesubjects’sentencewritingperformance.2.SMPenhancedthesubjects’vocabularyacquisition.3.Thetargetwordscontainingoversixletterswereconsideredthemostdifficulttomemorize.4.Adverbswereseenasthehardestlexicalcategoryofthewordforthesubjectstomakesentenceswith.5.ThesubjectshadapositiveattitudetowardSMPinrecognitionafterreceivingtheinstructionofit. TABLEOFCONTENTSChineseAbstract………………………………………………………….………..…..ivEnglishAbstract…………………………………………………….…………………vTableofContents……………………………………………………….…………….viListofTablesandFigures…………………………………………………..………..xChapterOne:Introduction………………………………………………………………1BackgroundandMotivation………………………………………………………1PurposeoftheStudy………………………………………………………………3ResearchQuestions………………………………………………………………3SignificanceoftheStudy…………………………………………………………4ChapterTwo:LiteratureReview………………………………………………………5VocabularyLearning………………………………………………………………5Knowingaword—receptiveandproductivevocabularyknowledge………6Vocabularylearningstrategies(VLSs)…………………………………….10Word-memorization………………………………………………………..10VocabularyinUse………………………………………………………….14VocabularyInstruction…………………………………………………………..15Directvocabularylearning&indirectvocabularylearning,andeclecticism……………………………………………………………15Principlesofvocabularyinstructions………………………………………16Sentence-LevelWriting…………………………………………………………18Studiesonsentence-makingpractice……………………………………....19TherelationshipbetweenNation’sfour’sstrandsandSMP……………….20Involvementloadhypothesis……………………………………………....21Thelevels-of-processinghypothesis………………………………………21Therelationshipbetweenthetwohypothesesandsentence-makingpractice…………………………………………………22ChapterThree:Methodology…………………………………………………………23Participants………………………………………………………………………23Materials…………………………………………………………………………23Instruments………………………………………………………………………24TheEnglishtermexams…………………………………………………....24Vocabularyquizzes………………………………………............................25Sentencecompletionquizzes………………………………………………25Apre-instructionandapost-instructionsentencemakingtest…25Criteriaforthesentence-makingtests………………………………………26Learningjournal…………………………………………………………27Apost-instructionquestionnaire……………………………………………28Interview……………………………………………………………………28ProcedureofDataCollection…………………………………………………….28DataAnalysis……………………………………………………………………30ChapterFour:ResultsandDiscussions………………………………………………31Students’PerformancesonSentenceWritingwithSMP………………………31Comparisonofthesentence-makingtestscoresoftheparticipants’pre-instructionandpost-instructiontests……………31Students’PerformancesonVocabularyLearningwithSMP……………………33ComparisonofthetermexamvocabularytestingresultswithandwithoutSMP……………………………………………….34ComparisonofthevocabularyquizresultswithandwithoutSMP…………………………………………………36ComparisonofthesentencecompletionquizresultswithandwithoutSMP…………………………………………………38Students’PerceptionsofSMP………………………………………………38Theresultsofthelearningjournalsdealingwithstudents’perceptionsofSMP……………………………………………...38Theresultsofthepost-instructionquestionnairesandtheinterviewsdealingwithstudents’perceptionsofSMP………………………………..41PerceptionsofSMPonvocabularylearning………………………………41PerceptionsofSMPonwriting…………………………….……………...42Participants’attitudestowardSMP…………………………...........44DifficultiesStudentsConfrontwhileDoingSMP………………45Theresultsofthelearningjournalsdealingwithstudents’learningdifficulties……………………………………………...46Theresultsofthepost-instructionquestionnairesandtheinterviewsdealingwithstudents’learningdifficulties……………………….49Theadverbs…………………………………………………………..50Theadjectives…………………………………….…………………50Theverbs……………………………………………………………..50Thenouns…………………………………………………………….50Discussions……………………………………………………………53Students’performancesonsentencewritingwithSMP…………………...53Students’performancesonvocabularylearningbeforeandafterSMP………………………………………………………53Students’perceptionsofSMP………………………………….…………..53DifficultiesstudentsencounterwhiledoingSMP…………………54ChapterFive:Conclusions……………………………………………………………56SummaryofResearchFindings…………………………………………………56PedagogicalImplications………………………………………………………..57SuggestionsforFutureResearch…………………………….………………….58References……………………………………………………………………………60Appendix…………………………………………………….……………………….64AppendixASentenceCompletionQuizforLesson7………………….....64AppendixB-1Pre-instructionWritingTest………………………………65AppendixB-2Post-instructionWritingTest……………………………….66AppendixC-1WorksheetL7(InstructionVersion)……………………….67AppendixC-2WorksheetL7(Students’Homework)……………………..69AppendixD-1JournalofSMPWorksheet(ChineseVersion)……………70AppendixD-2JournalofSMPWorksheet(EnglishVersion)……………71AppendixE-1Post-instructionQuestionnaireonSMP(ChineseVersion)……………………………………………72AppendixE-2Post-instructionQuestionnaireonSMP(EnglishVersion)……………………………………………74AppendixF-1InterviewQuestionsandtheCategoriesInvolved(ChineseVersion)…………………………………….......…76AppendixF-2InterviewQuestionsandtheCategoriesInvolved(EnglishVersion)……………………………………......….77AppendixGTargetWordsintheWorksheets……………………………78LISTOFTABLESANDFIGURESTablePageTable1WhatisInvolvedinKnowingaWord……………………………………7Table2KindsofVocabularyKnowledgeandtheMostEffectiveKindsofLearning……………………………………………………………………9Table3ATaxonomyofKindsofVocabularyLearningStrategies…………………11Table4Examplesofvocabularylearningstrategies……………………………….13Table5Principlesofvocabularyteaching………………………………………….18Table6CriteriaforGrandingStudents’Pre-instructionandPost-instructionWritingTests………………………………………26Table7ExamplesofStudents’SentencesofDifferentScores……………………27Table8ComparisonoftheMeanScoresofPre-instructionandPost-instructionSentence-makingTests……………………………31Table9ComparisonoftheNumbersofStudents’Pre-instructionandPost-instructionSentence-makingTestsScores……………………33Table10VocabularyMeanScorePercentageoftheTermExam……………35Table11VocabularyScorePercentageandNumbersofStudentsoftheTermExams………………………………36Table12MeanScoresoftheVocabularyQuizzes…………………………………37Table13TheLearningElementoftheTargetWordWhichImpressedParticipantsmost(fromLearningJournalQuestion4)………………………………………39Table14Participants’PerceptionsofSMPonVocabularyLearning………………41Table15Participants’PerceptionsofSMPontheEffectoftheirWriting…………..43Table16Participant’AttitudestowardSMP………………………………………45Table17TheTargetWordsWhichtheParticipantsConsideredDifficultandtheReasonsWhyTheyThoughtThemDifficult(fromLearningJournalQuestion2)………………………………………..47Table18Post-instructionQuestionnaireQuestion1………………………………49Table19Post-instructionQuestionnaireQuestion2………………………………51Table20Post-instructionQuestionnaireQuestion3………………………………52FigureFigure1Comparisonofthemeanscoresofthevocabularyquizzes37Figure2Meanscoresofthesentencecompletionquizzes………………….38 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 電子全文  國圖紙本論文 推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 無相關論文   無相關期刊   1. 聽力策略教學於國中生聽力表現之研究 2. 電子書對偏遠國小學生英語聽力之研究 3. 以英語為第二外語之國中生在句子翻譯中的錯誤之研究 4. 國中英語課堂讀者劇場實施研究 5. 九年級國中生的單字學習策略使用之分析-以高雄市某國中為例 6. 運用合作學習提升國小六年級學生國語文造句學習成效之行動研究 7. 造句練習對高職生單字表現及句子寫作之研究 8. 台灣不同英語精熟度學生採用單字學習策略之調查 9. 英語故事教學對國中生單字學習上的影響 10. 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