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自然發音與詞彙教學對高中生單字及搭配詞學習成效之研究 ; The Effects of Phonics and Lexical Approach on Senior High School Students’ Vocabulary and Collocation Knowledge
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Abstract:
本研究旨在探討英語發音和音節的教學對高中二年級學生英語單字和搭配詞學習之成效，本研究採納實驗前後測之量化研究。研究對象為高雄市一所公立高中二年級學生，兩班合計46人，一班實驗組為23人接受英語發音和音節活動；另一班則為控制組為23人，以英文單字字根，字首以及字尾教學活動。實驗教學為期5週，每週兩節課，每節課50分鐘。兩組皆接受前測以及後測，用以評量學生英語單字字形和字義。其研究結果採單因子共變數變異數分析(ANCOVA)之統計方法進行資料分析。 研究結果發現實驗組在單字字形，字義以及搭配詞使用的表現上優於對照組，顯示發音和音節的教學活動有助於高中學生單字字彙以及搭配詞使用的能力，其中包涵字彙辨視，記憶以及對於字義上的認知。 根據本研究之結論，提出相關建議來教學研究的相關訊息及參考。 ; This study employed a quasi-experimental research with pre-test and post-test design to examine the effects of phonics and syllables instruction on senior high school students’ English vocabulary and collocation learning. Two classes of 46 students at a public senior high school in Kaohsiung, Taiwan, took part in this research. 23 students in experimental group received phonics and syllables instruction, while 23 students participating in the control group took the word roots instruction. The entire teaching process lasted 5 weeks, with twice a week and 50 minutes for each class. The pre-test and post-test were incorporated with the instrument to examine students’ performance on vocabulary and collocation, particularly on its form and meaning. Data were analyzed by one-way analysis of covariance (ANCOVA). The research findings indicated that the phonics and syllables instruction helped students learn vocabulary and collocation more effectively. Students in experimental group outperformed in vocabulary and collocation recognition, memorization and awareness of meanings. According to the research results, suggestions related to pedagogical implications will be addressed.
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Keyword:
phonics and syllables instruction;vocabulary;collocation; 發音教學;單字;搭配詞
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URL: http://140.127.82.166/handle/987654321/20451
http://140.127.82.166/bitstream/987654321/20451/1/108NPTU0238010-004.pdf
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