题名

Effects of Semantics-Oriented Vocabulary Learning on EFL Learners' Vocabulary Knowledge Development

并列篇名

字義導向字彙學習提升英語學習者字彙知識之成效

作者

邱嘉慧(Chia-Hui Chiu)

关键词

字義闡釋 ； 英英字典 ； 字彙知識 ； semantic elaboration ； monolingual dictionary ； vocabulary knowledge

期刊名称

東吳外語學報

卷期/出版年月

38期（2014 / 03 / 01）

页次

53 - 82

内容语文

英文
中文摘要

本研究旨在探討兩種字義導向字彙學習活動－字義闡釋與英英字典使用－提升英語學習者字彙知識之成效。為期四週的教學期間，十六位以中文為母語的大學文主修生針對學習過的英文單字於文句脈絡中進行字義闡釋；另一組十五位學生使用英英字典研究相同的目標字。另有控制組十六位學生，對於相同目標字隨意研究。教學結束後，研究者檢視學生在立即後測與延遲後測的表現。變異數分析結果顯示字義闡釋與英英字典使用皆能有效幫助學習者提升字彙知識，且兩者之成效並無顯著差異。問卷資料顯示兩種活動皆能有效幫助英語學習者意識目標字中細微字義之一面，可推斷字義闡釋與英英字典使用皆能促進深度的字義認知處理。本研究之結果可作為字彙教學實作之參考，本文最末提出本研究之限制並為日後相關研究提供建議。
英文摘要

This study aims to examine the effects of two types of semantics-oriented vocabulary learning activities-semantic elaboration and monolingual dictionary use-on EFL learners' vocabulary knowledge development. During the four-week instructional interventions, 16 Chinese-speaking EFL college learners majoring in English performed semantic elaboration for previously acquired English words that appeared in contextualized settings. Another group of 15 EFL learners consulted the English monolingual dictionaries when studying the same words. In addition, 16 learners, serving as the control group, did whatever they wanted with the words. The EFL learners' performances on the immediate and delayed posttests were examined. The results of ANOVAs suggest that both performing semantic elaboration and using the monolingual dictionary significantly helped the EFL learners develop a deeper understanding of the previously acquired English words. Moreover, there was no significant difference between semantic elaboration and the use of the monolingual dictionary in terms of their effects on learners' vocabulary knowledge development. The survey data reveal that both activities effectively raised the EFL learners' awareness of the finer shades of meaning in the target words, implying that semantic elaboration and use of the monolingual dictionary alike can lead to deeper semantic processing of words. Pedagogical implications are discussed. Limitations of the study and suggestions for future research are also provided.
主题分类 人文學 > 語言學
人文學 > 外國文學
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