系統識別號 | U0002-1101201610410900 |
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DOI | 10.6846/TKU.2016.00287 |
論文名稱(中文) | 搭配詞教學法於英文寫作課程之運用:以台灣低學習成就大學生為例 |
論文名稱(英文) | A Collocational Approach to Teaching Taiwanese College Low-achieving Learners in an EFL Writing Classroom |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 英文學系博士班 |
系所名稱(英文) | Department of English |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 104 |
學期 | 1 |
出版年 | 105 |
研究生(中文) | 林裕昌 |
研究生(英文) | Yuh-chang Lin |
學號 | 898110167 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2015-12-24 |
論文頁數 | 235頁 |
口試委員 |
指導教授
-
王藹玲
委員 - 蔡麗娟 委員 - 杜德倫 委員 - 林怡弟 委員 - 林銘輝 |
關鍵字(中) |
搭配詞 搭配詞教學法 線上語料庫 搭配詞字典 語塊式翻譯 |
關鍵字(英) |
collocations collocational approaches on-line corpora collocation dictionaries chunk-for-chunk translations |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本實驗研究,目的在於將搭配詞教學法,運用在以英語為外語的英文寫作課堂中,以台灣低學習成就大學生為例。本研究為期12個星期。38位大學生加入本研究,他們就讀台灣北部一所私立大學。其中,實驗組有18人,控制組有20人。教材為5篇文章,由33位大一新生選出,他們的語言能力與38位參與研究學生相近。實驗工具包含兩份問卷〈一為密閉式,另一為開放式〉及五個測驗〈全民英檢、分辨片語、識別字形及兩份搭配詞翻譯試題〉。質化資料以編碼及歸納方式分析,量化資料以描述統計及推論統計〈包含,成對樣本t 檢定及皮爾森積差相關係數〉進行分析。結果顯示:(1) 以英語為外語的低學習成就大學生的搭配詞概念有提升,(2) 詞類教學有助於學生學習搭配詞,(3) 搭配詞字典及線上語料庫對於教授搭配詞有助益,(4) 以語塊方式,將中文翻譯成英文,對學生學習搭配詞有幫助,(5) 學生注意到搭配詞的現象,並不代表他們可以自在地使用搭配詞,(6) 老師應該具備搭配詞知識。簡言之,搭配詞教學法對於提升學生搭配詞的理解,有幫助;然而,理解與習得之間仍有段距離。未來的研究,可以將本方法運用到中級及高級程度的學生身上;另外,研究人員及教師,也可以探索更多可以提升學生搭配詞能力的現代科技產品。 |
英文摘要 |
This experimental study aimed to use a collocational approach to teaching Taiwanese college low-achieving learners in an EFL writing classroom. It lasted for 12 weeks. Thirty-eight students who attended a college in the northern part of Taiwan participated in the study. Of them, 18 students were placed in the experimental group, and 20 students were placed in the control group. Five articles were chosen by 33 college freshmen with similar language proficiency to the subjects of the present study as the teaching materials. The instruments include two questionnaires (closed and open-ended), five tests (a GEPT test, a phrases-identifying test, a word-form recognizing test, and two collocation translation tests). A coding process and an inductive approach were employed to analyze the qualitative data. A paired sample t-test and a Pearson’s correlation coefficient were used to analyze the quantitative data collected. The results of the study indicated that: (1) EFL low-achieving learners’ awareness of collocations has been enhanced, (2) the instruction of word classes facilitates students’ collocations learning, (3) collocation dictionaries and online corpora are good sources of instructional materials for teaching collocations, (4) chunk-for-chunk translation can benefit students’ learning of collocations, (5) noticing of collocations does not necessarily mean acquisition of them, and (6) teachers should possess knowledge of collocations. In sum, using the collocational approach to raising Taiwanese college low-achieving learners’ awareness of collocations seemed feasible; however, there is still a distance between their noticing of the collocations and the acquisition of them. For future studies, this collocational approach should be applied to intermediate and advanced level of learners, and more technological devices useful for advancing learners’ knowledge of collocations should be explored. |
第三語言摘要 | |
論文目次 |
Table of Contents Acknowledgements…………………………………………………………….. i Chinese Abstract……………………………………………………………... ii English Abstract…………………………………………………………….. iii Table of Contents………………………………………………………………. v List of Tables…………………………………………………………………... ix List of Figures…………………………………………………………………. x Chapter One Introduction……………………………………………………… 1 A Mental Process of Producing a Collocation……………………… 3 A Searching Process for Collocations………………………………. 5 A Possible Teaching Sequence……………………………………… 6 Why Noun Phrases and Verb Phrases………………………………. 7 Why Explicit Teaching…………………………………………….... 8 Statement of the Problem……………………………………………………. 11 Purposes of the Study……………………………………………………… 13 Research Questions………………………………………………………….. 13 Definition of Terms………………………………………………………….. 14 Collocations…………………………………………………………. 14 Characteristics of Low-achieving Learners…………………………. 14 Awareness…………………………………………………………… 15 Hypothesis-testing Process………………………………………….. 15 Type and Token……………………………………………………... 15 Significance of the Study………………………………………………….... 16 Chapter Two Literature Review……………………………………………...... 20 Theoretical Perspective of Collocations…………………………………...... 20 Defining Collocations………………………………………………….... 20 Determining Scales………………………………………………..... 20 Frequency of Co-occurrence………………………………….... 21 Adjacency………………………………………………............ 21 Collocational Specialization……………………………………. 21 Grammatical Connection………………………………………. 22 Grammatical Structure…………………………………………. 23 Grammatical Uniqueness………………………………………. 23 Grammatical Fossilization……………………………………... 23 Lexical Fossilization…………………………………………… 24 Semantic Opaqueness………………………………………….. 24 Uniqueness of Meaning………………………………………… 25 Approaches to Defining Collocations………………………………. 25 Lexical Composition Approach………………………………… 26 Grammatical Approach………………………………………… 30 Theoretical Development of Collocations……………………………….. 35 Lexis-oriented Convention………………………………………….. 36 Integration of Lexis- and Grammar-oriented Conventions…………. 40 Characteristics and Categorization of Collocations……………………... 45 Characteristics of Collocations……………………………………... 45 Categorization of Collocations……………………………………… 50 Types of Collocations……………………………………………………. 63 Developmental Issues about Collocations…………………………………... 64 The Arrival of Lexical Pedagogy……………………………………….. 64 Major Development in Phraseology…………………………………….. 67 Current Trends of Collocations in ESL/EFL Education………………… 72 The Current Situation of Vocabulary Learning…………………….. 72 The Significance of Collocations…………………………………… 73 Ways of Teaching Collocations……………………………………... 78 Empirical Aspect of Collocations…………………………………………… 84 Measuring Collocational Knowledge……………………………………. 84 Types and Sources of Collocational Errors……………………………… 91 Relations between Collocations and Language Proficiency…………….. 94 Pedagogical Issues Concerning Collocations……………………………. 96 Chapter Three Methodology…………………………………………………… 101 Participants………………………………………………………………….. 101 Sources of the Participants………………………………………………. 101 Low Achievers…………………………………………………………… 102 Instruments………………………………………………………………….. 103 A Mock Standardized GEPT Test………………………………………. 104 Two Questionnaires……………………………………………………… 104 A Questionnaire of Learners’ Reflection on the Instruction………... 104 A Questionnaire to Survey Learners’ English Learning Styles and Vocabulary Learning Strategies…………………………………….. 105 A Test to Identify Different Phrases……………………………………... 105 A Word Form Recognition Test…………………………………………. 107 A Collocation Translation Test………………………………………….. 108 Material Selection Procedures…………………………………………… 111 Interesting Topics…………………………………………………... 112 Level of Difficulty…………………………………………………. 113 Selection of Collocations………………………………………………... 113 Procedures…………………………………………………………………… 114 Before the Class…………………………………………………………. 114 During the Class…………………………………………………………. 115 Rationales, Measures, and Procedures Taken to Teach the Learners in the Experimental Group…………………………………………………. 121 Measures Taken to Teach the Students in the Control Group…………… 123 Notions Instructed……………………………………………………….. 124 Data Collection……………………………………………………………… 125 Data Analysis………………………………………………………………... 127 Chapter Four Results…………………………………………………………... 129 Results of Descriptive Statistics…………………………………………….. 129 The GEPT……………………………………………………………….. 130 The Word Forms Test……………………………………………………. 131 The Phrase Test………………………………………………………….. 131 The Collocation Translation Test………………………………………... 132 The Compositions……………………………………………………….. 134 The Open-ended Questionnaires………………………………………… 138 Results of the Inferential Statistics………………………………………….. 139 Students’ Scores on the Pretest and Posttest…………………………….. 140 Correlations between Students’ Vocabulary Learning Strategies and their Performance on Two Tests………………………………………………. 140 Brief Answers to Five Research Questions…………………………………. 142 Chapter Five Discussions……………………………………………………… 144 EFL Low-achieving Learners’ Awareness of Collocations Has Been Enhanced……………………………………………………………………. 144 The Instruction of Word Classes Facilitates Students’ Collocations Learning 148 Collocation Dictionaries and Online Corpora Are Good Sources of Instructional Materials for Teaching Collocations………………………….. 152 Chunk-for-Chunk Translation Can Benefit Students’ Learning…………….. 158 The Results from the Experimental Study………………………………. 158 The Importance of L1 for Low-Achieving Learners……………………. 160 Instruction in Collocation Facilitates Students’ Writing in L2………….. 162 Noticing of Collocations Does Not Necessarily Mean Acquisition of Them.. 164 Teachers Should Possess Knowledge of Collocations………………………. 166 Summary of this Section…………………………………………………….. 167 Chapter Six Conclusions……………………………………………………….. 169 Summary of the Study ……………………………………………………… 169 Pedagogical Implications……………………………………………………. 171 Limitations of the Study…………………………………………………….. 172 Recommendations for Future Studies……………………………………….. 173 References……………………………………………………………………… 174 Appendices…………………………………………………………………….. 194 Appendix A: Nineteen Patterns of the G8 Collocation Type Categorized by Benson et al. (2010) ………………………………………………………… 194 Appendix B: Questionnaire (Chinese Version) ……………………………. 196 Appendix C: Questionnaire (English Version) …………………………… 200 Appendix D: A Test to Identify Different Phrase…………………………… 205 Appendix E: A Word Form Identification Test……………………………… 209 Appendix F: A Collocation Translation Test………………………………… 213 Appendix G: Five Articles…………………………………………………... 216 Appendix H: Detailed Schedules……………………………………………. 220 List of Tables Table 1. Lexical Collocations Categorized by Benson et al. (2010)……… 34 Table 2. Grammatical Collocations Categorized by Benson et al. (2010)… 35 Table 3. Criteria for Identifying Collocations Categorized by Chang (2010)……………………………………………………………. 56 Table 4. Criteria for Identifying Collocations Categorized by Liu (2006)... 61 Table 5. Criteria for Identifying Collocations Categorized by Chen (2008) 62 Table 6. The Syllabus…………………………………………………….. 115 Table 7. GEPT Scores…………………………………………………………… 130 Table 8. Word Forms Scores…………………………………………………….. 131 Table 9. Phrases Scores………………………………………………………….. 132 Table 10. Pretest Scores of the Collocation Translation Test……………………... 133 Table 11. Posttest Scores of the Collocation Translation Test……………………. 133 Table 12. Details about Collocations in “Time”………………………………….. 136 Table 13. Details about Collocations in “The Definition of Happiness”…………. 137 Table 14. The Total Number of Tokens and Types, and the Variety of Collocations Made by Students in “Time” and “The Definition of Happiness”……………………………………………………………… 138 Table 15. Answers to Questions 1, 2, and 4………………………………………. 139 Table 16. A Paired Sample t-Test for the Students’ Scores on the Pretest and Posttest………………………………………………………………….. 140 Table 17. Pearson’s Correlation Coefficient of Vocabulary Learning Strategies and Word Form-recognizing Test Results……………………………… 141 Table 18. Pearson’s Correlation Coefficient of Vocabulary Learning Strategies and Phrases-identifying Test Results…………………………………… 142 List of Figures Figure 1. A Mental Process of Producing a Collocation…………………… 2 Figure 2. A Searching Process for Collocations……………………………. 3 Figure 3. Syntagmatic and Paradigmatic Lexical Relations……………….. 27 Figure 4. Semantic Field Analyses for break, violate, and infringe……….. 67 Figure 5. A Collocational Grid Exercise for drive, ride, fly, and steer…….. 67 |
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