中文翻譯相同但英文字意?同之英文詞組是以中文為母語的英語學習者最容?混淆的英文字(如 doubt and suspect均譯為懷疑)。此?英文詞組因譯為相同中文翻譯之故，容?被以中文為母語的英語學習者視為同意詞，而造成使用錯誤。本計畫為一實驗教學研究。申請者藉由大一英文課堂教學，運用字意特徵分析的方式及以?子脈絡呈現台灣學生?混淆的英文字，教導學生區分中文翻譯相同但英文字意?同之英文詞組。字意特徵分析乃以?細微之特徵?呈現每個英文字之字意，提供英語學習者一個有效的方式進?英文?混淆字之字意比較，以習得?混淆的英文字。 為評?字意特徵分析教學法對學生學習結果之成效及效應之持續，申請者將比較字意特徵分析教學法與英英字典教學法對學生學習成效之影響。申請者自?設計教學內容，與?班大一英文外文系學生進?八週每週五十分鐘之英文?混淆字之字意教學。其中一班將採字意特徵分析教學法進?教學(實驗組)，另一班則採英英字典教學法進?教學(對照組)。申請者藉著選擇正確英文字以完成?子(multiple-choice test)及中翻英(Chinese-English translation test)之形式讓學生進?英文?混淆字之前、後及延後測，比較?組學生之表現。申請者亦將進?個別訪談以進一步?解學生對所接受之教學法之看法。 English word pairs that share the same Chinese translation but are perceived to be semantically different by native speakers of English (e.g., doubt and suspect) constitute the most confusing English words for Chinese-speaking EFL learners because the two words are very likely to be stored (inaccurately) more or less as synonyms in learners’ L2 mental lexicon due to their sharing of the same Chinese translation, which often leads to the misuse of the words. In the proposed study, the researcher attempts to apply semantic feature analysis to teach these confusing English words in a college-level EFL classroom. Through the breaking down of the meaning of a word into different pieces known as semantic components, semantic feature analysis provides the EFL learners an effective way to compare the meanings of the confusing English paired words and hence facilitate learners’ learning of these words. To examine the effectiveness of the semantic feature analysis approach in terms of learners’ learning gains (in the short term and in the long term), the proposed study will compare this approach with the English monolingual dictionary approach to the teaching of the confusing English words. This evaluation study will employ an experimental design at the classroom level with two groups: one receiving instruction in the semantic feature analysis approach (experimental group) and the other in the English monolingual dictionary approach (control group) during 50-minute weekly sessions over 8-week period. The data sources include students’ pre-, immediate post-, and delayed post-test scores on two tests (multiple-choice test and Chinese-English translation test), both measuring participants’ knowledge of confusing English words. In addition, individual interviews will be conducted to gather students’ opinions on whether and how they benefit from the given instruction.
