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http://140.128.103.80:8080/handle/310901/25121
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| Title: | 分散式與密集式字彙練習之成效研究 |
| Other Titles: | A Case Study of the Effects of Massed and Spaced Vocabulary Learning |
| Authors: | 張翡庭
Chang, Fei Ting |
| Contributors: | 尤菊芳
Yu, Jyu-Fang
外國語文學系 |
| Keywords: | 密集式字彙練習;分散式字彙練習;單字學習;表達性字彙測驗;理解性單字測驗
Massed vocabulary learning;Spaced vocabulary learning;Vocabulary learning;Vocabulary productive test;Vocabulary receptive test |
| Date: | 2013 |
| Issue Date: | 2015-03-06T07:54:51Z (UTC)
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| Abstract: | 在語言學習領域中，密集式與分散式學習成效被研究學者廣泛討論。過去的文獻結果顯示，不管是密集式學習或是分散式學習都具有正面的學習成效。然而，過去文獻很少探討密集式或是分散式學習，應用在單字理解（聽、讀）與表達（說、寫）的字彙測驗中。再者，台灣的文獻較少探討密集式或是分散式單字學習，於國小生單字識與讀的字彙測驗之學習成效。本研究記錄一個學期單字學習的過程。本研究的七位受測者為美語補習班裡的國小生，共六位國小四年級生與一位六年級生。在三個月的實驗中，所有的受試者都參與九次密集式單字練習及九次分散式單字練習，總共學習兩百一十一個字彙。其中，共一百五十八個單字為本研究的目標單字。此研究不只比較受試者密集式與分散式單字練習應用在單字理解（配對測驗）與表達（拼字測驗)的字彙測驗的學習成效，更探討個別學生的學習表現。本研究結果顯示，受試者在密集式與分散式字彙學習中，具有正面的學習成效。在應用字彙測驗裡，除了學期末單字拼字測驗之字彙測驗的延遲後測無顯著差異外，後測都和前測結果都有顯著差異。整體而言，無論是密集式與分散式字彙練習，對字彙習得均有正面效果。而七位受試者在配對測驗與拼字測驗的字彙測驗中，以密集式練習表現較分散式練習表現好。統計數據結果亦顯示，雖然零星顯著差異存在於部分個別受試者的密集式字彙練習，個別學生的表現與本研究的主要發現並無差異，即受試者在密集式字彙練習的學習成效比較好。然而，研究者無法確認個別學生對密集式與分散式字彙練習的喜好，也無法進一步推論單字練習方式的喜好是否影響其字彙學習。本研究對英語教學有以下建議。首先，英語老師可以使用理解（配對測驗）與表達（拼字測驗)字彙測驗來檢測學生的單字學習成效，藉以確認學生是否能辨識單字，並且能運用之。其次，由於單字背誦或是學習對學生是較困難的任務；因此，建議老師們在目標單字教學之後，運用密集式練習以加強學生對單字之認識。最後，老師們亦可在課堂上利用分散式學習作單字練習的替代活動。
Researchers have conducted abundant of studies on the effectiveness of different aspects in massed and spaced learning intervals. Positive results were found in both learning intervals. However, few studies have investigated the effectiveness of massed and spaced learning on vocabulary productive and receptive test formats. Moreover, very few studies in Taiwan have examined the effectiveness of elementary school students’ vocabulary learning and retention within productive and receptive test formats in different intervals.The current study documents a semester-long vocabulary learning process. The seven participants were six 4th and one 6th graders attending an after-school EFL program. During the three-month period of the experiment, all of them were engaged in 9 massed vocabulary practice activities and 9 distributed vocabulary practice activities, trying to learn 211 lexical items, among which 158 were target words for the current study. The current study not only compared the productive test (spelling test) and receptive test (matching test) performance in massed and spaced intervals, but also examined individual students' performance.The results of the present study presented the positive effectiveness on vocabulary learning and retention. All the comparisons between the pretest and the posttests were statistically significant expect for that of end-of-the-program delayed posttest in productive test format. Overall, both learning intervals, massed and spaced, facilitated vocabulary acquisition. The participants performed better in the massed learning intervals than they did in spaced learning intervals, whether they were tested in the productive or receptive test formats.Moreover, the statistical analyses showed that although scattered significant differences existed in some individual participants scores of words consolidated in the massed intervals, they generally showed similar patterns with the major finding of the study that the participants’ overall performances were better when engaged in the massed learning. The researcher of the current study was neither able to find individuals’ preference for the massed or spaced learning intervals, nor how their preferences consistently influenced their test performance.Some pedagogical implications are listed as follows. First, teachers are encouraged to use not only productive test format but also receptive test format to ensure that students can recognize and produce the vocabulary. Secondly, for students, memorizing and learning vocabulary might be different tasks. As a result, after teaching the target words, teachers are suggested to use both massed practice and spaced intervals, to reinforce learners’ vocabulary, vocabulary practice in class. |
| Appears in Collections: | [外國語文學系所] 碩博士論文
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| 102THU00094006-001.pdf | 4635Kb | Adobe PDF | 152 | View/Open |
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