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研究生： 陳嘉貴
Chia-kuei Chen
論文名稱： 應用合作學習於英文字彙學習策略教學對國小低成就學生單字認讀的影響
A Study on Integrating Cooperative Learning into Vocabulary Learning Strategy Instruction to Increase Word Recognition of Elementary School Low Achievers
指導教授： 田曉萍
Shiauping Tian
口試委員: 鄧慧君
Hueichun Teng
劉宇挺
Yeuting Liu
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 應用外語系
Department of Applied Foreign Languages
論文出版年： 2010
畢業學年度： 98
語文別： 英文
論文頁數： 122
中文關鍵詞： 合作學習 、單字學習策略
外文關鍵詞： cooperative learning, vocabulary learning strategy instruction
相關次數： 點閱：382  下載：12 
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    • 本研究在探討應用合作學習於英文字彙學習策略教學對國小低成就學生單字認讀的影響。其主要目的在暸解這群低成就學生認字的進步情形、策略偏好、
    在小組中的互動方式以及對於合作學習與英文字彙學習策略教學的看法。
    60位國小低成就學生參與本研究，學生們須接受合作學習教學與字彙學習策略教學，並完成100題單字測驗，策略偏好問卷及施行合作學習於字彙學習之調查問卷。研究者於課堂觀察記錄小組互動情形，並進行訪談以了解學生們對於應用合作學習於字彙策略教學之看法。量化資料採用描述性統計、獨立樣本t檢定與相依樣本t檢定分析後，檢視是否於實驗前後有顯著差異。質性的資料則真實呈現學生們小組互動與使用策略的情形與看法。
    本研究結果顯示學生在認字及使用策略情形均有進步。學生較常使用擅長的策略、在小組互動中會受到組員影響，並且能激發更多策略。在小組互動方面，部分學生能夠達到合作學習五項重點（積極依賴、面對面互動、個人績效、社會技巧與團體歷程），部分學生仍需加強。基本上，學生對於本研究持正面的態度，並能給予正向回饋。最後，本研究提出建議作為未來教學與研究之參考。

    The study investigates if integrating cooperative learning into vocabulary learning strategy instruction helps to increase word recognition of low achievers in an elementary school in Taipei. The main purposes include finding out participants’ improvement on word recognition, strategy preference, interaction in groups and perceptions of integrating cooperative learning into vocabulary learning strategy instruction.
    Sixty low achievers in an elementary school in Taipei participated in the study. The students were given cooperative learning instruction and vocabulary learning strategy instruction, and they finished vocabulary tests on 100 words and questionnaires of strategy preference and perception of the implementation. The researcher observed on their interaction in groups and took notes; moreover, she conducted interviews to investigate their perceptions of integrating cooperative learning into vocabulary strategy instruction. Quantitative data collected were analyzed to examine whether there were significant differences before and after the instruction by using descriptive statistics, pair-sample t test and independent sample t test, and qualitative data were used to present more information about the participants’ interaction, strategy use and their perceptions in real situations.
    The results revealed that there was significant improvement on word recognition and strategy use of the participants. The participants preferred using strategies they were more confident with, and they were affected by group members and were able to generate more strategies. As for the interaction in groups, some participants were able to meet the five elements of cooperative learning (including positive interdependence, face-to-face interaction, individual accountability, social skills and group processing), but some needed more instruction and supervision. Basically, the participants held positive attitudes toward the study and gave positive feedback. Finally, pedagogical implications and suggestions for future studies were provided.

    TABLE OF CONTENTS 中文摘要 ABSTRACT ACKNOWLEDGEMENT CHAPTER ONE INTRODUCTION 1.1 Background and Motivation 1.2 Purpose of the Study 1.3 Research Questions 1.4 Significance of the Study 1.5 Definition of Terms CHAPTER TWO LITERATURE REVIEW 2.1 Cooperative Learning 2.1.1 Theoretical Foundations of Cooperative Learning 2.1.2 Elements of Cooperative Learning 2.1.3 Cooperative Learning Models 2.1.4 Research on Cooperative Learning 2.2 Vocabulary Learning Strategy 2.2.1 Language Learning Strategy 2.2.2 Vocabulary Learning Strategy 2.2.3 Research on Vocabulary Learning Strategy 2.3 Summary CHAPTER THREE METHODOLOGY 3.1 Research Design 3.2 Participants 3.3 Settings 3.4 Instruments 3.5 Instruction Procedure 3.6 Data Collection and Analysis CHAPTER FOUR RESULTS AND DISCUSSIONS 4.1 Evaluation on Interaction within Cooperative Learning Groups 4.2 Results of Vocabulary Tests 4.3 Participants’ Use of Strategies 4.4 Perception of CL and VLS CHAPTER FIVE CONCLUSIONS 5.1 Summary of the Findings 5.2 Pedagogical Implications 5.3 Limitations of the Study 5.4 Suggestions for Future Study REFERENCES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G LIST OF TABLES Table 2.1 Modern Methods of Cooperative Learning Table 2.2 A Taxonomy of Schmitt’s Vocabulary Learning Strategies Table 2.3 A Taxonomy of Lin’s Vocabulary Learning Strategies Table 3.1 Lexical Categories of the Selected Words Table 3.2 Syllables of the Selected Words Table 3.3 The Word Distribution of the Weekly Quizzes Table 3.4 The Average Rate of Correct Response on Pre-test Table 3.5 Interviewees’ Background Table 3.6 Instruction Procedure Table 4.1 Evaluation on Group Interaction Table 4.2 Groups with Higher and Lower Interaction Table 4.3 Comparison of the Pre-test and the Post-test Table 4.4 Distribution of the Improvement Score Table 4.5 Comparison of Learners in Different Cooperation Groups Table 4.6 Average Improvement Score of Each Group Table 4.7 Average Scores of Each Strategy in the Pre-test and Post-test Table 4.8 The Most Frequently-used Strategies Table 4.9 The Least Frequently-used Strategies Table 4.10 Result of Questionnaire Responses Table 4.11 Interviewees’ Reasons of Liking or Disliking Integrating CL into VLSI LIST OF FIGURES Figure 3.1 The Flow Chart of the Research Procedure Figure 3.2 The Setting of the Classroom

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