電子字彙解釋對臺灣成年外語學習者的字彙學習和閱讀理解之影響

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研究生：	沈印娜 Inn-Na Shen
論文名稱：	電子字彙解釋對臺灣成年外語學習者的字彙學習和閱讀理解之影響 L1/L2 electronic glosses: Effects on adult Taiwanese EFL learners’ reading comprehension and vocabulary learning
指導教授：	謝育芬 Yu-Fen Hsieh
口試委員:	洪紹挺 Shao-Ting Hung 劉宇挺 Yeu-Ting 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：	2018
畢業學年度：	106
語文別：	英文
論文頁數：	95
中文關鍵詞：	電腦輔助語言教學、數位閱讀、電子字彙解釋、超連結文本、第二語言閱讀、超連結數量、閱讀理解、單字學習
外文關鍵詞：	electronic glosses, hypertext, L2 reading, number of links, process model for hypertext reading, revised hierarchical model
相關次數：	點閱：431 下載：10
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本研究旨在探討一語/二語彈出式電子字彙解釋，其在一篇超連結文本中之數量多寡如何影響臺灣成年外語學習者之閱讀理解和字彙學習。外語學習者對彈出式電子字彙解釋之看法亦為探討重點。100位母語為中文的臺灣大專院校學生被隨機分入下列五組：英文字彙解釋全註釋組（English full glossing）、英文字彙解釋關鍵字組（English key-word glossing）、中文字彙解釋全註釋組（Mandarin full glossing）、中文字彙解釋關鍵字組（Mandarin key-word glossing）以及控制組（No glossing）。五組受試者在實驗開始前接受單字前測，完成閱讀後接受閱讀理解測驗和三篇單字後測（執行順序：字形辨認、英翻中、字義辨認）。四組實驗組亦填答了一份針對電子字彙解釋使用者經驗之問卷。實驗結果顯示，一語彈出式電子字彙解釋對受試者的閱讀理解、英翻中以及字義辨認皆有正面影響。閱讀超連結文本時接觸到一語彈出式電子字彙解釋之受試者（MFG和MKG）在英翻中的單字後測中亦有顯著優於其他實驗組和控制組的表現。電子字彙解釋之數量多寡雖然對閱讀理解無直接顯著之影響，但是其與電子字彙解釋使用之語言有顯著的互動。電子字彙解釋使用語言為英文時，數量較多之電子字彙解釋導致閱讀理解之程度下降；但中文電子字彙解釋之組別並無此現象。對彈出式電子字彙解釋的看法方面，總體而言絕大多數的實驗組受試者皆對之抱以正面評價，並且，約超過半數多一些的實驗組受試者偏好一語作為電子字彙解釋之使用語言。本研究支持使用彈出式電子字彙解釋以輔助臺灣成人外語學習者之二語閱讀理解和二語生字字義學習。當使用彈出式電子字彙解釋進行二語生字教學時，建議教師特別強調字義與字形之間的連結，以輔助電子字彙解釋。最後，教師在選定電子字彙解釋之使用語言時，應依學生之程度決定；針對中等程度之英語學習者，中文似乎是較佳的選擇。

This study investigated how L1/L2 electronic glosses in different numbers affected adult Taiwanese EFL learners’ reading comprehension and vocabulary learning. 100 Taiwanese university students were randomly divided into five groups: (1) English full glossing (EFG), (2) English key-word glossing (EKG), (3) Mandarin full glossing (MFG), (4) Mandarin key-word glossing, and (5) no glossing (NG). Participants took one vocabulary pre-test and proceeded to read an English article, which was followed by one reading comprehension test and three immediate vocabulary post-tests (administration order: form recognition, meaning recall, and meaning recognition). In addition, the four experiment groups answered an exit questionnaire to indicate their user experience of electronic glosses and preferred gloss language.
The major findings were as the following. First, the use of electronic glosses had positive effects on EFL learners’ reading comprehension, meaning recall and recognition, especially when the gloss language was Mandarin. Second, the number of electronic glosses was found to negatively affected reading comprehension only when the gloss language was English. Third, Mandarin (L1) turned out to have significant influence on EFL learners’ meaning recall. Finally, based on the responses obtained from the exit questionnaire, the majority of the participants seemed to hold electronic glosses in a quite positive light. Mandarin was favored by around half of them as gloss language. The current study supported using electronic glosses to help Taiwanese adult EFL learners’ reading comprehension and learning of the meaning of novel L2 words. Furthermore, L1 was suggested to be the gloss language for intermediate EFL learners.

ABSTRACT (Mandarin)………………………………………………………………………………i
ABSTRACT (English)………………………………………………………………………………ii
ACKNOWLEDGMENTS…………………………………………………………………………………iii
TABLE OF CONTENTS………………………………………………………………………………iv
LIST OF TABLES…………………………………………………………………………………vii
LIST OF FIGURES………………………………………………………………………………viii
CHAPTER ONE INTRODUCTION………………………………………………………………………1
Background and Motivation………………………………………………………………………1
Purpose of the Study and Research Questions………………………………………………3
Significance of the Study………………………………………………………………………4
Terminology…………………………………………………………………………………………4
Outline of the Following Chapters……………………………………………………………6
CHAPTER TWO LITERATURE REVIEW…………………………………………………………………7
The Relationship between Glosses and Reading……………………………………………7
Theoretical Framework…………………………………………………………………………10
The Process Model for Hypertext Reading………………………………………10
The Revised Hierarchical Model (RHM)……………………………………………12
The Effects of L1/L2 Electronic Glosses……………………………………………………13
On Vocabulary Learning……………………………………………………13
On Reading Comprehension…………………………………………………14
Effects of Number of Hyperlinks on Reading Comprehension……………………………17
Summary of Chapter Two…………………………………………………………………………19
CHAPTER THREE METHOD……………………………………………………………………………21
Participants………………………………………………………………………………………21
Design of the Study……………………………………………………………………22
Instruments………………………………………………………………………………26
Reading Materials……………………………………………………………26
Reading Comprehension test………………………………………………28
Vocabulary Pre-test and Post-tests……………………………………28
Screen Recorder……………………………………………………………30
Exit Questionnaire…………………………………………………………30
The Procedures…………………………………………………………………………31
Data Analysis……………………………………………………………………………32
Summary of Chapter Three……………………………………………………………33
CHAPTER FOUR RESULTS……………………………………………………………………………34
The Gloss Usage Ratio…………………………………………………………………34
Research Question 1……………………………………………………………………35
Research Question 2……………………………………………………………………45
Research Question 3……………………………………………………………………45
Research Question 4……………………………………………………………………49
Summary of Chapter Four………………………………………………………………58
CHAPTER FIVE DISCUSSION AND CONCLUSION……………………………………………………59
5.1 Summary of the Study……………………………………………………………59
5.2 Discussion of the Major Findings……………………………………………60
Effects of Using Electronic Glosses on EFL Learners' Reading Comprehension and Vocabulary Learning……………………………………………………61
Effects of gloss Language on EFL Learners’ Reading Comprehension and Vocabulary Learning…………………………………………………………………62
Effects of Number of Electronic Glosses on EFL Learners' Reading Comprehension and Vocabulary Learning……………………………………………65
EFL Learners’Perceptions toward Electronic Glosses……………………………v…………………v………………66
5.3 Pedagogical Implications………………………………………………………………………………………66
5.4 Limitation and Suggestions for Future Study………………………………67
5.5 Conclusion…………………………………………………………………………69
REFERENCES…………………………………………………………………………………………71
APPENDICES…………………………………………………………………………………………75
Appendix A: Full-text of ‘Schizophrenia’……………………………………75
Appendix B: Reading Comprehension Test…………………………………………78
Appendix C: The Pre-test……………………………………………………………80
Appendix D: Vocabulary Post-tests…………………………………………………82

                                

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