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https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/110638
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| Title: | Effects of pictorial and definition glosses on EFL learners' vocabulary learning and reading comprehension |
| Other Titles: | 圖像注釋及字義注釋對於英語為第二外語學生的單字學習及閱讀理解之影響 |
| Authors: | 潘宣融;Pan, Hsuan-Jung |
| Contributors: | 淡江大學英文學系碩士班
薛玉政;Sieh, Yu-Cheng |
| Keywords: | 圖像注釋;字義注釋;單字學習;閱讀理解;Pictorial glosses;Definition glosses;vocabulary learning;Reading Comprehension |
| Date: | 2016 |
| Issue Date: | 2017-08-24 23:32:07 (UTC+8) |
| Abstract: | 本研究旨在探討圖像注釋及字義注釋對於英語單字學習及閱讀理解之影響。99位來自三個班級的台灣高一學生參與本研究，並根據其高中會考英文科成績被分為英語程度為高程度及英語程度為低程度之兩種組別分別做探討；研究中受試者閱讀三篇文章於「圖像注釋+文章」、「字義注釋+文章」與「純粹閱讀」等三種閱讀情境，並在每次閱讀後使用一次閱讀測驗以及三次單字測驗來評量學習成效。研究結果顯示圖像注釋及字義注釋皆對於受試者之單字習得及閱讀理解有顯著幫助；然而在閱讀理解方面，此次研究結果顯示對於英語程度為高程度之學生而言，兩種注釋接能夠明顯幫助其學習；然而對於英語程度為低程度之學生的閱讀成效而言，僅字義注釋能夠顯著協助其閱讀理解。在英語程度影響閱讀理解成效之部分，本次研究結果顯示學生之英語程度僅對於「圖像注釋+文章」之閱讀情況有顯著影響。於單字習得部分，本研究結果顯示，使用注釋學習之受試者於三次單字測驗中逐漸遺忘閱讀中所習得的單字；然而對於並未使用注釋來學習單字之受試者而言，單字習得於第二次單字測驗有些微進步。
The purpose of this study was to investigate the effectiveness of pictorial and definition glosses on vocabulary learning and reading comprehension. In the present study, a total of 99 EFL Taiwanese senior high school students participated in and they were classified into groups of high or low English proficiency level. The participants were asked to read three articles with pictorial glosses, definition glosses or no-gloss condition alternatively in three experiments. In each experiment, the participants took an immediate vocabulary translation test and a true-false reading comprehension test after reading. They also took two delayed vocabulary translation tests one week, and two weeks after the first exposure to the target words.
The results of the present study showed that glosses significantly influenced the participants’ vocabulary learning and reading comprehension. In vocabulary learning, the present study found that both pictorial and definition glosses facilitated the participants to have greater vocabulary gains in the three articles. Likewise, in reading comprehension, the present study found that reading with glosses facilitated the participants to have better reading comprehension in comparison with a reading only condition. However, the effect of different glosses on the participants’ reading comprehension scores was found to be inconsistent. And the participants’ motivation was found to be a facilitator in reading comprehension. As for the participants’ English proficiency level, the present study did not find the significance of it in relation to vocabulary learning. However, in reading comprehension, it was observed that the participants’ English proficiency level significantly affects the reading comprehension in the pictorial gloss group. The findings also indicated that, in reading comprehension, the pictorial glosses are beneficial to high proficiency participants, and the low proficiency participants benefit more from the definition glosses. Furthermore, the present study also found two different vocabulary forgetting patterns of the gloss and no-gloss groups. For the participants in either pictorial or definition gloss groups, the results showed that they gradually forgot what they learned about the target words two weeks after the primary exposure to the target words. On the other hand, the vocabulary knowledge of the participants in the no-gloss group was observed to slightly increase from the immediate vocabulary test to the 1st delayed vocabulary test. |
| Appears in Collections: | [英文學系暨研究所] 學位論文
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