| 摘要: | 外語學習之環境，學習者無論是課內或課外閱讀必然會遭遇生字困難。因此，本研究結合明示教學法、策略導向教學以及第二外語/外國語學習理論，期望帶給技職院校學生解決生字策略的學習經驗。亦盼望提出之教學指引，能夠協助其他教師如何將語境分析教學融入日常教學之中。
本研究採用準實驗研究方法，探討由後設認知與語境分析結合之教學方式，對於技職大專生在解字能力、轉移至閱讀理解的能力，以及策略和知識使用等方面之影響情況為何？並透過學習者學習反思日誌，質性探討為期一學期之學習策略教學的優點及限制。研究設計為「前測－後測－追蹤後測」，以探討立即效果與延宕效果。實驗對象包括三班共146名學生，分別為實驗普通程度組、實驗較差程度組及對照組。主要分析工具為重覆量數共變異數分析、重覆量數變異數分析，與無母數分析檢定。
研究結果顯示結合後設認知與語境分析之教學有其意義存在。經由教學之後，不管在解字、閱讀、策略與知識使用等方面，實驗組表現皆優於對照組。尤其是實驗組呈現出較類繁且較多種類的知識使用去解決生字困難。另外，實驗組較差程度組於教學後，在認知與後設認知的策略使用方面，顯示出較明顯的改變。
雖然解字、閱讀、策略與知識使用等方面表現隨時間呈現衰退現象，兩組實驗組皆表現較佳的延宕效果。其中，實驗組程度較佳組在各階段測驗和教學後學習評量皆表現優於實驗組程度較差組，表示教學對解字能力的影響程度與學生之閱讀能力有一定的關聯。質性分析結果，呈現語境分析教學之優點與限制之處：
優點為：(1) 增加閱讀速度、(2) 增強閱讀信心、(3) 簡易閱讀理解、(4) 注意到語境線索使用、 (5) 加強考試作答能力。其中，(1)選擇有趣且相關的閱讀題材，以及(2) 合作式的同儕學習，提昇其語境學習動機和效果。 學習限制分面為：(1) 字彙（能力）不足、(2) 誤用語境線索、(3) 語境線索不明顯、 (4) 練習不充足、 (5) 個人缺乏學習意願。質性分析結果亦反映影響教學成功的要素為: (1)應用學習反思於策略教學過程、 (2)關心學習者情意因素、 (3)合作式教學、 (4)適當的選材 、(5)系統且引導式的練習。
本研究結果擬建議將語境分析教學融入閱讀教學之中，並重申教師所扮演之教室管理與情意支持角色對語境策略教學之重要性。
In the EFL learning context, learners always encounter unknown words in pleasure reading and academic course work. This study was theorized upon the notions of explicit instruction, strategy-based instruction and second/ foreign language learning to bring learners in the technology-oriented university the learning experience of word-solving strategies from context. The researcher hopes that the proposed guidelines can help EFL teachers to incorporate in their daily lessons context-based instruction for inferring the meaning of unknown words.
The quasi-experimental study aimed to investigate the immediate and delayed effects of a fifteen-week context-based instruction on EFL learners in a technological college, in terms of the ability to infer word meanings and reading comprehension, the perception of strategy use and knowledge use for unknown words, as well as the reactions to the benefits and limitations of contextual analysis. Quantitative data included a set of pretests, immediate posttests, and delayed posttests on word inferencing, reading comprehension, self-evaluation survey, and vocabulary strategy questionnaire. Qualitative data were collected from the retrospective written descriptions of guessing processes and learners’ periodical reflective journal entries. Analysis of covariance (ANCOVA) with repeated measures, analysis of variance (ANOVA) with repeated measures and a non-parametric test were the three major statistical techniques chosen for this study.
Findings are summarized as follows. Firstly, the effects of treatment were substantially meaningful. The two experimental groups outperformed the comparison group on word inferencing ability, reading comprehension, strategy and knowledge use immediately after the instruction. While the treatment groups at different proficiency level benefited from instruction, the more proficient group suppressed the less capable group. Secondly, the students in the experimental groups and the comparison group used world knowledge (i.e. prior knowledge) frequently for guessing prior to instruction. While the experimental groups’ use of context clues increased in frequencies and varied in types (i.e. discourse knowledge, grammar knowledge, and morphological knowledge) immediately after instruction, the comparison group did not change the way of guessing. Thirdly, while each of the groups degraded with time, the delayed effects still maintained. Finally, qualitative analysis of the learners’ reflective journal entries indicated that learners benefited in: (a) increasing their reading speed, (b) facilitating their reading comprehension, (c) enhancing their confidence and sense of achievement in reading English, (d) developing awareness of context clues surrounding the unknown words, and (e) developing problem-solving ability on tackling test questions. They enjoyed the classroom activities involving (a) selection of appropriate and relevant materials, and (b) cooperative learning on guessing and learning. The limitations of using context clues were identified as: (a) insufficient vocabulary (b) misuse of context clues, (c) insufficient textual clues, (d) insufficient practice, and (e) lower motivation.
This study concludes that inferring word meaning from context is amenable to explicit instruction for a semester and could be a complement for vocabulary acquisition. It further recommends that contextual inferencing be integrated into the reading classes as part of the strategy instruction in EFL learning context. |
