标题: 透过智慧型手机软体探索成人英语听力之单字习得
An Exploratory Study of Adult English Learners’ Vocabulary Acquisition through Smartphone-based Listening Practice
作者: 朱铃英
Chu, Ling-Ying
叶修文
Yeh, Shiou-Wen
英语教学研究所
关键字: 无意间单字习得;听力理解策略;行动装置辅助语言学习;智慧型手机应用程式;Incidental Vocabulary Acquisition;Listening Comprehension Strategy;Mobile-Assisted Language Learning;Smartphone Application
公开日期: 2013
摘要: 在英语教学研究领域,过去关于英语单字学习的研究中,大部分的研究都是关于学习者在阅读中的单字习得,只有一部分的研究是在探讨学习者从听力中习得单字。其中,更少有研究探讨学习者从学术演讲中的单字习得。再者,透过行动装置语言学习探讨无意间单字习得的研究仍然相当贫乏。虽然有些研究指出,学习者可以透过学术演讲无意间习得单字,但是关于学习者是否能从行动装置学习的活动中无意间习得单字,以及他们在这之中所使用的听力理解策略仍须进一步探讨。本研究的目的在检视学习者是否能利用智慧型手机里的应用软体TED App,从观赏TED Talks的学术小型演讲中无意间习得单字。在进行这个行动装置语言学习的活动中,学习者在此活动所使用的后设认知型听力理解策略跟认知型听力理解策略也被探讨。此外,这个研究还探讨受试者的无意间单字习得与他们使用听力理解策略之间的关系。最后,本研究也探讨学习者对于此行动装置语言学习活动的态度。
总共有35位以英语为外语的成人学习者参加此研究,所有受测者都居住在北台湾。为了提供学习者真实的语料,本研究从TED Talks中选取三个小型演讲。在一个月内,受试者完成单字的前测及后测,还有一个透过智慧型手机的语言学习活动,此活动包括一周的智慧型手机自我学习跟一个线上问卷。实验结束后,研究者根据线上问卷的回应访谈其中的15位学习者,以取得深入的质性分析资讯。
研究结果显示,学习者在这个透过智慧型手机的语言学习活动中,无意间单字习得有显着的进步。同时,结果显示低成就的学习者可以透过观看TED Talks,无意间习得较多的单字。至于听力策略使用方面,相较于后设认知型听力策略,大部分的受试者使用认知型听力策略的次数较频繁。在11个认知型听力策略中,其中imagery策略最受到欢迎。此外,其中directed attention跟 strategy evaluation这两个后设认知型策略跟受试者无意间的单字习得有显着的关系。从整体看来,受试者对于透过智慧型手机的语言学习活动持正面的态度。
总结而言,透过智慧型手机的语言学习有助于EFL学习者无意间单字的习得。由TED Talks所提供的小型演讲有利于学习者获得知识及学习英语。此行动装置语言学习活动同时也替学习者,创造出一个既休闲又不具压力的学习环境。在未来,透过智慧型手机进行语言学习的方式与策略要被进一步研究,以作为延伸语言学习的参考。
In the field of English learning and teaching, most studies have focused on vocabulary acquisition from reading. Only a few studies have been carried out on vocabulary acquisition from listening. Research on vocabulary acquisition from academic lectures has received even less attention. Furthermore, there are a limited number of studies on incidental vocabulary acquisition via Mobile-Assisted Language Learning (MALL). Though some studies have suggested that learners could acquire vocabulary incidentally from academic lectures, it is still unclear whether incidental vocabulary occurs and what listening comprehension strategy would be used in the MALL activity.
This current study examined whether learners would acquire vocabulary incidentally from academic mini-lectures through TED Talks on TED app. While engaged in the MALL activity, learners’ metacognitive and cognitive listening comprehension strategies have been investigated. In addition, this study explored the correlation between learners’ incidental vocabulary acquisition and their listening strategy use. Learners’ attitudes toward this MALL activity were also explored.
A total of 35 adult learners of English as a Foreign Language in northern Taiwan participated in the study. Three mini-lectures were selected from TED Talks as authentic language input. Within one month, the participants completed a pretest, a posttest on vocabulary, and a MALL activity. This included a one-week independent learning with smartphones and an online questionnaire. After the experiment, the researcher interviewed 15 of the participants for further information about their responses on the online questionnaire.
The results of the study suggest that incidental vocabulary acquisition occurred with statistical significance in this MALL activity. They also indicate that lower-level learners could acquire more vocabulary from viewing TED Talks. As for the listening strategy use, most of the participants used cognitive listening strategies more frequently than metacognitive listening strategies. Among the 11 cognitive listening strategies, participants revealed that they preferred to use imagery strategy the most. Moreover, it was found that there was a statistically significant relationship between two metacognitive listening strategies, directed attention and strategy evaluation, and participants’ incidental vocabulary gains. In general, participants had a positive attitude toward this MALL activity.
To conclude, EFL learners’ incidental vocabulary acquisition is enhanced through smartphone-based language learning. The mini-lectures offered by TED Talks are considered to be beneficial for obtaining knowledge and learning English. This MALL activity also created a casual and stress-free learning environment for learners. Smartphone-based language learning could be promoted for extending learning in the future, and more studies are needed in learning and teaching strategies.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT079959507
http://hdl.handle.net/11536/74414
显示于类别:Thesis


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