透過智慧型手機軟體探索成人英語聽力之單字習得

Abstract

在英語教學研究領域，過去關於英語單字學習的研究中，大部分的研究都是關於學習者在閱讀中的單字習得，只有一部分的研究是在探討學習者從聽力中習得單字。其中，更少有研究探討學習者從學術演講中的單字習得。再者，透過行動裝置語言學習探討無意間單字習得的研究仍然相當貧乏。雖然有些研究指出，學習者可以透過學術演講無意間習得單字，但是關於學習者是否能從行動裝置學習的活動中無意間習得單字，以及他們在這之中所使用的聽力理解策略仍須進一步探討。本研究的目的在檢視學習者是否能利用智慧型手機裡的應用軟體TED App，從觀賞TED Talks的學術小型演講中無意間習得單字。在進行這個行動裝置語言學習的活動中，學習者在此活動所使用的後設認知型聽力理解策略跟認知型聽力理解策略也被探討。此外，這個研究還探討受試者的無意間單字習得與他們使用聽力理解策略之間的關係。最後，本研究也探討學習者對於此行動裝置語言學習活動的態度。 總共有35位以英語為外語的成人學習者參加此研究，所有受測者都居住在北台灣。為了提供學習者真實的語料，本研究從TED Talks中選取三個小型演講。在一個月內，受試者完成單字的前測及後測，還有一個透過智慧型手機的語言學習活動，此活動包括一週的智慧型手機自我學習跟一個線上問卷。實驗結束後，研究者根據線上問卷的回應訪談其中的15位學習者，以取得深入的質性分析資訊。 研究結果顯示，學習者在這個透過智慧型手機的語言學習活動中，無意間單字習得有顯著的進步。同時，結果顯示低成就的學習者可以透過觀看TED Talks，無意間習得較多的單字。至於聽力策略使用方面，相較於後設認知型聽力策略，大部分的受試者使用認知型聽力策略的次數較頻繁。在11個認知型聽力策略中，其中imagery策略最受到歡迎。此外，其中directed attention跟 strategy evaluation這兩個後設認知型策略跟受試者無意間的單字習得有顯著的關係。從整體看來，受試者對於透過智慧型手機的語言學習活動持正面的態度。 總結而言，透過智慧型手機的語言學習有助於EFL學習者無意間單字的習得。由TED Talks所提供的小型演講有利於學習者獲得知識及學習英語。此行動裝置語言學習活動同時也替學習者，創造出一個既休閒又不具壓力的學習環境。在未來，透過智慧型手機進行語言學習的方式與策略要被進一步研究，以作為延伸語言學習的參考。

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.