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    Please use this identifier to cite or link to this item: http://ir.cnu.edu.tw/handle/310902800/22837

    標題: The Comparison of Vocabulary Learning between the Grammar-Translation Method and the Group-Consulting Method
    作者: Mei-Hua Hsu
    Pi-Ching Chen
    貢獻者: 應用外語系
    關鍵字: reading instrtion
    vocabulary leaming
    the grammar-translation (GT) method
    日期: 2009
    上傳時間: 2010-09-10 09:09:05 (UTC+8)
    摘要: For decades, there has been an on-going controversy about the use of` the grammar-translation (GT) method in English as a second or foreign language (ESL/EFL) instruction. The purpose ofthis study was to explore and compare :he effectiveness of vocabulary leaming between the grammar-translation method and the group-consulting (GC) nethod. The subjects of the study were 82 hreshman students. An experimental teaching was designed for the college English reading class,. the research inst™ments were a series of teacher-made vocabulary tests. Through descriptive statistics analyses, Pearson product-moment conelation, and dependent t-test, the data were collected and analyzed for the study. The Andings ofthe study included that college students leaming performance was significantly diferent after the experiment no matter which instructional methods were adopted, that students' performance was significantly different with each other after the experiment, and that the difficulty ofthe reading texts and the limited time were the maJor factors for the performance of vocabulary leaming. In addition, based on the classroom obsewation, the possible influence factors for the outcomes of students' vocabulary leaming included the consideratton ot tne teacner-made tests and the wayay of grouping students. Based on the Fmdings, this study found that college students would have a better perfonnance in vocabulary leaming if language instructors tried to effectively use some effective instructional methods or make certain modifications during instruction.
    數十年來來,英語教舉專家學者們對於文法翻譯法(Grammar-Translation Method)是否適用於以英語為第二語言(ESL)或外國語言(EFL)的教學中,仍持續誠論者。本研究旨在採討以文法翻譯法與小組查閱字典法( Group-Consulting Method)來教導學生學習英文字彙的成效,並且比較此兩種教學法,何者對於大學生的英文字彙學習比較有效。本研究採教學實驗的方法,在大一英文課中,進行閱讀教學之宇彙習得研究,以82位大一新生為研究對象,並設計一系列教師自編的字彙測驗為研究工具,進行研究資料之蒐集,採用描述性統計、Person積差相關以及相依樣本t考驗等方法加以分析。本研究發現( 1 )不論採用文法翻譯法或小組查閱字典法,學生,的字彙學習表現均比教學前有顯著的提升: (2)不同的教學方法,顯著地影響學生學習英文字彙的表現: (3)閱讀文本的難度和有限的時間是影響學生字彙學習表現的兩大因素。再者,根據課堂觀察,研究者發現教師編製測驗的方式以及學生分組的方式也可能影響本研究受試學生的字彙學習。根據上述的研究結果,本研究亦發現當英語教師願意嘗試使用一些有效的教學方法,或是願意在教學中做一些改變或調整時,學生們的英語字彙學習將有較佳的表現。
    關聯: 嘉南學報(人文類) 35:p.624-638
    Appears in Collections:[嘉南學報] 35 期 (2009)
    [應用外語系] 期刊論文

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