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字彙在英語教學上佔有重要地位。因為字彙中的形式、語意和功能用法非屬於一對一之關係，所以常會造成學習者使用上的困擾，進而阻礙溝通。此篇論文主要在探討學習者對於語意之使用情形，希望可以找出以中文為母語的學習者在形式-語意連結上的共通點和所遵循的規則，以及連結背後之影響因素。 在方法上，因為強調學習者的真實使用情形，故以task填寫的方式進行語料蒐集。以同時程的研究方法來尋求同樣母語背景學習者之interlanguage共同特色。動詞因為在句子中佔有重要地位，故此研究以動詞為例來深入做探討。而選用bring, get, give, make, take等五個動詞，乃因為其出現頻率高、搭配性高，且部分語意互通之特性。task的設計則是藉助英語為母語者之語料庫，從中蒐集高頻率的語意和搭配詞等，加上國立編譯館前四冊課本之資料，來融入task的設計。受試者為台北地區中等程度學校之高三學生。採用英語在校成績、英語自我評鑑、英語程度測驗等標準，將受試者做英語能力上的分類，以便更清楚區分不同造成語意使用表現之影響變因。個人資料表也提供了受試者的基本英語背景、對英語字彙學習之看法，供做背景與表現之研究。 研究結果顯示，在受試者當中存在一個對該五個動詞使用上的偏好順序。此結果證明同樣母語的英語學習者的確有共享之interlanguage知識特點。從四個task的表現，可看出搭配詞的使用、上下文的語意推測是學習者表現不佳之處。而英語程度較高、來自社會組、來自較高排名之學校的受試者，會有較佳的語意使用表現。另一個結果顯示，出現頻率、核心語意和母語轉借為影響形式-語意連結的三個重要因素。而學習者因為程度不同，也會有不同之遵循規則。如程度較高的學習者偏重在英語的知識上，出現頻率和核心語意會互相競爭，成為影響學習者語意正確使用的最重要因素。程度較低的學習者則偏重在中文的知識上，即把母語知識轉借到英語的使用上。而且不同程度學習者表現出英語學習發展上不同的階段和歷程，程度越高的學習者，其英語上的知識越接近以英語為母語者。此外，在此研究中，開始學習英語的年紀和學習時間長短並非主要影響學習者語意使用表現之因素。喜愛英語及對自身英語有較高自信的學習者相對的有較佳的語意使用表現。而在英語字彙學習上，學習者一般仍注意字彙本身的形式，如拼字、發音，多於字彙之豐富語意及使用。雖然較多的學習者在用英語表達時，偏好先在中文中找到合適的字再轉換成相當的英文接在英語中找到合適的字來表達的學習者有較好之語意使用表現。 最後，把研究分析所得之結果，運用在教學活動上。透過語料庫的使用和語意網路圖的呈現，期望能進一步釐清語意之間的關係，也加強學習者對語意的正確使用。 / As Wilkins (1972) states that "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed" (p.111), vocabulary plays an important role in the learning of a foreign language. However, the form, meaning, and function of vocabulary is not of a one-to-one correspondence. The mismapping often leads to misunderstanding and blocks communication. The study tries to explore how English learners in Taiwan manipulate the form-meaning mapping, and what the factors are to influence the mapping. From the aspects of lexical meaning, frequency, collocation, and L1 transfer, verbs are given as an example to be investigated from both the on-line corpus of native speakers, BOE, and the corpus of Chinese learners of English, obtained from four well-designed tasks. The five verbs selected are common and frequently used, but the usages are confusing for English learners. To investigate the verbs can help learners clarify the usage of the basic verbs in English. Subjects are 3rd graders from senior high schools of medial in the ranking of academic reputation in Taipei. Based on three criteria, the subjects are classified into three different levels to see the influence of variables. In addition, a subject background sheet provides the subjects' background of English and attitudes towards English vocabulary learning. From the analyses, we find that there is indeed a preference order of the five verbs among subjects with the same mother tongue. Among the tasks, collocation and the meaning inferring from contexts are difficult for the subjects to deal with. Subjects of higher proficiency level, from social science group, or from school of a higher academic reputation have a better manipulation of the five verbs. When doing the form-meaning mapping, three factors, that is, core meaning, frequency, and L1 transfer, do influence the performance. Learners with higher proficiency levels rely much on L2 knowledge, thus core meaning and frequency have a stronger preference over L1 transfer in the form-meaning mapping process. Learners with lower proficiency levels usually make use of L1 knowledge to map the L2 form with L1 meaning, thus there is more negative transfer from L1. The performance of the three proficiency levels represents the different developmental stages of interlanguage. The higher proficiency level one hs, the more his knowledge is close to the target language (L2). In the research, we also find that an earlier age and a longer period of learning do not necessarily ensure a better English ability. Furthermore, subjects who have more interest and stronger motivation to learn English generally have a higher proficiency level. In vocabulary learning, subjects often pay attention to form rather than usage and function of vocabulary. As for the process of self-expressing in English, subjects tend to make sure the words wanted in Chinese and then translate them into English. However, subjects who directly look for words wanted in English have higher proficiency levels and better performance in English. After the analyses, the results are applied to teaching activities. With the use of corpora and semantic networks, further clarification of the relations among word meanings, and enhancement of the correct use of word meanings are expected.

本研究旨在探究並比較小學學生及其英語教師對於有效外語教學之信念。在英語教室中，學生其及老師對於教學的看法有許多相同與相異之處，這些信念會直接或間接影響到教學的有效性。 本研究以問卷調查法進行，對象為台中市34名公立小學英語教師及其811位高年級學生，問卷內容改編自Brown(2009)自編問卷及教育部九年一貫課程綱要 (2007)。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下： 1.國小學生及其英語教師對於各項教學法抱持正向的態度。 2.在性別、課外學習經驗、學習英文時間早晚等因素影響下，會影響小學學生對於有效英語教學習的信念。 3.在文法教學上，學生及其教師均持正向態度，教師尤其偏愛歸納式教學。 4.在錯誤糾正上，學生認為教師須立即處理錯誤，但教師們允許適當的忽略。 5.在溝通式教學法上，學生及其教師均持正向態度，但學生對於小組互動的上課方式持較保留的態度。 6.在多元評量方面，學生及其教師均持正向態度，但學生們對於傳統紙筆測驗的看法高於教師們。 根據問卷調查結果，本研究最後提供教學上相關建議以供參考。 / The major purpose of the study is to identify elementary school students’ beliefs toward effective teaching and make a comparison to those of their teachers’. In language classrooms, the students and their English teachers may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs shows direct or indirect impacts on teaching effectiveness. A questionnaire was used to collect quantitative data from 34 English teachers and 811 students in public elementary schools in Taichung Area. The items in the questionnaire were mainly adapted from the model by Brown (2009) and the Instruction Guidelines issued by the Ministry of Education (MOE, 2007). In this study, statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with the post- hoc Scheffe test were used to analyze the collected data. The major findings are summarized as follows: 1.Elementary school students and teachers generally hold a positive attitude toward these teaching pedagogies. 2.The demographic variables of gender, extracurricular English learning experience and different length of prior English learning yield an effect on different students’ beliefs. 3.Elementary school students and teachers generally hold a positive attitude concerning Grammar Instruction; moreover, the teachers have more preference for inductive teaching. 4.Elementary school students and teachers generally hold a positive attitude concerning Error Correction; moreover, the students expect teachers to deal with their errors immediately, but their teachers tend to neglect error correction at times. 5.Elementary school students and teachers generally hold a positive attitude concerning Communicative Language Teaching; however, the students seem more hesitant to participate in group interactions in class. 6.Elementary school students and teachers generally hold a positive attitude concerning Multiple Assessments. Furthermore, the students appear to find more value in traditional paper- and- pencil tests than their teachers do. Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

京都大学 / 0048 / 新制・課程博士 / 博士(教育学) / 甲第22199号 / 教博第248号 / 新制||教||193(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)准教授 山田 剛史, 教授 松下 佳代, 教授 西岡 加名恵 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23258号 / 人博第973号 / 新制||人||230(附属図書館) / 2020||人博||973(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 谷口 一美, 教授 河﨑 靖, 准教授 守田 貴弘 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24915号 / 人博第1089号 / 新制||人||255(附属図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 准教授 石岡 学, 准教授 小野寺 史郎, 准教授 新居 洋子 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

本研究旨在探討以英語為國際語 (English as an International Language) 之理論將如何影響高中英語教師之教學信念的想法(reflection)與改變(transition)。本研究探討的主要議題，包含了英語的所有權(ownership)、英語標準(standard)與英語的相互理解(intelligibility)，教師對個人形象(self-image)與個人認知(identity)，以及英語發音教學等議題。 本研究的研究對象為三位高中英語教師，採質性研究進行資料收集，包含一次訪談、兩次讀書會研討以及一份問卷。首先，為要探討研究對象對以英語為國際語之理論的認知，採用訪談與問卷進行研究。之後，又進行了兩次讀書會研討，研究對象對其理論有更近一步認識以進行反思與討論，最後用同一份問卷比較研究對象的教學信念是否產生變化。 研究結果顯示研究對象的教學信念並沒有因為對其理論有更近一步的認識後而有所改變。然而，他們對其理論之議題的反思卻深化了對本研究之詮釋深度。在探討其理論之議題時，研究對象也清楚的說明了為何不能接受此理論之因素。 研究最後提出研究總結、教學之建議，及未來進一步研究可行之方向。 / This study investigates how the infusion of the EIL (English as an International Language) ideology might contribute to the transition of and the reflection from the English teachers in the senior high school. The targeted infusion includes several major issues in the EIL ideology: the ownership of English, the standard and the intelligibility of EIL, the self-image and identity issues, and the EIL phonology teaching beliefs. A qualitative research is conducted to collect data from three English teachers in a senior high school. One interview, two study group meetings and one questionnaire were utilized in the study. In the beginning, the interview and the questionnaire were applied so as to discover the subjects’ knowledge about the EIL ideology. The study group meetings later were held to serve as the infusion of the EIL ideology in the research. After the meetings, the same questionnaire was used again to demonstrate whether the transition occurred in the research. The results show that no obvious transition of the EIL ideology occurs before and after the infusion. However, the reflection of the three subjects provides richness and depth of interpretation for the study. In the discussion of the major issues of the EIL ideology, the subjects articulate factors of their low degree of acceptance of the EIL ideology in class. Lastly, summary of the study, pedagogical implications, and suggestions for further research are provided.

本論文目的在於調查大學生修習「商用英語聽力訓練」之動機及需求，並對教師的教學活動及學習者之策略習得進行深入探討。該課程係以專業英語（English for Specific Purposes）之理論為依據，設計為應用於商業場合之課程。本研究以國立政治大學商學院學生為受試者進行個案研究，藉以探討「商用英語聽力訓練」課程現況及可供改進之方向。 受試者修習「商用英語聽力訓練」之動機與需求係由期初、期末兩次問卷填答得知，並經由英語程度不同之學習者反映出其不同之學習需求，可提供授課教師作為規畫課程及選擇教材時之參考重點，藉以提高學習者之學習興趣，達到有效學習的目標。 本論文的另一重點在於「商用英語聽力訓練」中聽力策略之訓練與習得，聽力策略的分類乃依Oxford（1990）提出之理論為根據，探討有助於該課程之聽力策略及技巧為何。本研究藉由二十八小時之課堂觀察，進而分析授課教師如何進行策略訓練；另外，經由問卷、測驗兩方法測知受試者對於該課程中策略訓練的反應及策略習得之實際情況。由此結果歸納出可提高學生學習效果的聽力策略。 由以上的研究結果，本論文針對於學習需求及策略訓練方法歸納出改進「商用英語聽力訓練」課程之具體建議，以期日後對相關課程之學習者及授課教師都能有所助益。 / This thesis aims to explore the current situation of an “English Lab Course for Occupational Purposes” in college and to provide suggestions for further improvement. This study focuses on two aspects：one is the motivations and needs analysis of the students who take this course; the other is the training and acquiring of listening strategies in this course. This course is based on the theory of “English for Specific Purposes” and is designed for Business majors. All the subjects of this research are sophomores and seniors of the College of Commerce at NCCU. The subjects’motivations and needs are investigated through a questionnaire survey at the beginning and the end of the semester. This research reveals the different motivations and needs for efficient and less-efficient learners. The results may provide some helpful perspectives to assist teachers in selecting effective teaching materials and designing appropriate courses. The other emphasis of this study is on the training and acquiring of listening strategies in this course. The definitions and categories of listening strategies are based on Oxford’s theory (1990). The author sits in on the classes for 28 hours to observe and record the actual teaching and learning situations. In addition, both questionnaires and tests (pre-test & post-test) are utilized to examine the actual strategies the subjects employ. With reference to the results of the observation, questionnaires and tests, the author presents the most effective listening strategies of this course. Based on the conclusions of this thesis, some possible applications are proposed for an “English Lab Course for Occupational Purposes”. The author hopes these suggestions can enhance the development of relevant courses in the future.