Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-07-31T21:47:27Z No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-07T16:48:58Z (GMT) No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) / Made available in DSpace on 2017-08-07T16:48:58Z (GMT). No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) Previous issue date: 2014-03-17 / CAPES / O paradigma da educação inclusiva, estabelecido como política pública no Brasil desde a década de 90, busca superar práticas discriminatórias a partir da proposta de uma educação que reconheça e valorize a diversidade presente na sociedade. Com a sua implementação, a escola tem recebido estudantes que, até então, permaneciam alheios ao sistema educacional, como as pessoas com deficiências. A inclusão destes estudantes no ensino comum tem sido relacionada a diversos benefícios, tanto para estes sujeitos quanto para aqueles que não têm deficiência. Há, assim, um grande número de estudos que enfocam a inclusão escolar, mas poucos se propõem a conhecer o que as crianças pensam sobre ela. A partir disso, delineamos o objetivo da presente pesquisa: identificar as representações que os estudantes sem deficiência elaboram sobre a criança com deficiência física diante do estabelecimento de relações interpessoais no cotidiano escolar. Tais representações foram analisadas a partir da Teoria dos Modelos Organizadores do Pensamento, bem como foram feitas considerações sobre as suas relações com o preconceito. Participaram deste estudo 60 crianças, com idades entre 6 e 8 anos, que estudavam no 1° ciclo do Ensino Fundamental de escolas da Rede Municipal de Ensino de Rondonópolis. Estas crianças foram entrevistadas individualmente, por meio da aplicação de um instrumento que ilustrava uma situação de conflito entre duas crianças, sendo que uma delas tinha deficiência. Diante dessa circunstância, os estudantes foram solicitados a relatar os pensamentos e sentimentos das personagens representadas, bem como a indicar uma delas como sua escolha para situações de relacionamento interpessoal (fazer amizade, brincar e compartilhar atividades escolares). Os resultados encontrados revelaram a prevalência do modelo médico na representação da deficiência, bem como a ação do preconceito e do estigma. Assim, as representações foram centralizadas nas limitações do sujeito decorrentes da deficiência e na atribuição, a ele, de sentimentos negativos. O altruísmo e a necessidade da superação da deficiência para a conquista da felicidade foram outros elementos que se destacaram e que também reforçam a compreensão da deficiência pelo viés da patologia. A partir destes resultados, verifica-se a necessidade de se desenvolver ações que promovam a compreensão da inclusão fundamentada em uma perspectiva social. / The paradigm of inclusive education, established as public policy in Brazil since the 90s, demands overcoming discriminatory practices from the proposal for an education that recognizes and values the diversity present in society. With its implementation, the school has welcomed students who thitherto remained outside the educational system, such as people with disabilities. The inclusion of these students in the ordinary teaching has been related to many benefits both for these guys and for those who do not have disabilities. There are thus a large number of studies that focus on school inclusion, but few propose to know what children think about it. From this, we outline the purpose of this research: to identify the representations that students without disabilities elaborate on children with disabilities before the establishment of interpersonal relationships in everyday school life. Such representations were analyzed from the Theory of Organizing Models of Thought, as well as commenting on their relation with prejudice were made. The study included 60 children, with ages between 6 and 8 years old, studying in 1st cycle of Basic Education schools of Municipal School of Rondonópolis. These children were interviewed individually by the application of an instrument illustrating a conflict between two children in wich one of them had disabilities. Given this circumstance, students were asked to report the thoughts and feelings of the characters represented, as well as to indicate one of them as their choice for situations of interpersonal relationships (make friends, play and share school activities). The results showed the prevalence of the medical model in the representation of disability as well as the action of prejudice and stigma. Thus, the representations were centered on the limitations of the subject resulting from the disability and the attribution to him of negative feelings. Altruism and the need to overcome the disability to conquer happiness were other elements that detached and also strengthen the understanding of the disability by the pathology bias. From these results, there is a need to develop actions that promote inclusion comprehension grounded in a social perspective.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-08-01T21:02:34Z No. of bitstreams: 1 DISS_2014_Patrícia Bernardi Rocknbach.pdf: 1013070 bytes, checksum: 617eb42274ec7d002471b13f266c6991 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-07T16:50:45Z (GMT) No. of bitstreams: 1 DISS_2014_Patrícia Bernardi Rocknbach.pdf: 1013070 bytes, checksum: 617eb42274ec7d002471b13f266c6991 (MD5) / Made available in DSpace on 2017-08-07T16:50:45Z (GMT). No. of bitstreams: 1 DISS_2014_Patrícia Bernardi Rocknbach.pdf: 1013070 bytes, checksum: 617eb42274ec7d002471b13f266c6991 (MD5) Previous issue date: 2014-04-22 / CAPES / Esta pesquisa objetivou investigar, a partir da Teoria dos Modelos Organizadores do Pensamento, quais as representações de adolescentes, isto é, como pensam, sentem e agem estudantes diante de situações de bullying homofóbico, bem como quais aspectos morais estão relacionados. Considerando teorias sobre a moralidade e estudos sobre bullying e adolescência, foram aplicados questionários em uma escola pública da cidade de Rondonópolis/MT. Participaram da pesquisa 43 adolescentes com idades entre 13 e 17 anos que responderam a um questionário contendo perguntas sobre o que ele admira nas pessoas e em si mesmo, se já agrediu outra pessoa e se já foi agredido e outras quatro perguntas para uma história, produzida pela pesquisadora, que descreve uma cena de bullying na escola. Em todas as respostas foram analisados elementos morais, bem como os sentimentos e pensamentos acerca do fenômeno bullying, principalmente com relação à vitimação. Os resultados indicaram que os adolescentes participantes apontam e conhecem valores morais e éticos como relevantes para a vida. Com relação à própria experiência em situações de bullying, a maioria deles já foi ou ainda é vítima de bullying (58,14%) e a minoria é ou foi autor de bullying (18,61%). Os modelos organizadores do pensamento encontrados nas respostas referentes à história fictícia de bullying homofóbico demonstram grande variedade de pensamentos, sentimentos, significados e implicações desses adolescentes, o que caracteriza a importância dos conteúdos na construção do raciocínio na resolução de conflitos e na interpretação da realidade. É possível dizer que há indícios de que na perspectiva da vítima, nas respostas dadas, o bullying homofóbico deve ser negado ou minimizado, sob a justificativa de intensificar a recorrência. Tal situação também aponta que se veem poucas respostas positivadas, no sentido de fomentar críticas e garantia de direitos pelo próprio grupo de estudantes. Pode-se dizer que no grupo estudado, a partir destes dados, o bullying está sendo naturalizado dentro da escola, pois as ações contra as agressões, demonstradas pelos participantes, são ínfimas. Estas respostas reforçam a importância da mudança de paradigmas educativos, valorizando discussões e reflexão crítica da realidade escolar. / This research aimed to investigate, from the Thought’s Organizers Models Theory, the representations of teenagers, in other words, how they think, feel and act in situations of students homophobic bullying, as well as the moral aspects that are related. Considering theories of morality and studies on bullying and adolescence, questionnaires were administered in a public school in Rondonópolis/MT. Teens (43 adolescents) aged 13 to 17 years old answered a questionnaire about what they admire in people and in themselves, if they already assaulted another person and if have been attacked and four other questions for a story, produced by the researcher, which describes a scene of bullying at school. In all answers moral elements as well as the feelings and thoughts about the bullying phenomenon, particularly with respect to victimization, were analyzed. The results showed that adolescents participants know and indicate moral and ethical values as relevant to life. Regarding own experience in bullying situations, most of them have been or still is a victim of bullying (58,14%) and the minority is or was the author of bullying (18,61%). Thought’s organizers models founded in the answers relating to the fictional story of homophobic bullying demonstrate wide variety of thoughts, feelings, meanings and implications of these adolescents, which characterizes the importance of content in the construction of reasoning, in resolution of conflicts and interpretation of reality. It is possible to tell that there are evidences that the perspective of the victim, at the replies, homophobic bullying should be denied or minimized, under the justification to intensify recurrence. This situation also points that there are few positives answers, to foster critical and guarantee of rights by the own student group. It can be said that the group studied, from these data, the bullying is being naturalized in the school, because the actions against aggression, demonstrated by the participants, are negligible. These responses reinforce the importance of changing the educational paradigm, valuing discussions and critical reflection of the school reality.

Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36 students in the 10th grade at an inner-city school in the United States. Control and treatment groups participated in completing pre and posttesting to establish standards for initial understanding and knowledge acquired. Pretest scores were used in a 2-tailed t test to establish equivalence between groups at the beginning of the study. ANOVA was used with test gains to determine differences between treatment and control groups. Cronbach's alpha was conducted to test for concept map interrater reliability. A 2-tailed t test for matched groups was used with concept map scores and treatment group test gains to determine any relationship. No statistically significant relationship between the use of concept maps and distance learning was found. Recommendations for future research include a wider age range for participants and investigations of academic areas such as reading, writing, mathematics, and language acquisition, native and foreign. Implications for positive social change include research with altered parameters to identify an existing tool that may be used by students in the traditional classroom as well as in distance-learning scenarios.

The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee. The association was examined after 2 years of Thinking Maps® implementation and instruction. Using a quantitative design, the quasiexperimental study included fifth grade students' State NCE scores from 2005 and the same students' State NCE scores from 2003. Scores obtained by fifth grade students who received Thinking Maps® instruction were examined for differences in Reading/Language and Mathematics and were also compared with scores obtained by fifth grade students who did not receive Thinking Maps® instruction for the same 2-year period. Paired t-tests and a 3-factor repeated measures design, repeated on 1 factor, were used to investigate differences in achievement as categorized by Thinking Maps® instruction or no Thinking Maps®instruction for 2 years. The results of the study indicated that there was a significant difference for the Reading/Language means for students after 2 years of Thinking Maps implementation but not a significant difference for Mathematics. There was not a significant difference between the two treatment schools in either Reading/Language or Mathematics. The 2 treatment schools had different percentages economically disadvantaged students. The results of the study also indicated that there was a significant 2-way interaction for Year by School in Reading/Language between 1 treatment school and the control school, the 2 schools with similar percentages of economically disadvantaged students. The findings of the tests of simple effect for the differences between the 2003 and 2005 Reading/Language means for the treatment school showed the 2005 Reading/Language mean was over 7 points higher than the 2003 Reading/Language mean. The findings of the tests of simple effect for the differences between the 2003 and 2005 Reading/Language means for the control school were also significant with the 2005 Reading/Language mean being 6 points lower than the 2003 Reading/Language mean.

Vår vana av att ha möjlighet att besöka evenemang fick ett plötsligt avbrott i och med spridningen av Covid-19 och dess restriktioner som infördes. Vidare har Covid-19 viruset bidragit till rädsla, polarisering, isolering, restriktioner och dödsfall. Evenemangsbranschen var minst sagt hårt drabbad och många aktörer stod inför beslutet av att ställa in sina planerade evenemang eller hitta nya sätt för att överleva krisen. Pandemin tvingade fram andra lösningar, såsom digitalisering och livestreaming av evenemang, vilket kan ha resulterat i att fler och nya deltagare kan delta vid evenemang under Covid-19, men även på lång sikt efter pandemin. Ur ett innovationsperspektiv kan en kris som pandemin vara något positivt genom att öppna upp för nya perspektiv och lösningar, där den brådskande känslan som krisen frambringar leder till en nödvändighet av förändring. Av pandemins erfarenheter, vet vi att vi lever i en föränderlig värld och det kan vara svårt att spekulera i om Covid-19 kommer tillbaka eller inte. Av den anledning fyller den här studien viktig kunskap för yrkesverksamma i evenemangssektorn inom risk management. För att eventarrangörer ska fortsätta erbjuda sina evenemangstjänster behöver de hitta nya strategier för att genomföra evenemang på ett ansvarsfullt och säkert sätt som går i enlighet med den nya normaliteten kring Covid-19. Vilka lärdomar kommer man att ta vara på efter pandemin och vilka innovationer har skapats, påskyndats eller gjorts om i följd av krisen. Denna uppsats är skriven på svenska. / Our habit of being able to attend events was interrupted abruptly by the spread of Covid-19 and its restrictions. Furthermore, the Covid-19 virus has contributed to fear, polarization, isolation, restrictions and death. The events industry was greatly affected, and many organizations were faced with the decision to cancel their scheduled events or find new ways to survive the crisis. Other solutions had to be made during the pandemic, such as digitization and live streaming of events, which may have opened up for more and new participants in the long term even after Covid-19. From an innovation perspective, a crisis such as the pandemic can be something positive that opens up new perspectives and solutions, where the urgent feeling that the crisis produces leads to a necessity for change. From the experience of the pandemic, we know that we live in a changing world, and it can be difficult to speculate whether Covid-19 will return or not. For this reason, this study fills important knowledge for professionals in the event sector in risk management. In order to organize events, it will continue to offer its event services that need to find new strategies for conducting events in a responsible and safe manner that is in line with the new normality surrounding Covid-19. What lessons will be learned after the pandemic and what innovations have been created, accelerated or redone as a result of the crisis. This study will be written in Swedish.

Le festival n'est pas une activité a-juridique. Cette activité événementielle attractive est encadrée par les pouvoirs publics tant par des mesures de police administrative que dans son occupation du domaine public. Cet événement présentant incontestablement des atouts pour la politique touristique et culturelle d'un territoire est devenu une véritable institution cofinancée par les pouvoirs publics. Oscillant entre mission de service public et simple activité de prestation de services, la question de l'intérêt public local de cette activité est au cœur d'un contentieux émergent devant le juge administratif. Dans le même temps, la valeur du festival tend à se privatiser. L'introduction du mécénat, le recours à certains droits de propriété intellectuelle pour protéger cette valeur (droit des marques pour l'appellation et le droit d'auteur pour la programmation) et le travail des groupes de pression pour obtenir un nouveau droit voisin en faveur des organisateurs de spectacles sont autant d'indices qui illustrent ce mouvement de privatisation. De plus, la tentation d'appropriation des concepts festivaliers incite à proposer une qualification juridique globale pour laquelle la notion de fonds de commerce s'avère adaptée. Enfin, l'application de contrats de franchise ou de partenariat aux festivals constitue des instruments juridiques utiles pour permettre leurs duplications. / A festival is a legal activity. This attractive entertaining event is regulated by the government as well through administrative policies measures as by its occupation of the public domain. This event, undoubtedly providing with potential assets for tourism and cultural policies of a given territory, has become an institution cofinanced by public authorities. Oscillating between public service mission and plain private service provision, the issue of local public interest of this activity is at the heart of an emerging dispute before the administrative law judge. At the same time, the value of the festival tends to become privatized. The introduction of corporate philanthropy and sponsoring, the use of specific intellectual property rights to protect that value (name branding laws for the designation and copyright laws for the programming) and groups lobbying for new laws to protect event organizers are all indicators that illustrate the privatization trend. Moreover, the temptation of appropriation of festival concepts fosters the proposal of a comprehensive legal qualification for which the concept of business is appropriate. Finally, the application of franchise or partnership to the festivals provides legal instruments useful to enable their duplication.

nÃo hà / Esta pesquisa està centrada no estudo de produÃÃes textuais de alunos de 6 ano do ensino fundamental II, cujo gÃnero pertence ao conto popular. A abordagem dada ao tema teve como base pressupostos da LinguÃstica Textual, com Ãnfase no protÃtipo narrativo de Adam (1992; 2008) e no ISD de Bronckart (2007), especificamente, no tipo de discurso narraÃÃo. O objetivo à analisar a infraestrutura desses textos, verificando a presenÃa da sequÃncia narrativa ou do script, alÃm da construÃÃo do texto com as categorias: tempos verbais, organizadores temporais e pronomes. A pesquisa apresenta um carÃter teÃrico-prÃtico e à delineada em quase-experimental com um corpus que se compÃe de quarenta e duas (42) produÃÃes textuais divididas em produÃÃo inicial (PI) e produÃÃo final (PF). Essas produÃÃes textuais foram recolhidas durante um perÃodo de trÃs semanas com atividades, que tratavam das categorias citadas anteriormente, em forma de oficinas à luz das sequÃncias didÃticas de Schneuwly; Dolz (2004). A anÃlise levou-nos a observar que muitas das produÃÃes foram estruturadas segundo a sequÃncia narrativa de Adam (1992; 2008), outras, porÃm, apresentaram somente o script, conforme Bronckart (2007), comprometendo a infraestrutura textual de gÃneros do narrar como o que nos propomos a construir com os alunos do 6 ano. Apreendemos que os alunos possuem a estrutura narrativa internalizada, porÃm nÃo sabem distinguir entre o processo de intriga e o script, produzindo textos que apenas enumeram aÃÃes. Ao construÃ-los utilizam-se das categorias elencadas, priorizando os tempos verbais do narrar, apesar de em algumas situaÃÃes essas construÃÃes parecerem equivocadas. Os organizadores temporais, segunda categoria analisada, funcionam nesses textos como um elemento que auxilia os tempos verbais com as locuÃÃes adverbiais que se apresentam com maior incidÃncia. Na categoria pronomes, as construÃÃes apresentam anÃforas que demonstram o uso de um mecanismo da lÃngua, evitando repetiÃÃo de elementos no texto, o que constitui para um aluno em processo de desenvolvimento da escrita uma estruturaÃÃo de ideias. Acreditamos que a pesquisa constitui-se em uma reflexÃo teÃrica sobre a construÃÃo do texto narrativo de alunos de 6 ano. Esperamos ter contribuÃdo para compreensÃo da importÃncia da diferenciaÃÃo entre um texto narrativo e um script. A relevÃncia dessa pesquisa està na compreensÃo dessas categorias na infraestrutura do texto que auxiliam o aluno a produzir gÃneros do narrar e ao professor compreender esse processo, valorizando e auxiliando o aluno na construÃÃo da produÃÃo textual narrativa. / This work aims at analyzing the text productions of the II level fundamental sixth grade, concerned to the genre of popular narratives. The approach given to the theme is based on Text Linguistics, emphasizing Adamâs (1992; 2008) narrative prototype and Bronckartâs (2007) sociodiscursive interactionism, particularly about the type of narrative discourse. The objective is to analyze the infrastructure of these texts, verifying the presence of the narrative sequence or of the script, as well as of the constructions with the following categories: verb tenses, temporal organizers and pronouns. This is a theoretical-practical research, which can be described as an almost experimental one, whose corpus is formed by forty-two (42) text productions, divided into initial production and final production. These text productions, which were done by workshops in the light of Schneuwly and Dolzâs (2004) didactic sequences, were collected in a period of three weeks, containing activities with the categories previously cited. We observed that a lot of productions were structured according to Adamâs (1992; 2008) narrative sequences. However, other texts presented only the script, according to Bronckart (2007), what can jeopardize the text infrastructure of narrative genres as we proposed to construct with these students of the sixth grade. We noticed that the students have the narrative structure internalized, but they can not distinguish the plot process from the script, producing texts which only enumerate actions. When they build them, they use the mentioned categories, prioritizing narrative verb tenses, although some of these situations appear to be wrong. The temporal organizers, which are the second category analyzed, have the function of an auxiliary of the verb tenses with the most frequent adverbial locutions. Referring to the pronouns, the constructions present anaphors which show the use of a language mechanism that avoids the repetition of text elements. This results in the constitution of a writing development process and an idea structure process by the students. We believe that this research consists in a theoretical reflection about the construction of narrative texts by students of the sixth grade. We hope to contribute to the importance of differing a narrative text from a script. The relevance of this research is defined by the comprehension of these categories to the text infrastructure, which help the students to product narrative genres, and the teachers to comprehend this process, valuing and helping the students in the narrative text production.

The roots of international voluntary work can be said to stem back to the 19:th century missionary work. It is thus nothing new with westerners wanting to spread their knowledge or help the poor in other countries. However, relatively recently the international voluntary work or, as termed in this thesis, volunteer tourism have become more like an industry. Both the older phenomenon of non-profit organizers of volunteer travels and the newer, nowadays more visible, alternative of commercial companies are to choose from. Within this relatively new landscape of volunteer travels, this study seeks to understand the volunteers’ and the volunteer experience through a comparison of non-profit and profit organizers of volunteer travels. To do this, open-ended interviews were conducted with 14 former volunteers who had travelled with various organizers. The interviews took place in Stockholm, March-April 2015. The theoretical framework is based on critical theories, social movement theory and theories about (volunteer) tourism. The study showed that the experiences of and motivations for volunteering were quite similar between the groups. However, the volunteers’ who had travelled with non-profit organizers were in retrospect less focused on the aim of “helping” and they had to a larger extend revalued the aim and concept of volunteering. The most common least satisfactory part of the travel was the working situation. For all, the in general most valuable outcome of the travel was a cultural insight (exchange) rather than making a difference or helping, which is the common image marketed by many volunteer travel organizers.

本研究旨在探討網絡圖教學對高中生英文字彙習得的影響。網絡圖已廣泛運用於閱讀教學，且the Frayer model之前的研究都專注在學科領域的單字與閱讀教學。然而在以英語為第二外語的環境中，針對使用the Frayer model於網絡圖教學是否能增進學習者字彙習得(vocabulary acquisition)與記憶保留(word retention)，其相關研究仍顯不足。因此，本研究採用量化研究方法，以探究「網絡圖暨傳統單字教法」與「純傳統單字教法」對高中生英文字彙習得與記憶保留的影響。 研究對象為台灣北部一所公立高中一年級兩個班的六十九位學生，具有相同英文能力的這兩個班級被隨機指定為實驗組與控制組。在歷時六週的實驗教學中，實驗組與控制組分別接受「網絡圖暨傳統單字教法」與「純傳統單字教法」來學習三十二個主要單字。之後，兩組受試者隨即接受包含所有主要單字的研究者自編測驗，以得知兩組受試者的單字習得情形。一個月後，兩組受試者再次接受相同的單字測驗，以進一步得知單字的記憶保留情形。本研究主要發現如下：(1)整體而言，接受「網絡圖暨傳統單字教法」的實驗組學生習得大多數的主要單字，但單字保留成效不佳；(2)總括來說，接受「純傳統單字教法」的控制組學生習得並保留大多數的主要單字；(3)在單字習得與記憶保留成效方面，接受「網絡圖暨傳統單字教法」的實驗組學生顯著優於接受「純傳統單字教法」的控制組學生；(4)「網絡圖暨傳統單字教法」與「純傳統單字教法」對於高英語學習成就者的單字習得與記憶保留皆有正面影響，但只對低英語學習成就者的單字習得有正面影響；(5)對於高英語學習成就者之單字習得而言，「網絡圖暨傳統單字教法」的成效優於「純傳統單字教法」：然而，對於單字記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。對於低英語學習成就者之單字習得與記憶保留而言，「網絡圖暨傳統單字教法」與「純傳統單字教法」的成效相同。最後，研究者針對「網絡圖暨傳統單字教法」與「純傳統單字教法」在實際教學上的應用提供建議，以作為教育學者們的參考。 / This study intends to explore the effects of graphic organizer instruction on vocabulary acquisition of senior high school students. Though graphic organizers have been widely employed in reading instruction and previous studies on the Frayer model focus on vocabulary and reading in content areas, little research has been conducted on whether graphic organizer instruction utilizing the adapted Frayer model will facilitate learners’ vocabulary acquisition and word retention in an EFL context. Therefore, this present study adopted a quantitative research method to investigate the effectiveness of two different vocabulary instructions, i.e., “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” on senior high school students’ vocabulary acquisition and word retention. Participants of this study were two classes of 69 first year students in a public senior high school in northern Taiwan. With similar English proficiency on General English Proficiency Test (GEPT), the two classes were randomly assigned as the experimental and control groups. During the six-week instructional experiment, the experimental and control groups received “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” respectively to learn 32 target words selected in this study. After receiving the last vocabulary instructions, both groups took the immediate post-test, a researcher self-designed test, to assess their acquisition of all the target words. One month after the immediate post-test, both groups received the delayed post-test, which was the same as the immediate post-test, to track their word retention. The major findings are summarized as follows. (1) As a whole, learners receiving “graphic organizer plus traditional vocabulary instruction” acquired most of the target words but did not retain them one month after. (2) Overall, learners receiving “traditional vocabulary instruction only” not only acquired the target words but also retained them in a month. (3) In terms of vocabulary acquisition and word retention, learners receiving “graphic organizer plus traditional vocabulary instruction” significantly performed better than those receiving “traditional vocabulary instruction only”. (4) Both “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” promoted high proficiency learners’ vocabulary acquisition and word retention, but were only effective in low proficiency learners’ vocabulary acquisition. (5) High proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” significantly acquired much more target words than those receiving “traditional vocabulary instruction only”, but similarly retained target words as those receiving “traditional vocabulary instruction only”. Low proficiency learners receiving “graphic organizer plus traditional vocabulary instruction” and “traditional vocabulary instruction only” acquired target words as well as retained the words to a similar extent. Pedagogical implications and recommendations for further research were provided at the end of the thesis.

本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。 / The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning. The subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored. The results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning.