數位心智圖法應用於高職英文課程字彙學習之探討

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研究生：	黃詩婷 Huang Shih Ting
論文名稱：	數位心智圖法應用於高職英文課程字彙學習之探討 The Investigation of English Vocabulary Learning Strategies in Vocational High School by Using the Mindmapping Method
指導教授：	王鼎銘 Wang Ding Ming
口試委員:
學位類別：	碩士 Master
系所名稱：
論文出版年：	2010
畢業學年度：	98
語文別：	英文
論文頁數：	84
中文關鍵詞：	心智圖、英文字彙教學、資訊融入教學
外文關鍵詞：	Mind Mapping Method, English Vocabulary Instructions, IT Integrated Instructions
相關次數：	點閱：1 下載：0
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本研究旨在探討數位心智圖法教學應用在高職英文字彙教學之效益。以苗栗縣某高職一、二年級英文重補修學生為研究對象，一、二年級各有兩班，總共為四班；其中1A及2A為實驗組，1B及2B為對照組。實驗組接受數位心智圖法課程，而控制組則採用傳統的字彙教學法。教學時間為四週，共計18堂課。各項資料經由百分比、平均數、標準差、t考驗、信度分析等統計分析探討學習成效，最後再對實驗組施以學習評量問卷調查，以期了解他們對數位心智圖法教學及資訊融入教學的看法。

本研究的發現如下：
一、英文字彙教學實驗之後，實驗及控制組學生都進步，而後測評量顯示實驗組進步分數相較於控制組進步分數達顯著水準，表示數位心智圖教學明顯優於傳統字彙教學。

二﹑英文字彙教學實驗之後，高二實驗組後測評量進步分數，明顯大於其他各組，表示對於長期英文低成就的學生，數位心智圖教學優於傳統字彙教學。

三﹑記憶策略使用頻率和後測進步分數成正相關，表示能有效善用記憶策略的學生後測評量進步幅度較大。

四﹑學生最常使用記憶策略依序為「聯想」「動作」「想像」「幽默」。

五﹑實驗組學生對於數位心智圖教學及資訊融入教學傾向正面肯定。

The study aims to investigate the English vocabulary learning of vocational high school students in Taiwan and also to examine the effects of Mind Mapping Method and FreeMind software. 113 students in a vocational high school in Miaoli city participate the study. All the participants are from 4 make-up classes, divided into two groups. 57 students in the experimental group (including 27 students in grade 1 and 30 students in grade2) receive the Mind Mapping Method. 56 students in control group (including 32 students in grade 1 and 24 students in grade 2) receive the traditional vocabulary instructions. In the beginning, all the participants take a vocabulary pre-test and pre-questionnaire. The duration of vocabulary instructions lasts 4 weeks. Afterwards, all the participants are asked to take a vocabulary post-test and the students in the experimental group take a post-questionnaire. The study assumes the quasi-experimental method.
All the data collected from the two tests and questionnaires are analyzed by SPSS version 12.0. The collected data are analyzed by means, standard deviation, percentage, frequency distribution, internal consistency reliability and independent -sample t-test.
The major findings of the study are summarized as follows:
1. All the participants make a little improvement after vocabulary instructions. Based on the t-test result, however, the experimental group makes more significant progress than the control group.
2. After vocabulary instructions, the students of grade 2 in the experimental group make the most progress, while those in the control group make the least progress.
3. There exists a positive correlation between the frequency of using memory principles of Mind Mapping Method and the students’ vocabulary improvement.
4. The four most frequency used memory strategies of Mind Mapping Method are “Association”, “Movement”, “Imagination” and “Humor.”
5. The experimental group shows a positive attitude toward the effect of Mind Mapping Method and IT integrated instructions in the future.

TABLE OF CONTENTS

ACKNOWLEDGEMENT  i
ENGLISH ABSTRACT  ii
CHINESE ABSTRACT  iv
TABLE OF CONTENTS  v
LIST OF TABLES AND FIGURES  viii

CHAPTER 1  INTRODUCTION
1.1     Background mad Motivation  1
1.1.1 The Present English Learning Environments in the Vocational High Schools in Taiwan  1
1.1.2 The Importance and Difficulties of Learning English Vocabulary  2
1.1.3 The Efficient and Effective Vocabulary Learning Strategies  3
1.1.4    The Application of Mind Mapping Method and the Software "FreeMind" to Facilitate the Retention of English Vocabulary Learning  4
1.2  Need for the Study  5
1.3  Purpose of the Study and Research Questions  6
1.4  Limitations of the Study  6
1.5  Significance of the Study  7
1.6  Definitions of Terms  7
1.7  Organization of the Study  8

CHAPTER 2   LITERATURE REVIEWS
2.1    Vocabulary Instructions 10
2.1.1 The Vocabulary Strategies  12
     2.1.2 Semantic Fields  14
     2.1.3 Vocabulary Graphical Strategies  15
          2.1.3.1 Semantic Mapping  15
          2.1.3.2 Semantic Feature Analysis  16
2.2    Mind Mapping  17
2.2.1 Background  17
     2.2.2 Laws of Mind Mapping  19
     2.2.3 Mind Mapping and Memory  22
2.3    Information Technology Integrated Instructions  25
2.3.1 The Related Theories  26
     2.3.2 IT Integrated Instructions in Taiwan’s Vocational High Schools  26
     2.3.3 Conclusion  30

CHAPTER 3  METHODOLOGY
3.1    Research Design  31
3.1.1 Research Structure  32
3.1.2 Subjects  32
3.2  Instruments  33
     3.2.1 Vocabulary Pre-test and Post-test  34
     3.2.2 The Content of Pre-Questionnaire and Post–Questionnaire  34    
3.3  Research Procedure  38
3.4  Data Analysis  40
3.4.1 Results and Data Analysis of Pre-Test  41
3.4.2 Results and Data Analysis of Pre-Questionnaire  42
     3.4.3 Data Analysis of Post-Questionnaire － Cronbach’s Alpha  45
CHAPTER 4  RESULTS AND DISCUSSION
4.1 Result and Data Analysis of Post-Test   46
   4.1.1  Independent-Samples T-Test Results of Post-Test between the Experimental and Control Group in Grade 1   47
   4.1.2  Independent-Samples T-Test Results of Post-Test between the Experimental and Control Group in Grade 2  48
   4.1.3  Comparison of the Improvement between the Experimental and Control Group in Grade 1  49
   4.1.4  Comparison of the Improvement between the Experimental and Control Group in Grade 2  50
4.2 Results and Discussion of Post-Questionnaire   51
   4.2.1 Frequency of Use: 11 Memory Strategies of Mind Mapping Method  51
   4.2.2 The Four Most Frequency Used Memory Strategies of Mind Mapping Method  53
   4.2.3 The Three Least Frequency Used Memory Strategies of Mind Mapping Method  53
4.3 The Relationship between the Frequency Use of Memory Strategies of Mind Mapping Method and the Improvement of Post-Test  54
4.4 Students' Attitude toward FreeMind Software  56
4.5 Students' Attitude toward FreeMind software and IT Integrated Instructions  57

CHAPTER 5  CONCLUSION AND SUGGESTIONS
5.1 The Conclusion  61
   5.1.1 Students of Low English Performance Most Agree the Benefit of Mind Mapping Method and FreeMind Software  61
5.1.2 The Benefit of Mind Mapping Method is Significantly Better than that of the Conventional Method  62
   5.1.3 Students of Low English Performance Most Have a Positive Attitude toward IT Integrated Instructions or E-learning  63
5.2 Suggestions for Further Research  63
References  65
Appendix A   Research Schema  71
Appendix B   English Vocabulary Test for Unit 1-4, Book 2 (pre-test)  74
Appendix C   English Vocabulary Test for Unit 1-4, Book 4 (pre-test) 75
Appendix D   字彙學習問卷 76
Appendix E   English Vocabulary Test for Unit 1-4, Book 2 (post-test) 77
Appendix F   English Vocabulary Test for Unit 1-4, Book 4 (post-test)  78
Appendix G   心智圖法學習評量問卷 79
Appendix H   學生作品 01  83
Appendix I    學生作品 02  84
















LIST OF TABLES AND FIGURES

Tables & Figures                                                    Page
Table 2.1  A Taxonomy of Vocabulary Learning Strategies 12
Figure 2.1  Semantic Map on the Word Florida 16
Figure 2.2  Semantic Feature Analysis  17
Figure 2.3  The Example of Mind Map  19
Figure 3.1  The Research Structure  32
Table 3.1   Items of Three Dimensions in Post-Questionnaire  35
Table 3.2  11 Memory Principles of Mind Mapping Method and the Related Description  36
Table 3.3  Five Different Frequencies of Using Memory Principles of Mind Mapping Method  37
Table 3.4  Five Different Attitudes Toward Learning Motivation and Attitudes Toward FreeMind Software and IT Integrated Instructions 37
Figure 3.2  The Flow Chart of Teaching Procedures 39
Table 3.5  Pre-Test of Grade 1 and 2  41
Table 3.6  Pre-Test : Amount of Vocabulary Retention of Grade1  41
Table 3.7  Pre-Test : Amount of Vocabulary Retention of Grade2  42
Table 3.8  Results of Pre-Questionnaire for All the Participants  43
Table 3.9  Results of Internal Consistency Reliability of Post-Questionnaire  45
Table 4.1  Means of Post-test Results between EG and CG in Grade 1 and 2  47
Table 4.2  Independent-Samples T-test Results of Post-test Between the Experimental and Control Group in Grade 1  47
Table 4.3  Independent-Samples T-tests Results of Post-test between the Experimental and Control Group in Grade 2  48
Table 4.4  Post-Test : Amount of Vocabulary Retention of Grade1  49
Table 4.5  Post-Test : Amount of Vocabulary Retention of Grade2  50
Table 4.6  Frequency of Using the 11 Memory Strategies of the Mind Mapping Method in Rank Order  52
Table 4.7  The Four Most Frequency Used Memory Strategies of Mind Mapping Method  53
Table 4.8  The Three Least Frequency Used Memory Strategies of Mind Mapping Method  54
Table 4.9  The Comparison of Frequency of Using the 11 Memory Strategies of the Mind Mapping Method between All the Students and the Best 22 Improvers  55
Table 4.10  Results of Learning Motivation Dimension in Post-Questionnaire  56
Table 4.11  Results of Attitude toward IT Integrated Instructions in Post-Questionnaire  57
Table 4.12  Replies to the Question 23 by 57 Students in the Experimental Group  58
Table 4.13  Replies to the Question 24 by 57 Students in the Experimental Group  59
Table 4.14  Replies to the Question 25 by 57 Students in the Experimental Group  59
Table 4.15  Replies to the Question 26 by 57 Students in the Experimental Group  60



                                

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