國中學生英文認字錯誤組型分析之研究

Error Analysis of English Word Recognition of Junior High School Students

本研究旨在瞭解國中學生的英文認字錯誤，歸納出國中學生英文認字之錯誤組型，並探討不同年級學生以及高、中、低英文成就學生認字錯誤組型之表現與差異情形。本研究以「國中小英文認字測驗」之常模樣本為母群，並從國中三個年級的學生中選取8個班級的學生共290人為研究對象，以其在英文認字測驗中的認字錯誤進行錯誤組型分析。本研究結果如下：英文認字錯誤組型包含八種字音錯誤與六種字義錯誤。不同年級學生在字音錯誤組型方面錯誤比例最高者皆為「母音混淆」，在字義錯誤方面，不同年級學生最常出現的錯誤組型皆為「字義混淆」。國中高、中、低英文成就學生之字音錯誤比例最高的都為「母音混淆」，字義錯誤方面，高、中英文成就學生最常出現之字義錯誤為「字義混淆」，低成就學生則為「字形相似，字義錯誤」。

The study aimed at understanding the error patterns of English word recognition of English word recognition of junior high school students， and investigating the differences in the error-word patterns among students at different grades and at different levels of English achievement. The study used the norm samples of English Word Recognition Test for Junior High and Elementary School Students as populations， and chose 290 students from grade 7 to grade 9 as subjects to conduct the error analysis， based on their errors in the test. The results of the study were as follows: the error patterns of English word recognition could be divided into eight phoneme error patterns and six semantic error patterns. The highest percentage of phoneme error patterns of students at different grades was the type of vowel confusion. In the aspect of semantic error patterns， the commonest error pattern was semantic confusion. The highest percentage of phoneme error patterns for junior high students at high， medium， and low English achievement was in vowel confusion. The commonest semantic error for the students of medium and high English achievement was semantic confusion， and the one for the students of low English achievement was semantic error caused by phoneme similar.