探討多元教學活動增進大學生英語字彙記憶效益的研究

The Effect of Multiple Instruction Activities on College EFL Students' English Vocabulary Retention

藉由比較不同的教學活動，本研究旨在檢驗融合多元教學活動增進大學生英語字彙記憶的效益。本研究有三班大一學生參與不同活動學習字彙；其中有一班學生看完影片片段後，老師補充字彙解釋，另一班學生接受字彙教學並做對話練習，而第三班學生看完影片片段後，老師補充字彙解釋，接受字彙教學，並做對話練習。字彙測驗的結果顯示參與最多字彙教學活動者成績最好，而單一活動者成績最低。此結果證明融合多元教學活動對字彙教學的必要性。問卷與課堂觀察結果也顯示學生認同影片教學的效益、熱愛影片教學及多元與互動式的教學活動。根據結果，建議未來字彙教學可研究多元模式教學活動對字彙記憶的效益。

The purpose of the study was to examine the effect of applying multiple activities in vocabulary teaching on students’ vocabulary retention. I compared three methods of vocabulary instruction in three classes of freshmen. One class was exposed to one film with the explanation of new words, another class was exposed to a combination of definitional and contextual teaching and dialogue making practice, and the other class was exposed to one film with the explanation of new words, a combination of definitional and contextual teaching, and dialogue making practice. Students took a vocabulary pop quiz, providing students with the act of retrieving new words naturally. The other data was collected from class observation notes and one questionnaire related to students’ attitude towards various teaching activities. Through quantitative analysis, the results showed that students exposed to the most activities got the best vocabulary performance; in contrast, students with single exposure got the lowest score. Moreover, the qualitative analysis showed students consistently recognized the significant effect of video teaching, were highly enthusiastic about video teaching, and enjoyed peers’ interactive instructional activities. Such findings highlight that combining various instructional activities is more effective than using one activity alone. The study further suggests the necessity of designing multimodal instruction activities in vocabulary teaching for future research because students can learn new words through various modes in different, rich and interesting contexts.