文法翻譯法與小組查閱字典法對英文字彙學習之比較

The Comparison of Vocabulary Learning between the Grammar-Translation Method and the Group-Consulting Method

數十年來，英語教學專家學者們對於文法翻譯法(Grammar-Translation Method)是否適用於以英語為第二語言(ESL)或外國語言(EFL)的教學中，仍持續議論著。本研究旨在探討以文法翻譯法與小組查閱字典法(Group Consulting Method)來教導學生學習英文字彙的成效，並且比較此兩種教學法，何者對於大學生的英文字彙學習比較有效。本研究採教學實驗的方法，在大一英文課中，進行閱讀教學之字彙習得研究，以82位大一新生為研究對象，並設計一系列教師自編的字彙測驗為研究工具，進行研究資料之蒐集，採用描述性統計、Person積差相關以及相依樣本t考驗等方法加以分析。本研究發現(1)不論採用文法翻譯法或小組查閱字典法，學生們的字彙學習表現均比教學前有顯著的提升；(2)不同的教學方法，顯著地影響學生學習英文字彙的表現；(3)閱讀文本的難度和有限的時間是影響學生字彙學習表現的兩大因素。再者，根據課堂觀察，研究者發現教師編製測驗的方式以及學生分組的方式也可能影響本研究受試學生的字彙學習。根據上述的研究結果，本研究亦發現當英語教師願意嘗試使用一些有效的教學方法，或是願意在教學中做一些改變或調整時，學生們的英語字彙學習將有較佳的表現。

For decades, there has been an on-going controversy about the use of the grammar-translation (GT) method in English as a second or foreign language (ESL/EFL) instruction. The purpose of this study was to explore and compare the effectiveness of vocabulary learning between the grammar-translation method and the group-consulting (GC) method. The subjects of the study were 82 freshman students. An experimental teaching was designed for the college English reading class; the research instruments were a series of teacher-made vocabulary tests. Through descriptive statistics analyses, Pearson product-moment correlation, and dependent t-test, the data were collected and analyzed for the study. The findings of the study included that college students' learning performance was significantly different after the experiment no matter which instructional methods were adopted, that students' performance was significantly different with each other after the experiment, and that the difficulty of the reading texts and the limited time were the major factors for the performance of vocabulary learning. In addition, based on the classroom observation, the possible influence factors for the outcomes of students' vocabulary learning included the consideration of the teacher-made tests and the way of grouping students. Based on the findings, this study found that college students would have a better performance in vocabulary learning if language instructors tried to effectively use some effective instructional methods or make certain modifications during instruction.