增強學生學習英語搭配詞的三種教學法之比較研究

Three Types of Input Enhancement Treatments for EFL Students’ Learning of Collocations

本論文的主要目的，是在比較三種增強學生學習英語搭配詞的教學法，實驗對象為五十七名非英文系的大一學生，讓他們接受前後共三種不同的教學法及三次測驗。研究結果顯示，第一種教學法將「標的搭配詞」的「感知顯著性」增強，雖可讓較多學生暫時注意到它們的存在，卻無法幫助學生培養對「標的搭配詞」的覺識。第二種教學法結合「感知顯著性」的運用及相關「後設語言知識」的傳授，較第一種教學法有效；學生因具備相關的搭配詞「後設語言知識」，對「搭配詞」的觀念及「標的搭配詞」的特質，有較深入的瞭解，不僅會注意句中「標的搭配詞」的存在，更能進一步建立起對「標的搭配詞」的覺識。不過，與前述兩種教學法相比，第三種教學法以「感知顯著性」的運用及相關「後設語言知識」的傳授為基礎，外加以提升意識為目的之搭配詞學習活動，讓學生有機會與「標的搭配詞」互動，將其在腦中「內化」，被發現是最有效之教學法。本研究不僅推翻了弱勢的「注意假設」，還證實了強勢的「注意假設」。

The paper compares the effectiveness of three types of input enhancement treatments for EFL students’ learning of collocations. A total of fifty-seven non-English-major freshmen participated in the study. They were required to undergo three experiments conducted at separate times, each containing a treatment followed by a collocation test. The results of the study indicated that the use of perceptual salience alone, though maybe helpful for the noticing of the target collocations temporarily, is insufficient for the development of awareness of the target collocations. The combination of perceptual salience and relevant metalinguistic knowledge was more effective. With the help of the latter, the learners had an understanding of the concept of collocation and the features of the target collocations, which, in turn, helped the learners not only to notice the target collocations in input but also to develop conscious awareness of them. Nevertheless, the mixture of perceptual salience, coupled with relevant metalinguistic knowledge and a consciousness-raising activity worked most effectively for the learning of collocations. The learners’ engagement in the consciousness-raising activity enabled them to interact with the target collocations and to internalize the target collocations for production. Accordingly, the findings of the study rejected the weak version of the Noticing Hypothesis on the one hand and supported the strong version of the Noticing Hypothesis on the other hand.