英語字彙能力與學習策略之使用及看法

Vocabulary Learning Strategies: Actual Use, Perceived Usefulness, and Lexical Competence

本研究調查台灣大學生對英語字彙學習策略之使用及看法，並且探討策略使用與字彙能力之關聯性。共452位學生參與此研究。學習策略問卷取自Schmitt (1997) ，字彙量測驗取自Schmitt (2000)。研究結果顯示，策略使用與字彙量有正面關聯性，高成就者較低成就者使用更大量的學習策略，亦更肯定學習策略對學習之幫助。高成就組別使用社會策略之頻率最低，認定這些策略之助益最小；而低成就組別最少使用的是記憶策略，認為其幫助最小。與高字彙能力有關的學習策略多數是與自主與自律學習相關，以及需運用深層心智運作之學習方式，包括使用組織、分析及推理相關之技巧。

This study investigated the perceived usefulness and actual use of vocabulary learning strategies by Taiwanese learners of English as a foreign language and examined the relationship between strategy use and lexical competence. The participants were 452 entering freshmen from 10 English classes at a Taiwanese university. Schmitts (1997) taxonomy of vocabulary learning strategies was used to elicit the participants strategy use and perceptions of strategy usefulness, and Schmitts (2000) Vocabulary Levels Test was adopted to measure the participants’ vocabulary level. The results of the study revealed a positive relationship between the frequency of learners strategy use and their perceptions of the usefulness of these strategies and showed that learners with higher lexical competence employed vocabulary learning strategies more frequently and perceived them to be more useful. In particular, the results indicated that learners with higher vocabulary competence regarded social strategies as the least useful and used them the least, whereas learners with lower competence considered memory strategies to be the least useful and used them the least. The results indicated that strategies involving self-regulated learning and those requiring deeper mental processing including learning skills related to organizing, analyzing, making inferences and reasoning were associated with higher lexical competence.