透過手機學習英文雙字動詞之探究：練習及接觸因素之影響

Exploring Learning of English Phrasal Verbs via Cellphones: Practice and Exposure Effects

本研究使用混合研究法，招募大學生參與以了解手機輔助英文雙字動詞片語之學習。我們使用手機上Quizlet軟體及設計為期五週的課外練習活動，並從語料研究之詞義使用頻率選擇目標片語，含 37 個動詞片語（有50 個單義及多辭義）。我們施以前後測及延遲後測以評估學生在選擇和填充題的表現(代表片語辨識及生成知識也含單義及多義)。我們選出九位學生進行三次訪談以了解他們如何自接觸英文中學得片語。研究發現學生後測顯著優於前測，並能於延遲後測上保持，填充題成績高於選擇題。問卷顯示學生對Quizlet練習大致滿意，各接觸因素當中僅詞彙能力和片語表現相關性高。數位世代的大學生多半接觸數位文本及媒體以學習英文。我們最後對教師以及研究學者提出建言。

 

To understand how cell-phones help the learning of English phrasal verbs (PVs), the study adopted a mixed-methods approach and recruited college students as participants. We designed 5-week treatment using smartphone Quizlet as out-of-class exercises. The treatment included 37 PVs (50 meanings with either single-sense or polysemy), which were selected from a corpus-based list of meaning frequency. To assess the treatment effect, 50 multiple-choice (MC, receptive PV knowledge) and 50 gap-filling items (GF, productive knowledge) were designed as pre-posttest assessment tasks including a delayed posttest. The MC and GF items also contained single-sense and polysemous PV questions. Nine selected students based on their vocabulary levels were interviewed three times after the treatment over an academic year. The results showed that, after the Quizlet practice, students improved their productive and receptive PV knowledge significantly--more on the productive component, and maintained the effects two weeks later. Questionnaire responses indicate that students showed the positive attitude toward the designed PV practice. Among various factors for PV knowledge exposure, only students’ vocabulary level showed a strong influence. Being digital natives, our learners favored digital means or texts for English learning of phrasal verbs and out-of-class exposure. Pedagogical implications and future research are suggested.