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博碩士論文 etd-0914106-164621 詳細資訊
Title page for etd-0914106-164621
論文名稱
Title
高中職英文教科書第一冊單字之量化分析
A QUANTITATIVE ANALYSIS OF THE VOCABULARY IN THE FIRST VOLUME OF TAIWANESE SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
156
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2006-07-18
繳交日期
Date of Submission
2006-09-14
關鍵字
Keywords
生字量、國高中教材之銜接、生字密度、單字出現頻率
word size, new-word density, word exposures
統計
Statistics
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中文摘要
  本研究目的在比較現行台灣高中職英文教科書第一冊單字之量化分析,以作為教育政策制定、教科書編輯、高中職教師教學及教科書之選用、及高中職新生英文學習之參考。研究資料為目前廣為採用之六版本不同之教科書(高中職各三版本:遠東、三民、龍騰),除了單字表外,在其餘單元(課文、會話、單字例句、及單字英解)中,未列為單字之生字,亦在本研究之探討範圍。此外,國中教材以蒦版部編版(含選修及必修課程)之單字表,以及教育部所頒佈之國中基本最常見之一千字及二千字,與高中職英文教科書之單字交岔比對,以探討以下主題:(1)生字量;(2)國高中教材之銜接;(3)生字密度;(4)單字出現頻率。主要發現如下:

1. 單就生字表所列之字數,高中新生第一學期平均要面臨千字表之1.43倍;高職新生則是1.29倍。但由於生字表所列之單字並不代表實際生字量,高中職新生所面臨的實際生字量,遠大於此數。即使已熟習國中之二千字及高中職單字表中之所有單字,至多仍需面臨超過兩成之生字(高中:22.55%;高職:21.90%)。
2. 縱使新頒佈之國中基本最常見之一千字及二千字與舊有之部編版相較,能與高中職第一冊有較良好的銜接,但仍無法達到Nation所建議之學習門檻:至少百分之八十為己知單字。
3. 單就生字表中所列之單字而言,高中職之生字密度皆低於20%。然而,如將所有未學過之生字列入,高中之平均生字密度至多可達33.27%,而高職之平均生字密度至多更高達50.73%)。
4. 高中職第一冊中超過80%單字重覆率少於六次;其中更有高達40%單字僅出現一次。

本研究結果顯示,現行之高中職第一冊與國中教材之銜接度不佳,又單字量驟增、生字密度太高、及單字重覆率太低等為跨版本之普遍問題。願此研究之結果能做為政府教育政策決策者、教科書編輯、國高中職之教師或學生之參考,以提昇台灣之英語教育。
Abstract
This study is to probe into the quantitative aspects of in vocabulary in the first volumes of the major three senior high (SH) school English textbooks and the major three vocational high (VH) school English textbooks. Not only the vocabulary lists, but also the unlisted new words in the related sections which are categorized into 22 corpora are explored and compared in terms of the size of new words, the consistency between junior high school (JH) vocabulary lists and SH/VH textbooks, the new-word density, and the frequency of word exposures. In addition to the six commercial SH/VH English textbooks from three major publishers (Far East, Lungteng, and Sanmin), four JH word lists are included: two word lists of the old centralized Junior High School Required (Word-JHA) and Elective (Word-JHB) English Course by the National Institute for Compilation and Translation and two new word lists of 1,000 productive vocabulary (Word-JH1000) and 1,000 receptive vocabulary (Word-JH2000) by the MOE.
The major findings of this study are as follows:
1. The word size, particularly the unlisted new words, is big. For those SH students who learn both Word-JH1000 and Word-JH2000, they face 9.05%~13.36% of unlisted new words in reading sections and encounter 17.92%~22.55% of unlisted new words in the whole textbooks. For those VH students who learn both Word-JH1000 and Word-JH2000, they face 5.77%~12.62% of unlisted new words in reading sections and encounter 16.05%~21.90% of unlisted new words in the whole textbooks.
2. Even though the new JH vocabulary lists (Word-JH1000 & Word-JH2000) provides a larger proportion of overlapping with the 22 SH/VH corpora than the old JH vocabulary (Word-JHA & Word-JHB), the consistency of vocabulary between JH and SH/VH is not adequate enough to reach the “all-or-nothing threshold” (80% known words in a certain text).
3. Both SH and VH textbooks are too dense with new words to reach the “probabilistic threshold” (95% known words in a certain text), the density index of an efficient textbook for the first year.
4. The frequency of word exposures is too low to be well-learned (more than 80% beneath the six-time threshold; more than 40% are one-timers).
The findings have some pedagogical implications regarding the suggestions for the policy-makers, publisher, JH/SH/VH teachers and students.
目次 Table of Contents
TABLE OF CONTENTS

Page
Chinese Abstract..…………………………………………………………………. i
English Abstract..…………………………………………………………………. ii
Lists of Tables………………………...…………………………………………… v
List of Charts………………………………………...…………………………….. vi

CHAPTER
1. INTRODUCTION
1.1 Background and Motivation……………………………………………….. 1
1.2 Statement of the Problems…………………………………………………. 3
1.3 Purposes of the Study……………………………………………………… 7
1.4 Research Questions………………………………………………………… 7
1.5 Significance of the Study…………………………………………….….…. 8
1.6 Definition of Terms……………………………………………………..….. 9

2. LITERATURE REVIEW
2.1 The Importance of Vocabulary…………………………………………….. 13
2.1.1 The Role of Vocabulary in EFL Learning……………………………. 13
2.1.1.1 An Index of Learning Difficulty……………………………... 15
2.1.1.2 An Index of Learners’ Errors………………………………… 15
2.1.1.3 An Index of Language Proficiency………………………….. 16
2.1.2 The Role of Vocabulary in Reading………………………………… 17
2.1.2.1 The Predictor of Successful Reading………………………… 17
2.1.2.2 The Threshold of Feasible Reading…………………………...18
2.2 The Nature of Vocabulary………………………………………………….. 19
2.2.1 Knowledge of Knowing a Word…………………………………….. 20
2.2.2 Receptive Vocabulary and Productive Vocabulary………………….. 21
2.3 Vocabulary Learnability………………………………………………….... 23
2.3.1 Intralexical Factors…………………………..……………………… 23
2.3.1.1 The Discrepancy between Learners’ Native Languages
and the Target Language…………………………………….. 23
2.3.1.2 Word Frequency……………………………………………… 27
2.3.1.3 Word Size……………………………………………………. 30
2.3.2 Extralexical Factors…………………………………………………. 31
2.3.2.1 The Role of Memory in Vocabulary Learning………………. 31
2.3.2.2 Information Processing in Memorizing Vocabulary………… 31
2.4 Vocabulary and EFL Textbooks …………………..…………………….… 33
2.4.1 The Importance of Textbooks in EFL Teaching and Learning………. 33
2.4.2 Textbook Selection and Evaluation………………………………….. 35
2.4.2.1 The Obligation of Publishers and Authorities……………….. 35
2.4.2.2 The Responsibility of Teachers……………………………… 37
2.4.2.3 Evaluation Principles………………………………………… 38
2.4.3 Vocabulary in Textbooks……………………………………………... 41
2.4.3.1 Vocabulary in Language Teaching Syllabuses……………….. 41
2.4.3.2 The Criteria for Lexical Selection in Textbooks………………42
2.5 Related Studies on Vocabulary in the Textbooks
for Taiwanese High School Students………………………………………. 44
2.5.1. The Common Complaints about the Learning Load of Vocabulary… 44
2.5.2. The Common Complaints about Inadequate Transition
between JH and SH/VH Textbooks………………………………….. 45
2.5.3. The Common Complaints about the Difficulty of Vocabulary………. 46
2.5.4. The Common Complaints about the Insufficient Word Encounters…..47
3. METHOD
3.1 Data for Analysis………………………………………………………….. 49
3.2 Instruments………………………………………………………………… 54
3.3 Procedures and Data Analysis…………..…………………………………. 55
4. RESULTS AND DISCUSSION
4.1 Word Size in the SH-Textbooks and VH-Textbooks..…..………………… 57
4.1.1 New-word Size……………………………………………………… 58
4.1.2 Unlisted-new-word Size……………………………………………...62
4.2 Consistency between JH-Word lists and SH/VH-Textbooks……………… 74
4.3 New Word Density in the SH-Textbooks and VH-Textbooks……….……. 82
4.4 Word Encounters and Repetitions in the SH/VH-Textbooks………….…… 85
5. CONCLUSION AND IMPLICATIONS
5.1 Conclusion…………………………………………………….…………… 89
5.2 Pedagogical Implications……………………………………….…………. 92
5.3 Limitations of the Study……………………………………………….…… 94
5.4 Suggestions for Further Research……………………………….………… 95

References………………………………………………………….……………… 97
Appendix A………………………………………………………………………... 112
Appendix B………………………………………………………………………... 136
Appendix C………………………………………………………………………... 156
參考文獻 References
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II. On-line References
普通高中課程暫行綱要學科中心入口網站 [on-line] Available:
http://www.cer.ntnu.edu.tw/hs/index0.htm
國民中小學九年一貫課程綱要(英語)[on-line] Available: http://english.tyhs.edu.tw/xoops/html/modules/dms/file_retrieve.php?function=view&obj_id=25
現行高級中學課程標準 [on-line] Available: http://english.tyhs.edu.tw/xoops/html/modules/dms/file_retrieve.php?function=view&obj_id=10
普通高級中學課程暫行綱要 [on-line] Available:
http://english.tyhs.edu.tw/xoops/html/modules/dms/file_retrieve.php?function=view&obj_id=2
RANGE32 [on-line] Available:
http://www.vuw.ac.nz/lals/
Designer: I.S.P. Nation (Email: Paul.Nation@vuw.ac.nz)
SCP (Simple Concordance Program) [on-line] Available:
http://www.textworld.com/scp/index.html
Designer: Alan Reed (Email: a.reed@talk21.com)
The College Entrance Examination Center (CEEC) [on-line] Available:
http://www.ceec.edu.tw/
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