成功大學博碩士論文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	邱莉苓 Chiu, Li-Ling
論文名稱：	紙本字典、口袋型電子字典、及網路字典對於國中生字彙辨識與記憶之效益 Effects of Using Printed, Pocket Electronic, and Online Type-in Dictionaries on EFL Junior High School Students’ Vocabulary Recognition and Retention
指導教授：	劉繼仁 Liu, Gi-Zen
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	151
中文關鍵詞：	紙本字典、口袋型電子字典、網路字典、字彙辨識與記憶
外文關鍵詞：	printed dictionaries, pocket electronic dictionaries, online type-in dictionaries, word recognition and retention
相關次數：	點閱：176 下載：6
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

近年來，隨著電子字典的普及化，有越來越多的研究關注各種字典應用對於字彙辨識與記憶的幫助。然而，多數研究都以高等教育為主，未必適用於中等教育環境中。到目前為止，國內也尚無研究同時探討多種類型的字典對於國中生字彙學習的影響。因此，本研究旨在探討國中生使用紙本字典、口袋型電子字典、及網路字典對於字彙辨識與記憶的效益。
本研究採用質性及量化的混合式研究，受測者為高雄市某市立國中三十三位七年級學生。他們須分別使用這三種字典查閱三篇文章中的單字，每篇文章裡有五個指定必查的單字。每位學生讀完文章後隨即接受字彙測驗，分別在兩週及四週後接受延遲字彙測驗。
量化資料的分析來自字彙測驗及兩次延遲字彙測驗的分數，質性資料的分析來自問卷及訪談十位學生的結果。本研究的主要發現如下：
1. 這三種字典的使用對於國中生字彙辨識都有幫助，其中又以紙本字典對於字彙記憶效益最佳。花費較長時間查閱紙本字典，對於字彙記憶較有幫助。相反的，電子字典使用起來方便快速，卻對於字型與字義的記憶較無顯著效益。口袋型電子字典及網路字典對於國中生字彙辨識的短暫幫助可能源自於新奇效應(novelty effect)。此外，使用電子字典時，學生有時會分心使用其他與查閱單字無關的功能，如：影音檔、內建遊戲等。
2. 學生在使用網路字典時專心度較差，容易因其提供的其他功能而分心，故無法確認網路字典的呈現方式是否能有助於國中生的字彙辨識與記憶。
整體而言，電子字典能短暫吸引國中生的注意力，而紙本字典較有助於字彙辨識與記憶。希望此研究結果能提供在國中任教的英文教師對於引薦學生在課堂中使用字典時的一些想法，國中生的心智仍尚在發展中，易受外在影響而浮動，電子字典雖然方便易用，但其提供的額外功能對國中生而言反而是導致分心的因素之一。建議國中的英文教師能依學生的學習動機、目標等推薦合適的字典，也可試著先以電子字典引起學生的興趣，再以紙本字典幫助學生專注於字彙記憶。

The value of dictionary use with regard to vocabulary learning is the subject of some controversy in the English as a foreign language (EFL) literature. In recent years, along with the rise of electronic dictionaries, this issue has gained more attention. While both printed dictionaries and electronic ones have their supporters, electronic dictionaries are becoming more popular in practice. Many studies have investigated dictionary use, but most of them have been conducted in a higher educational context, and thus are not necessarily applicable to a secondary educational one. Therefore, this study aimed to obtain empirical evidence about effects of using printed, pocket electronic and online type-in dictionaries (PD, PED, and OTID) on vocabulary recognition and retention in a local junior high school.
A mixed quantitative and qualitative research methodology was adopted in this work. Thirty-three seventh graders from a junior high school in Kaohsiung City participated in the study. They were asked to use all three types of dictionaries to finish reading tasks, and then were tested not only on their vocabulary recognition immediately after the reading tasks, but also on their word retention two and four weeks later. Questionnaires and interviews were used to examine the participants’ attitudes and reflections after using the three types of dictionaries. The data obtained from the study were then analyzed from two perspectives. First, the quantitative data, the scores of the follow-up, delayed vocabulary tests 1 and 2 were collected. The SPSS 17.0 system was applied to investigate differences among the effects of using the three types of dictionaries on vocabulary recognition and retention. Second, the qualitative data, the responses and opinions of all the participants to the questionnaire and interviews with ten selected participants were classified and described by the researcher to further understand their attitudes and reflections after using the three types of dictionaries. The main findings are summarized as follows:
1. The use of all three types of dictionaries could enhance EFL junior high school students’ vocabulary recognition, while the use of printed dictionaries could better enhance their word retention. Spending more time consulting a printed dictionary helped the participants to retain the words better. In contrast, the fast retrieval speed of an electronic dictionary (OTID or PED) may not impress junior high school students with the word forms and meanings to such a significant degree. The temporary positive effect of using electronic dictionaries (OTID and PED) on EFL junior high school students’ vocabulary recognition might be due to the novelty of such devices. However, there was little positive influence on the students’ word retention. Furthermore, the participants’ attention towards the electronic dictionaries was sometimes distracted by information or functions unrelated to looking up words.
2. Whether the display used with the OTID can enhance EFL junior high school students’ vocabulary recognition and retention remains an open question, because the participants might not pay full attention when using the OTID. Therefore, the effects of the display used with the OTID might be overwhelmed by other factors.
In sum, the results indicated that electronic dictionaries could temporarily attract junior high school students’ attention, while printed dictionaries could help them to retain the target words more effectively.
It is anticipated that the results of this work can provide English teachers in junior high schools with useful ideas when they are integrating dictionary use into the classroom. However, less experienced junior high school students may not be able to fully utilize the advantages of electronic dictionaries, and the various functions that that they have might be distractions to them. Electronic dictionaries could thus be used as a gateway to arouse students’ interest to use dictionaries, while printed dictionaries could be used to help students to retain the word forms and meanings.

TABLE OF CONTENTS

Abstract (Chinese)                       	 i
Abstract (English)			iii
Acknowledgements	                         v
Table of Contents			vi
List of Tables 		                 x
List of Figures		                 xii

CHAPTER ONE	INTRODUCTION             	1
1.1 Background and Motivation          	1
1.2 Purpose of the Study                 	3
1.3 Significance of the Study   		3
1.4 Definition of Terms  			4

CHAPTER TWO	LITERATURE REVIEW 	7
2.1 Introduction			8
2.2 Forms and Content of Dictionaries 			8
2.2.1 The Advantages of Printed Dictionaries (PD), Pocket Electronic Dictionaries (PED), and Online Type-in Dictionaries (OTID) 8
2.2.2 The Form of Printed and Electronic Dictionaries   13
2.2.3 The Content of Printed and Electronic Dictionaries  16
2.2.4 The Effects of Monolingual, Bilingual, and Bilingualized Dictionary Use on Vocabulary Learning   19
2.3 The Effects of Dictionary Use on Word Retention   21
2.3.1 Word Retention			   	   22
2.3.2 Various Dictionaries and Word Retention  	   25
2.3.3 Ease of Use			  	   25
2.3.4 Ease of Use and Word Retention 	  	   25
2.3.5 Ease of Use—Type-in vs. Click-on/Pop-up  	   27
2.3.6 Ease of Use—Extraneous Cognitive Load  	   29
2.3.7 The Display of Electronic Dictionaries 	   32
2.4 Research Basis and Gaps that the Present Study Addresses   34
2.5 Research Questions	 	   36

CHAPTER THREE	METHODOLOGY		  	   37
3.1 Research Design			  	   37
3.1.1 Research Site 	 	   38
3.1.2 Participants				   40
3.1.3 Research Instruments		 	   41
3.1.4 Experimental Procedures  	   53
3.2 Data Collection and Analysis Procedures  58

CHAPTER FOUR	RESULTS			   60
4.1 Overview					   60
4.2 Results of Quantitative Data Analysis	   61
4.2.1 Overall Effect of Time and Dictionary Type   61
4.2.2 Overall Effect of Time		   62
4.2.3 Overall Effect of Dictionary Type   64
4.2.4 Effect of Dictionary Type for the Three Types of Vocabulary Tests—Follow-up Vocabulary Test   65 
4.2.5 Effect of Dictionary Type for the Three Types of Vocabulary Tests—Delayed Vocabulary Test 1   65 
4.2.6 Effect of Dictionary Type for the Three Types of Vocabulary Tests—Delayed Vocabulary Test 2   66 
4.2.7 A Comparison of the Three Test Types—Recognition, Meaning, and Fill-in Tests  67
4.3 Results of Qualitative Data Analysis	   70
4.3.1 Results of the Post-activity Questionnaire	   70
4.3.1.1 Overall Experiences after Using the Three Types	 of Dictionaries	    71	   
4.3.1.2 Questions about Dictionary Use with Regard to Comprehension and Word Retention	   72
4.3.1.3 Questions about the Participants’ Look-up Behavior 75
4.3.1.4 Questions about the Participants’ Preferences after Using the Three Types of Dictionaries  76
4.3.2 Results of the Interviews	 	   77
4.4 Summary	  84

CHAPTER FIVE	DISCUSSIONS, LIMITATIONS, IMPLICATIONS, SUGGESTIONS, AND CONCLUSIONS 87

5.1 Discussions   87
5.1.1 Discussion of the First Research Question	  87
5.1.2 Discussion of the Second Research Question	   93
5.2 Limitations	  95
5.3 Pedagogical Implications		 	   97
5.4 Suggestions for Future Research	  	   98
5.5 Conclusions	   99

REFERENCES  101
APPENDICES  111
APPENDIX A: Article 1: Ching Jing Farm  111
APPENDIX B: Article 2: Ali Mountain 	  113
APPENDIX C: Article 3: Taroko National Park  115
APPENDIX D: Pre-intervention Vocabulary Test  117
APPENDIX E: Follow-up Vocabulary Test: Ching Jing Farm—Recognition Test		  120
APPENDIX F: Follow-up Vocabulary Test: Ching Jing Farm—Meaning Test		  121
APPENDIX G: Follow-up Vocabulary Test: Ching Jing Farm—Fill-in Test	  122
APPENDIX H: Follow-up Vocabulary Test: Ali Mountain—Recognition Test  123
APPENDIX I: Follow-up Vocabulary Test: Ali Mountain—Meaning Test	  124
APPENDIX J: Follow-up Vocabulary Test: Ali Mountain—Fill-in Test	  125
APPENDIX K: Follow-up Vocabulary Test: Taroko National Park—Recognition Test   126
APPENDIX L: Follow-up Vocabulary Test: Taroko National Park—Meaning Test  127
APPENDIX M: Follow-up Vocabulary Test: Taroko National Park—Fill-in Test  128
APPENDIX N: Delayed Vocabulary Test 1   129
APPENDIX O: Delayed Vocabulary Test 2    135
APPENDIX P: Pre-activity Questionnaire   141
APPENDIX Q: Post-activity Questionnaire 	  144
APPENDIX R: Interview Questions 		  147
APPENDIX S: Chinese Consent Form 	  148
APPENDIX T: Descriptive Statistics: Recognition of Words (Follow-up Vocabulary Test)  149
APPENDIX U: Descriptive Statistics: Retention of Words (Delayed Vocabulary Test 1)	  150
APPENDIX V: Descriptive Statistics: Retention of Words (Delayed Vocabulary Test 2)	  151

LIST OF TABLES

Table                                    		 Page
2.1 Comparison of the Features of Bilingual Printed Dictionaries (PD), Pocket Electronic Dictionaries (PED), and Online Type-in Dictionaries on Desktop Computers (OTID) 11	 
2.2 Famous Printed Dictionary Online Versions    15
2.3 Online Dictionaries Provided by the Two Main Portal Sites in Taiwan	   15
2.4 Comparison of Three Online Dictionaries  	   17
2.5 The Intervals of Post-tests on Word Retention after the Tutorial/Instruction/Experiment  23
3.1 Experimental Design	  37
3.2 Summary of the Participants’ Demographic Information 41
4.1 Overall Results (Means, Standard Deviations and Proportions of Accuracy) in the Follow-up, Delayed 1, and Delayed 2 Vocabulary Tests for the Three Types of Dictionaries 	   63
4.2 Means and Standard Deviations of the Follow-up Vocabulary Test by Dictionary Type 65
4.3 Means and Standard Deviations of the Delayed Vocabulary Test 1 by Dictionary Type    66
4.4 Means and Standard Deviations of the Delayed Vocabulary Test 2 by Dictionary Type 67
4.5 Means and Standard Deviations of the Effects of Applying the Three Dictionaries on the Three Post-tests (Follow-up, Delayed 1, and Delayed 2) by Test Type (Recognition, Meaning, and Fill-in)   68
4.6 Results of the Post-activity Questionnaire—Questions about the Participants’ Opinions after Using the Three Types of Dictionaries (Presented as Frequencies and Percentages)   72
4.7 Results of the Post-activity Questionnaire—Questions about the Participants’ Self-evaluation after Using the Three Types of Dictionaries (Presented as Frequencies and Percentages) 	   74
4.8 Results of Post-activity Questionnaire—Questions about the Participants’ Look-up Behavior (Presented as Frequencies and Percentages)   76
4.9 Results of Post-activity Questionnaire—Questions about the Participants’ Preferences (Presented as Frequencies and Percentages)	 	   77

LIST OF FIGURES

Figure                  Page
2.1. The Milestone in Dictionary Development	    9
2.2. Dictionaries Commonly Used in Vocabulary Acquisition by EFL Students	 	   14
3.1. The Research Site—the Computer Lab	   39
3.2. The Research Site—the Classroom	 	   39
3.3. The Interface of Yahoo! Online Bilingual Dictionary 43
3.4. A Sample Entry of Yahoo! Online Bilingual Dictionary 44
3.5. The Pocket Electronic Dictionaries Used in This Study 45
3.6. A Sample Entry of the Pocket Electronic Dictionary, Model CD-859	 	   46
3.7. The Oxford Advanced Learner's English-Chinese Dictionaries Used in This Study  47
3.8. A Sample Entry of the Oxford Advanced Learner's English-Chinese Dictionary 47 
3.9. The Students were Reading an Article with the Aid of OTID			 	   54
3.10. The Students were Reading an Article with the Aid of PED			 	   54
3.11. The Students were Reading an Article with the Aid of PD				 	   55
3.12. A Flow Chart of the Experimental Procedures	   57
3.13. A Flow Chart of the Procedures Used in This Study  59
4.1. The Participants’ Overall Performances in the Follow-up, Delayed 1, and Delayed 2 Vocabulary Tests with the Aid of OTID, PED, and PD	 	   62
4.2. Participants’ Performances in the Recognition Tests of the Three Post-tests with the Aid of OTID, PED, and PD   69
4.3. Participants’ Performances in the Meaning Tests of the Three  Post-tests with the Aid of OTID, PED, and PD   69
4.4. Participants’ Performances in the Fill-in Tests of the Three Post-tests with the Aid of OTID, PED, and PD  70

                                    

References

Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning, 21(3), 199-226. doi: 10.1080/09588220802090246

Albers, M., & Kim, L. (2002). Information design for the small-screen interface: An overview of web design issues for personal digital assistants. Technical Communications, 49(1), 45-60.

Bahr, L. S., Bloomfield, L. A., & Johnston, B. (Eds.). (1997). Collier's encyclopedia: With bibliography and index (Vol. 8, pp.192-195). New York: Collier's.

Béjoint, H. (2010). The lexicography of English: From origins to present. Oxford: Oxford University Press.

Chan, A. Y. W. (2011). Bilingualised or monolingual dictionaries? Preferences and practices of advanced ESL learners in Hong Kong. Language, Culture and Curriculum, 24(1), 1-21. doi: 10.1080/07908318.2010.510196

Chen, L., Xie, X., Fan, X., Ma, W., Zhang, H., & Zhou, H. (2003). A visual attention model for adapting images on small displays. ACM Multimedia Systems Journal, 9(4), 353-364. doi: 10.1007/s00530-003-0105-4

Chen, S. (2008). Monolingual, bilingual dictionaries and language study. Cross-cultural Communication, 4(1), 65-73. Retrieved from http://cscanada.net/index.php/ccc/article/viewFile/693/681

Chen, Y. (2010). Dictionary use and EFL learning: A contrastive study of pocket electronic dictionaries and paper dictionaries. International Journal of Lexicography, 23(3), 275-306. doi: 10.1093/ijl/ecq013

Chiu, H. C. (邱皓政) (2009). 量化研究與統計分析：SPSS中文視窗版資料分析範例解析(第三版)。臺北市：五南。

De Ridder, I. (2002). Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process? Language Learning & Technology, 6, 123-146. Retrieved from http://llt.msu.edu/vol6num1/pdf/deridder.pdf

De Schryver, G. M. (2003). Lexicographers’ dreams in the electronic-dictionary age. International Journal of Lexicography, 16(2), 143-199. doi: 10.1093/ijl/16.2.143

Dilenschneider, R. (2009). Investigating unknown words on-line. Jichi Medical University Journal, 32, 1-15. Retrieved from http://lib.jichi.ac.jp/jmu-kiyo/32/32pdf-link/p1-15.pdf

Dziapa, E. (2001). The relative effectiveness of vocabulary acquisition through reading by Polish learners of English using two types of dictionaries: monolingual and bilingual. M.A. diss., Adam Mickiewicz University.

Dziemianko, A. (2010). Paper or electronic? The role of dictionary form in language reception, production and the retention of meaning and collocations. International Journal of Lexicography, 23(3), 257-273. doi: 10.1093/ijl/ecp040

English language. (2012). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/188048/English-language

Fan, M. Y. (2000). The dictionary look-up behavior of Hong Kong students: A large-scale survey. Educational Journal, 28(1), 123-138.

George, D., & Mallery, P. (2003). SPSS for Windows: Step by step a simple guide and reference 11.0 update. Boston, MA: Pearson Education.

Grolier (Ed.). (1974). Encyclopedia international (Vol. 6, pp.9-11). New York: Grolier.

Hartmann, R. R. K., & James, G. (1998). Dictionary of lexicography. London: Routledge.

Hayati, M., & Fattahzadeh, A. (2006). The effect of monolingual and bilingual dictionaries on vocabulary recall and retention of EFL learners. The Reading Matrix, 6(2), 125-134. Retrieved from http://www.readingmatrix.com/articles/hayati_fattahzadeh/article.pdf?matriks-bilingual.pdf

Huang, X. R. (黃秀如) (主編) (2002)。詞典的兩個世界：A history of dictionaries。臺北市：網路與書。

Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351-368. doi: 10.1080/09588220500442632

Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Avnaud & H. Bejoint (Eds.), Vocabulary and Applied Linguistics (pp. 113-125). London: Macmillan. Retrieved from http://dare.uva.nl/document/176412

Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. Modern Language Journal, 80(3), 327-339. doi: 10.1111/j.1540-4781.1996.tb01614.x

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). Cambridge: University Press.

Jian, H.-L., Sandnes, F. E., Law, K. M. Y., Huang, Y.-P., & Huang, Y.-M. (2009). The role of electronic pocket dictionaries as an English learning tool among Chinese students. Journal of Computer Assisted Learning, 25(6), 503-514. doi: 10.1111/j.1365-2729.2009.00325.x

Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371. Retrieved from http://visuallearningresearch.wiki.educ.msu.edu/file/view/Kalyuga,+Chandler,+%26+Sweller+(1999).pdf/47290509/Kalyuga,+Chandler,+%26+Sweller+(1999).pdf

Kern, C. (2007). Learner's dictionaries of English. An overview. GRIN Verlag.

Kim, D., & Kim, D.-J. (2012). Effect of screen size on multimedia vocabulary learning. British Journal of Educational Technology, 43(1), 62-70. doi: 10.1111/j.1467-8535.2010.01145.x

Kobayashi, C. (2006). The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of English (Unpublished doctoral dissertation). Ohio State University. Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Kobayashi%20Chiho.pdf?osu1155615693

Komuro, Y., Shitara-Matsuo, Y., Ishii, Y., Uchida, S., Kawamura, A., & Kanazashi, T. (2006). An analysis of the Oxford advanced learner’s dictionary of current English, seventh edition, with special reference to the CD-ROM. Lexicon, 36, 55-146.

Koyama, T., & Takeuchi, O. (2007). Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries. CALICO Journal, 25(1), 110-125. Retrieved from http://calico.org/html/article_671.pdf

Lan, L. (2005). The growing prosperity of on-line dictionaries. English Today, 83, 21(3), 16-21. doi: 10.1017/S0266078405003044

Landau, S. I. (2001). Dictionaries: The art and craft of lexicography (2nd edition). Cambridge: Cambridge University Press.

Laufer, B., & Melamed, L. (1994). Monolingual, bilingual and 'bilingualised' dictionaries: which are more effective, for what and for whom?” In: Martin, W., Meijs, W., Moerland, M., ten Pas, E., van Sterkenburg, P. and Vossen, P. (eds.) The 6th Euralex International Congress on Lexicography. Amsterdam. 565-576.

Laufer, B., & Hadar, L. (1997). Assessing the effectiveness of monolingual, bilingual, and “bilingualised” dictionaries in the comprehension and production of new words. The Modern Language Journal, 81(2), 189-196. doi: 10.1111/j.1540-4781.1997.tb01174.x

Laufer, B. (2000). Electronic dictionaries and incidental vocabulary acquisition: Does technology make a difference? In U. Heid, S. Evert, E. Lehmann & C. Rohrer (Eds.), Proceedings of EURALEX 2000, Stuttgart: IMS, University Stuttgart, 849-854. Retrieved from http://www.euralex.org/elx_proceedings/Euralex2000/100_Batia%20LAUFER_Electronic%20dictionaries%20and%20incidental%20vocabulary%20acquisition_does%20technology%20make%20a%20difference.pdf

Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76. Retrieved from http://www.llt.msu.edu/vol3num2/laufer-hill/

Lee, C. Y. (2008). A study on Internet dictionaries within the EFL context: Applications and criteria. Journal of Applied English, 1, 155-169.

Lew, R. (2004). Which dictionary for whom? Receptive use of Bilingual, monolingual and semi-bilingual dictionaries by Polish learners of English. Poznań: Motivex.
Retrieved from http://150.254.65.83/jspui/bitstream/10593/655/1/Lew_2004_book.pdf

Lew, R. (2010). Multimodal lexicography: The representation of meaning in electronic dictionaries. Lexikos, 20, 290-306. Retrieved from https://www.repozytorium.amu.edu.pl/jspui/bitstream/10593/611/1/Lew_2010_Multimodal_Lexicography.pdf

Lew, R. (2011). Online dictionaries of English. In P. A. Fuertes-Olivera & H. Bergenholtz (Eds.), E-Lexicography: The Internet, digital initiatives and lexicography (pp. 230-250). London/New York: Continuum. Retrieved from https://repozytorium.amu.edu.pl/jspui/bitstream/10593/742/1/Lew_Online%20dictionaries%20of%20English.pdf

Li, S. X. (李思萱) (民100年12月)。成為領導品牌，無敵做對的三件事！管理雜誌，450，61-65。

Lin, H. H. (2006). A study on the usage behaviors of electronic dictionary and correlation to course learning—Kaohsiung County/ City as an example (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.

Liu, G. Z. (劉繼仁) (2007). 數位語言學習之現況與類型。教育研究月刊，163，61-76。取自http://myweb.ncku.edu.tw/~gizen/LiuGZ-DLL.pdf

Liu, G. Z., Liu, Z. H., & Hwang, G. J. (2011). Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. Computers & Education, 56(1), 65-79. doi:10.1016/j.compedu.2010.08.019

Liu, S. S.-C. (2007). Electronic dictionaries and ESL students. In Proceedings of International Conference on English Education. Shih Chien University, Taipei.

Liu, T.-C., & Lin, P.-H. (2011). What comes with technological convenience? Exploring the behaviors and performances of learning with computer-mediated dictionaries. Computers in Human Behavior, 27, 373-383. doi:10.1016/j.chb.2010.08.016

Lohr, L. L., & Gall, J. E. (2008). Representation strategies. In J. M. Spector, M. D. Merrill, J. van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 85-96). New York: Lawrence Erlbaum Associates.

Louchy, J. P. (2003). Using computerized bilingual dictionaries to help maximize English vocabulary learning at Japanese colleges. CALICO Journal, 21(1), 105-129. Retrieved from https://calico.org/html/article_284.pdf

Maniar, N., Bennett, E., Hand, S., & Allan G. (2008). The effect of mobile phone screen size on video based learning. Journal of Software, 3(4), 51-61. Retrieved from http://www.ojs.academypublisher.com/index.php/jsw/article/view/03045161/974

Marefat, H., & Shirazi, M. (2003). The impact of teaching direct learning strategies on the retention of vocabulary by EFL learners. The Reading Matrix, 3(2), 47-62. Retrieved from http://www.readingmatrix.com/articles/marefat_shirazi/article.pdf

Ministry of Education. (2012). Nine-year integrated curriculum—English field. Department of Elementary Education. Retrieved from http://www.edu.tw/eje/content.aspx?site_content_sn=15326

Nesi, H. (2000). Electronic dictionaries in second language vocabulary comprehension and acquisition: The state of the art. In U. Heid, S. Evert, E. Lehmann & C. Rohrer (Eds.), Proceedings of the Ninth Euralex International Congress, EURALEX 2000 (pp. 839-847). Stuttgart: Universitat Stuttgart. Retrieved from http://www.euralex.org/elx_proceedings/Euralex2000/099_Hilary%20NESI_Electronic%20Dictionaries%20in%20Second%20Language%20Vocabulary%20Comprehension%20and%20Acquisition_the%20State%20of%20the%20Art.pdf

Nesi, H., & Haill, R. (2002). A study of dictionary use by international students at a British university. International Journal of Lexicography, 15(4), 277-305. doi: 10.1093/ijl/15.4.277

Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4. Retrieved from http://cis.msjc.edu/evoc/637/References/Pass-CognitiveLoadTheoryAndID.pdf

Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22, 115-121. doi: 10.1007/s10648-010-9133-8

Park, M.-R. (2006). EFL college students’ perceptions toward the use of electronic dictionaries. English Language & Literature Teaching, 12, 29-54.

Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11(2), 36-58. Retrieved from http://llt.msu.edu/vol11num2/pdf/peters.pdf

Roby, W. B. (1991). Glosses and dictionaries in paper and computer formats as adjunct aids to the reading of Spanish texts by university students (Unpublished doctoral dissertation). University of Kansas.

Roby, W. B. (1999). What’s in a gloss? Language Learning & Technology, 2(2), 94-101. Retrieved from http://llt.msu.edu/vol2num2/pdf/commentary.pdf

Sharpe, P. (1995). Electronic dictionaries with particular reference to the design of an electronic bilingual dictionary for English-speaking learners of Japanese. International Journal of Lexicography, 8(1), 39-54. doi: 10.1093/ijl/8.1.39

Shiki, O. (2004). The retention of L2 vocabulary in an EFL incidental learning setting: A pilot study of four different word-retrieval tasks during reading. Journal of Inquiry and Research, 80, 113-128. Retrieved from http://opac.kansaigaidai.ac.jp/cgi-bin/retrieve/sr_bookview.cgi/U_CHARSET.UTF-8/DB00000102/Body/r080_08.pdf

Shizuka, T. (2003). Efficiency of information retrieval from the electronic and the printed versions of a bilingual dictionary. Language Education & Technology, 40, 15-33.

Tono, Y. (2001). Research on dictionary use in the context of foreign language learning: Focus on reading comprehension. Tubingen, Germany: Max Niemeyer Verlag.

Tseng, F.-P. (2009). EFL students’ Yahoo! Online bilingual dictionary use behavior. English Language Teaching, 2(3), 98-108. Retrieved from http://ccsenet.org/journal/index.php/elt/article/view/3221/3290

Welker, H. A. (2010). Dictionary use: A general survey of empirical studies. Brasília: Author’s Edition. 20 November 2010. Retrieved from http://www.let.unb.br/hawelker/dictionary_use_research.pdf.

West, W. C., & Holcomb, P. J. (2000). Imaginal, semantic, and surface-level processing of concrete and abstract words: An electrophysiological investigation. Journal of Cognitive Neuroscience, 12(6), 1024-1037. Retrieved from http://neurocog.psy.tufts.edu/manuscripts/18.West%26Holcomb.pdf

Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86. Retrieved from http://llt.msu.edu/vol14num1/vol14num1.pdf#page=72

Wu, M. L. (吳明隆) (2010). SPSS 操作與應用：變異數分析實務(第二版)。臺北市：五南。

Yoshii, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO Journal, 20(1), 33-58. Retrieved from https://calico.org/html/article_400.pdf

Online sources used in this study

Alexa Traffic Rank
http://www.alexa.com/

Dictionary.com
http://dictionary.reference.com/

Dr. Eye
http://www.dreye.com/en/about/about.php

Google dictionary
http://www.google.com.tw/dictionary?hl=zh-TW

Merriam-Webster
http://www.merriam-webster.com/

Yahoo! Online bilingual dictionary
http://tw.dictionary.yahoo.com/

Wikipedia
http://en.wikipedia.org/wiki/Dictionary
http://en.wikipedia.org/wiki/Electronic_dictionary
http://en.wikipedia.org/wiki/Inventec#Inventec_BESTA

校內：2015-07-25公開
校外：2015-07-25公開

簡易檢索 / 詳目顯示

相關論文