| 摘要: | Chamot（2005）指出，明確指導學生使用學習策略，比只要求學生使用單一或少數幾種的學習策略有效，並可加強其後設認知。因此本研究欲以「羅馬房記憶策略」應用於華語詞彙教學，幫助學生記憶詞彙。羅馬房記憶策略是根據方位、事件順序、影像、顏色、事物、個人經驗等，讓所有要記憶的抽象化或具體化的事件或各種名稱，彼此間發生關係，產生具體化聯結，也就是產生交互作用(interaction)。本研究採準實驗法，研究對象以淡江大學華語中心13人為實驗組、國立台北教育大學華語中心14人為控制組，皆為初級學習者，已完成《新版實用視聽華語》（一）的學習，並經由分級測驗成績證實其為同一程度的學習者。兩組學生皆進行五週之教學實驗，一周上五天課，每天三小時，一周完成一課的教學；實驗組學生於一般詞彙教學流程後進行羅馬房記憶策略的學習活動，控制組則不施予羅馬房記憶策略的教學。教師於每課詞彙教學後進行立即測驗，實驗一個月後給予延宕後測與問卷調查，用以觀察本學習策略對於短期記憶與長期記憶的成效。五次立即測驗、延宕後測與問卷調查結果皆以SPSS統計分析。研究結果顯示羅馬房記憶策略對於短期記憶與長期記憶皆有相當程度的顯著效果；問卷結果亦顯示使用羅馬房記憶策略於華語詞彙學習活動，實驗組學生認為在了解生詞的意思及如何使用上、幫助記憶更快及更長久上、在提高學習注意力及減少壓力上、和增加學習興趣上都帶給其很有效的幫助。
Chamot (2005) points out that giving students clear instruction on the use of different study tactics and not simply requiring that students use one or more particular methods of study, not only is more effective, but also strengthens students’ metacognition. It is for this reason that this current research focuses on the use of the Roman Room System of Memorization to help students of the Mandarin language to remember vocabulary. The Roman Room System of Memorization uses location, sequence of events, pictures, colors, objects, and personal experiences to concretize and build relationships between abstract and concrete events or particular sets of spacing to create connections and interactions. This study utilized quasi-experimental design. The experimental group included thirteen students from the Chinese Language Education Center of Tamkang University. The control group consisted of fourteen students from the National Taipei University of Education Center for Mandarin Study. All subjects were beginners having completed the first book in the Practical Audio-Visual Chinese textbook series. All subjects also underwent level-testing, further proving that selected students stood at about the same level of language ability. Both the experimental and control groups received five weeks of experimental teaching, five days a week, three hours a day, finishing one chapter per week. The experimental group, after being taught new vocabulary, proceeded to use the Roman Room System of Memorization; the control group did not. Over the course of the experiment, the students were given a total of five pop quizzes immediately after vocabulary instruction was completed. One month after the experiment, the students underwent delayed testing and filled out a questionnaire. The purpose of the immediate testing and delayed testing was to examine the short-term and long-term result respectively. The results of all five pop quizzes, the delayed test, and the questionnaire were analyzed using SPSS statistical analysis. The Roman Room System of Memorization showed significant effect in both the short-term and long-term memory of new vocabulary. The results of the questionnaire also revealed that the students who had used the Roman Room System of Memorization, felt that they had learned the meaning and usage of new words faster and retained them longer; furthermore, the experimental-group students felt they had heightened focus and decreased pressure, which helped to increase interest and learning effectiveness. |
