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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/28846
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| 題名: | 英語課採用全英語教學之行動研究—以南投縣某國小三年級為例 |
| 其他題名: | An Action Research on Using English Only in English Class: A Case Study of Third Graders in Nantou County |
| 作者: | 彭靜瑋
PENG, CHING-WEI |
| 貢獻者: | 國際事務與企業學系亞太研究碩士班
彭安麗
PENG, AN-LI |
| 關鍵詞: | 全英語教學;行動研究;學習表現;學習動機
English-only instruction;action research;learning performance;learning motivation |
| 日期: | 2021 |
| 上傳時間: | 2022-08-18 10:11:58 (UTC+8) |
| 摘要: | 本研究旨在探討英語課採用全英語教學之行動研究，以南投縣某國小三年級學生為研究對象，進行為期十週共二十節課的全英語教學，實施前後測、問卷調查法及深度訪談法，完成資料的蒐集與分析，據以探討全英語教學課程實施後，實施全英語授課是否提升學生的學習動機及學習表現並分析全英語教學課程實施歷程中可能產生的困境與其因應策略。 本研究獲致結論如下：一、 全英語教學實施後實驗組後測平均成績及進步分數皆優於對照駔，其中以低成就組學生前後測成績差異最為明顯。二、 全英語教學實施後有效提升學生學習動機，學習者對學習的認知增強，靜態的課程設計、適當的獎勵制度、正向的師生互動與學習氛圍皆是重要影響因素。三、 教師須對全英語教學具備專業並全心投入，致力於為學生架構學習的鷹架，並有效尋求輔助資源的挹注，以有效解決全英語教學實施歷程中可能產生的困境。 依據以上研究結果，分別對行政端、教學者及未來研究者提出具體建議，做為進行相關教學及研究時之參考。
The purpose of this research is to explore the action research of using English only in English class. The third graders of an elementary school in Nantou County were used as the subjects to conduct English-only instruction for ten weeks with a total of 20 periods. Pre-tests, post-tests , questionnaires and in-depth interviews were implemented to complete the collection and analysis of data to explore whether the implementation of English-only instruction will improve students' learning motivation and performance and analyze the possible difficulties and the coping strategies. The conclusions of this research are as follows:1. After the implementation of English-only instruction, the experimental group's post-test average scores and progress scores are better than those of the control group. Among them, the underachivers has the most obvious difference between two tests.2. After the implementation of English-only instruction, the learning motivation of students is effectively improved, learners' cognition of learning is enhanced, static curriculum design, appropriate reward system, positive teacher-student interaction and learning atmosphere are all important influencing factors.3. Teachers must be professional and dedicated to all-English teaching, devote themselves to constructing a learning scaffold for students, and effectively seek supplementary resources to effectively solve the difficulties that may arise in the implementation of English-only instruction.Based on the above research results, specific suggestions are made to the administrators, teachers, and future researchers respectively, as a reference for relevant teaching and research. |
| 顯示於類別: | [國際事務與企業學系(亞太研究碩士班,公共政策研究碩士班,歐洲研究碩士班)] 博碩士論文-亞太研究碩士班
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| 109NHU00025009-001.pdf | | 4997Kb | Adobe PDF | 131 | 檢視/開啟 | | index.html | | 0Kb | HTML | 296 | 檢視/開啟 |
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