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題名:台灣國小畢業學童英語能力之因素分析
作者:聶澎齡 引用關係
作者(外文):Peng-ling Nieh
校院名稱:國立高雄師範大學
系所名稱:英語學系
指導教授:余光雄
學位類別:博士
出版日期:2004
主題關鍵詞:國小畢業學英語能力雙峰現象背景因素社經地位校外補習學習英文時間九年一貫課程elementary graduatesEFL proficiencyphenomenon of bimodal distributionbackground variablessocioeconomic statusthe attendance of cram classes after schoolyears of learning Englishthe Grades 1-9 curriculum reform
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中文摘要
本研究旨在分析台灣國小畢業學童英語能力成績是否有雙峰分佈現象及預測學童英語能力表現之背景因素為何。本研究調查之依變項是英語能力測驗分數,自變項包括學童之性別、居住地區、父母社經地位、學習英文時間以及參加校外英語補習的經驗。此外,為了解語言成分與兒童英語能力成績的相關性,本研究亦進行音韻、字彙、文法等三項子測驗與總成績及各子測驗間之關聯性分析。
研究工具包含國民小學英語能力測驗及背景問卷調查表兩項﹕英語能力測驗為兩千年由台南市政府教育局委託國立台南師範學院研發之測驗工具,包括音韻、字彙、文法、閱讀四項子測驗;背景問卷調查表為研究者自行設計之工具。
本研究實驗對象為3,049位台灣各地2003年國小畢業學童。研究方法採問卷調查及英語能力測驗。主要統計方法為變異數分析、多元迴歸分析及相關分析。
本研究結果顯示如下:
1.台灣國小畢業學童英語能力成績分佈,並無雙峰現象之發生。
2.學童背景因素對於英語能力均有顯著性的影響,其預測台灣國小畢業學童英語成績之順序中,最能預測者為參加校外補習之經驗,其餘依序為學習英語時間的長短、性別、社經地位及居住地區。
3.參加校外英語補習的學童其英語能力顯著遠優於沒有參加校外英語補習的學童。
4.相較於小學三年級以後(含)才開始學習英語的學童,小學三年級以前即開始學習英語的學童英語能力顯著地較好。
5.女學童比男學童有顯著性較好的英語能力。
6.就家長職業背景而言,家長職業為公教人員的學童可顯著性預測出有最好的英語能力,而家長職業為為勞工階級的學童其英語能力將可預期為最低。
7.如果所有學童都參加校外補習,家長職業為社會服務及勞工階級的學童,預測其英語能力將有顯著性的進步,尤其是勞工階級家庭的學童,預測出其進步幅度將為最大。
8.居住在院(省)轄市地區的學童,比居住在其他地區的學童有顯著性較高的英語能力。但是,如果兩者皆參加校外補習的話,可預測其英語能力將接近相同。
9.以語言成分而言,音韻覺識、字彙及文法能力皆與兒童的整體英語能力表現有顯著的正相關。而字彙能力的高低與英語能力表現間有最大的相關性,文法能力與英語能力表現間則相對地顯現出較低的相關性。
根據研究結果,本研究對英語教育政策之制定、英語教學實施與評量及未來研究方向提供諸多建議,尤其對於台灣九年一貫課程的革新指出其當務之急,並提出中肯的看法與建言。
Abstract
The main purpose of the study was to investigate and analyze the factors influencing Taiwanese elementary graduates’ English proficiency as a foreign language (EFL) with a hope to understand whether or not there would be a bimodal distribution of the elementary graduates’ EFL test scores and what kinds of variables have a strong effect on their EFL performance.
The dependent variable investigated in this research was the elementary graduates’ EFL proficiency test scores. The EFL proficiency test was administered before the students started their English classes at junior high school level. The independent variables included the elementary graduates’ gender, areas of residence, their parents’ socioeconomic status, years of learning English, and their attending cram English classes after school. In addition, in order to understand further which linguistic element played a more influential role in accounting for the score distribution of the EFL proficiency test, the elementary graduates’ subtest scores of phonological awareness, vocabulary knowledge, and grammar knowledge were treated as independent variables to examine the effects of them on the elementary graduates’ test scores. A questionnaire was distributed and surveyed to understand the elementary graduates’ background profiles and experience of learning English. In short, the research tools used in this study to gather data were a questionnaire survey on the subjects’ background and an EFL proficiency test.
The total number of subjects chosen for the study was 3,049 elementary graduates all over Taiwan, 1,535 girls and 1,514 boys. In August 2003, they were chosen simply because they were accessible to the writer. They were enrolled in junior high schools throughout Taiwan in the fall of 2003. That is, these subjects were not completely randomly chosen.
With the statistical treatments, the analyses were mainly to answer the question as to which of the independent variables had a crucial effect on the dependent variable. The study approached data analyses in several interrelated steps, simple descriptive statistics, analysis of variance, multiple regression analyses, and the Pearson correlation.
The results of this study depicted a general picture of the elementary graduates’ EFL proficiency. The data analyses showed crucial findings in the testing of the research hypotheses. The main findings were summarized as follows.
1.There was no statistically bimodal distribution of the EFL proficiency test scores of elementary graduates.
2.In the order of best predicting elementary graduates’ EFL proficiency scores, the attendance of cram classes after school could best predict elementary graduates’ EFL proficiency; years of English learning, gender, SES, and residential areas were in sequence.
3.Students who attended cram classes after school, compared to students who did not attend cram classes after school, would be predicted to have much higher levels of EFL proficiency.
4.Students who started to learn English before Grade 3 were predicted as better performers in EFL, compared to those who started learning English after or in Grade 3.
5.Compared to boy students, girl students would be predicted to have higher levels of EFL proficiency.
6.Students whose parents were military personnel, civil servants, and teachers would be predicted to have higher levels of EFL proficiency, whereas students whose parents were laborer classes would be predicted to have the lowest levels of EFL proficiency.
7.If attending cram classes, students whose parents were medical doctors, accountants, lawyers, and other types of social services or laborer classes would be likely to make the most progress in mean EFL proficiency. Especially, students whose parents were laborer classes had the most benefits of attending cram classes.
8.Students living in urban cities would be predicted to have higher levels of EFL proficiency than those living in rural areas. However, no matter where students lived, if attending cram classes, they were predicted to have the similar levels of EFL proficiency.
9.In terms of linguistic components, all correlations between the three linguistic components and students’ EFL proficiency test scores were positively significant. In particular, the level of vocabulary knowledge could have the most significant association in accounting for distributional discrepancies of the elementary graduates’ EFL proficiency test scores, whereas the level of grammar knowledge played the least significant role.
Finally, implications for the future research on educational policy and pedagogical practices were provided and recommendations for future studies in the areas of EFL teaching and learning would be made as well regarding the Grades 1-9 curriculum reform in Taiwan in the future.
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