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題名:內容與語言綜合學習提升高中生英語學習動機、批判思考情意及跨文化覺知效益
作者:黃于寧
作者(外文):Yu-Ning Huang
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:陳其芬
洪瑞兒
學位類別:博士
出版日期:2019
主題關鍵詞:批判思考情意內容與語言綜合學習英語學習動機高中生英語學習跨文化覺知  High school studentsCross-cultural awarenessCLILCritical thinking dispositionEFLEnglish learning motivation
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本研究透過「內容與語言綜合教學介入」,探討高中學生批判思考情意、跨文化覺知、英語學習動機及英文聽讀能力成效。本研究透過便利性取樣方法,選取高雄市某兩所代表性高中,共計91位學生,分為三組進行準實驗研究。實驗組一(37位學生,必修課)、實驗組二(17位學生,選修課)及對照組(37位學生,必修課),並邀請59位韓國高一學生,自發性參與本研究。實驗組一與實驗組二學生,皆參與為期十八週的「內容與語言綜合教學介入」,而對照組學生,則於同時段實施高一英語課程。兩班實驗組學生,在教學介入期間,與自發性參與的韓國學生,進行網路討論,以提供實驗組學生使用英語進行跨文化溝通分享的機會。本研究採用「全民英檢英語能力中級聽力與閱讀測驗」評量學生的英文聽讀能力,預試階段共收集366份有效問卷,經過信效度檢測與試題分析,形成「批判思考自我評估量表」、「跨文化覺知量表」及「英語學習動機量表」三份正式研究工具。此外,為進一步收集實驗組學生個別改變的歷程,依據學生英文能力測驗前測,選出8位目標學生 (實驗組一:4位;1位高分組、1位中分組與2位低分組);(實驗組二:4位;1位高分組、1位中分組與2位低分組),每週接受課室觀察,並於教學介入結束後,接受研究者深度訪談,以了解目標學生於教學介入期間在批判思考情意、跨文化覺知、英語學習動機及英文聽讀能力的改變情形。兩組實驗組學生的英文教師,於教學介入後,也接受研究者的深度訪談,藉此蒐集學生及教師對於「內容與語言綜合教學介入」的感受與覺知情形。本研究以描述性統計、成對樣本t檢定、共變數分析來檢視教學介入成效,並使用主題歸納內容分析,瞭解個別訪談內容、課室觀察及網路論壇內容。資料分析結果發現:實驗組二學生在「英語學習動機」、「英語閱讀測驗能力」、「批判思考情意」及「跨文化覺知」方面,都顯著進步,並且優於實驗組一及對照組。此外,透過成對樣本t檢定,比較三組學生,各自在教學介入的前後測成績,發現:實驗組二學生在英語學習的「內在動機」與「整合型動機」兩個分向度,有顯著的進步。除此之外,實驗組二學生,在批判思考情意量表中的「自信心」、「分析能力」與「認知成熟度」三個分向度,亦有顯著的提升。在跨文化覺知量表中,實驗組二學生在「認知」與「情意」兩個分向度上,也有顯著的進步。反觀對照組,在所有的量表中,都無顯著差異。此外,當比較學生初始的英文程度,對於「內容與語言綜合教學」的差異,發現:實驗組一的高分組同學,於教學介入後,英語聽力測驗成績顯著下降,英文閱讀能力沒有顯著差異;反觀,實驗駔二的低分組學生,英語閱讀測驗成績顯著提升。此外,實驗組二中的低分組同學,於英語學習量表中的「內在動機」、批判思考情意量表中的「自信心」、「分析能力」、與「認知成熟度」的分向度,亦有顯著的進步。最後,實驗組二的中分組同學,在文化覺知量表中的「認知」、「情意」、「技能」,則有顯著的提升。
本研究發現在高中生英語課程融入「內容與語言綜合教學」能顯著提升高中生的「英語學習動機」、「英語閱讀測驗能力」、「批判思考情意」、及「跨文化覺知」。本研究指出「內容與語言綜合教學」是有價值的教學介入,可作為精進未來英語教學與相關研究的參考。
Content and Language Integrated Learning (CLIL) has become a very popular approach in Europe over the past decades in the belief that it may help to improve not only on students’ target foreign language but also on the taught content. This study intended to investigate Taiwanese senior high school students’ learning performances through a one semester teaching intervention utilizing a CLIL approach. With concerns of globalization, abilities of using English for communication and abilities of critical thinking, the intervention used contents of diverse cultures and critical incidents to help students use English to discuss their ideas with not only local students but also with peers from a different country through online discussion. The participants were recruited through convenient sampling from two senior high schools and assigned into the experimental group 1 (EG1; N=37, 10th graders, required class), the experimental group 2 (EG2; N= 17, 10th graders, elective class) and the comparison group (CG; N= 37, 10th graders, required class), respectively. According to the nature of the class, 8 students from the participants were selected as target students for weekly class observations based on their pre-test English proficiency scores. All the participants took pre and post-test standardized General English Proficiency Test (GEPT-intermediate level: Listening and Reading tests), and High School Students English Learning Questionnaire (HSELQ) developed and validated by the researcher with references of the seven dimensions of California Critical Thinking Disposition Scale, the Intercultural Communicative Competence Questionnaire (Mirzaei & Forouzandeh, 2013) and Learning Attitudes Scale (Hong, 2013) to determine the students’ improvement on English learning, motivation, critical thinking disposition and cross-cultural awareness during the intervention. In addition, 59 Korean senior high school students were encouraged by their local English teacher to participate in the online discussion voluntarily during their free time. The data of the study was collected through English proficiency tests, HSELQ, the online discussion, the teacher’s reflection, the weekly observations of the target students, the interviews of the eight selected students (4 from EG1 and 4 from EG2) and the two school English teachers. The quantitative results were analyzed through descriptive analysis, paired sample t-test, and ANCOVA; the qualitative results were analyzed via content theme analysis. The research findings were as the follow: EG2 students’ English learning motivation, English reading proficiency test score, critical thinking disposition and cross-cultural awareness were significantly higher than EG1 and CG. Besides, using paired sample t- tests to investigate the changes on each individual group’s pre-test and post-test, and the researcher found that EG2 students’ post-test scores on the dimensions of intrinsic motivation, and integrative motivation were critically improved. In addition, EG2 students’ post-test scores of critical thinking disposition scale on the dimensions of self-confidence, analyticity, cognitive maturity were noticeably enhanced. Moreover, EG2 students’ post scores of cross-cultural awareness scale on the dimensions of knowledge and attitudes were critically improved but no significant differences were found in the post-tests of all scales for CG students. Besides, when investigating students’ initial English proficiency and its possible relations with the CLIL intervention, the researcher found that EG2-low English proficiency students’ English reading proficiency score was significantly improved after the intervention whereas EG1-high English proficiency students’ English listening was decline and no significant differences on their reading post-test score. In addition, EG2-low English proficiency students’ post-test scores of English learning motivation scale on the dimension of intrinsic motivation, of critical thinking disposition scale on the dimensions of self-confidence and cognitive maturity had significant improvements. Additionally, EG2-middle English proficiency students’ post-test score of cross-cultural awareness scale on the dimensions knowledge, skills and attitudes had significant improvements.
The results allowed us to shed an additional light on the effective teaching strategies of a CLIL approach to be applied in high school English class and contributed empirical evidences for educational applications.
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