在溝通脈絡下的結構取向教學對國中生英語學習表現影響之研究_

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題名：	在溝通脈絡下的結構取向教學對國中生英語學習表現影響之研究
書刊名：	教育心理學報
作者：	吳青蓉
作者(外文)：	Wu, Ching-jung
出版日期：	2004
卷期：	35:3
頁次：	頁269-294
主題關鍵詞：	結構取向教學；英語學習表現；學習策略；錯誤分析；後設認知；English learning performance；Error analysis；Form-focus instruction；Learning strategies
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:83 點閱:45

本研究主要的目的有二：一是探討學生在英語學習時會產生的錯誤類型，並設計在溝通脈絡下的結構取向英語教學課程。二是探討在溝通脈絡下的結構取向教學對國中生英語學習表現的影響，依據研究目的，本研究者先以英語高、中、低能力各五位學生採質性研究法來瞭解其英語學習的錯誤類型。結果發現：這些學生在英語學習時會有跨語言和語言內部兩類錯誤型產生並據此來設計實驗教學課程。在實驗教學方面以70名英語低成就學生為對象，藉由英語後設認知策略量表與英語成就測驗（前、後測）等工具的實施，以二因子混合設計變異數分析的方法進行統計處理，並採質性方法來深入瞭解實驗組學生的英語學習變化情形。結果發現：本研究的實驗教學課程有助於維持實驗組學生在後設認知與英語學習成就上的表現，反觀控制組學生在這些方面則從初期到後期呈逐步下滑的趨勢。再者，實驗組學生會善用策略來對自己常犯的英語錯誤進行監控、評鑑與修正，所以他們對英語學習更有信心也更願意去學習。

以文找文

The purposes of this study are : (1) to investigate students’ errors in learning English with the use of qualitative analyses and further to design a form-focused instruction program in communicative contexts; (2) to examine the effects of such program developed by the researcher. In order to accomplish these purposes, the researcher needs first to investigate students’ errors in learning English with the use of qualitative analysis involving thinking-aloud and thinking-by-questioning methods. Participants are 15 eighth-grade students divided into three groups of high, middle, and low levels in English. Based on the errors made by the students, the results can be classified into two patterns: interlingual and intralingual. According to the results of error analyses, the researcher has therefore designed a form-focused instruction program in communicative contexts and examined the effects of the program. There are totally 70 eight-grade students with low English performance in two groups, experimental group and control group. By utilizing Metacognition Strategies Inventory and English Achievement Tests (pre-test after-test) as primary instruments, the data acquired are then statistically studied by two-way mixed-design ANVOA, with a deeper focus on the English learning process in the experimental group by using a qualitative analysis. The results indicates that the form-focused instruction program in communicative contexts could help the students in the experimental group maintain their performances in metacognition strategies and English learning achievements (reading, writing, and speaking). However, the performances of the control group in these inventories and tests tend to decline. What is more, after class, the students in experimental group are able to apply the strategies to retain their learning interests and to actively monitor, evaluate, and modify their English learning habits. In short, form the analyses of students’ English learning process, students in the experimental group become more confident and will to learning English after the form-focused instruction program.

以文找文

期刊論文
1.	Ellis, N.(1996)。Sequencing in SLA: Phonological memoiy, chunking, and points of order。Studies in Second Language Acquisition，18，91-126。
2.	Ellis, N. C.(1993)。Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge。European Journal of Cognitive Psychology，5(3)，289-318。
3.	Gottfried, A. E.、Gottfried, A. W.、Fleming, J. S.(2001)。Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study。Journal of Educational Psychology，93(1)，3-13。
4.	吳青蓉、張景媛(1997)。英語科專家/生手教師課堂教學之研究。師大學報，42，17-33。延伸查詢
5.	Schneider, W.、Shiffrin, R. M.(1977)。Controlled and automatic human information processing: I Detection, search, and attention。Psychological Review，84(1)，1-66。
6.	Skehan, P.(1996)。A framework for the implementation of task-based instruction。Applied Linguistics，17(1)，38-62。
7.	Schmidt, Richard W.(1990)。The role of consciousness in second language。Applied Linguistics，11(2)，129-158。
8.	Ellis, R.(2001)。Introduction: Investigating form-focused instruction。Language Learning，51(S1)，1-46。
9.	Selinker, Larry(1972)。Interlanguage。IRAL: International Review of Applied Linguistics in Language Teaching，10(1-4)，209-232。
10.	Flavell, J. H.(1971)。First discussant's comment's: What is memory development of?。Human Development，14，272-278。
11.	Corder, Stephen P.(1967)。The significance of learners' errors。International Review of Applied Linguistics in Language Teaching，5(4)，161-170。
12.	Chamot, Anna Uhl、Küpper, Lisa(1989)。Learning strategies in foreign language instruction。Foreign Language Annals，22(1)，13-22。
13.	Lightbown, Patsy M.、Spada, Nina(1990)。Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning。Studies in Second Language Acquisition，12(4)，429-448。
14.	吳麗林(2001)。英語學習者詞彙記憶差異探究。英語教學，25(4)，19-30。延伸查詢
15.	周中天(2003)。英語成績兩極化的省思。國民中學學生基本學力測驗推動工作委員會通訊，19，17-19。延伸查詢
16.	黃素月(1999)。教師用錄音帶及紙筆書寫方式給予學生英文作文回饋的教學法的個案研究。東海學報，40(1)，131-172。延伸查詢
17.	Anderson, J.、Fincham, J.(1994)。Acquisition of procedural skills from examples。Journal of Experimental Psychology，20，1322-1340。
18.	Cameron, C. A.、Lee, K.(1999)。Emergent use of English grammatical morphemes by Chinese-speaking children。International Review of Applied Linguistics，37(1)，43-58。
19.	Dekeyser, R.(1995)。Learning L2 grammar rules: An experiment with a miniature linguistic system。Studies in Second Language Acquisition，17，379-410。
20.	Gass, S.(1988)。Integrating research area: A framework for second studies。Applied Linguistics，9，198-217。
21.	Lightbown, P.、Spada, N.(1993)。Instruction and the development of question in L2 classroom。Studies in Second Language Acquisition，15，205-224。
22.	McLaughlin, B.(1990)。Reconstructuring。Applied Linguistics，11，1-16。
23.	Robinson, P.(1996)。Learning simple and complex language rules under implicit, incidental, rule-search and instructed conditions。Studies in Second Language Acquisition，18，27-62。
24.	Spada, N.(1997)。Form-focused instruction and second language acquisition: A review of classroom and laboratory research。Language Teaching，29(1)，1-15。
25.	Spada, N.、Lightbown, P. M.(1993)。Instruction and the development of questions in the L2 classroom。Studies in Second Language Acquisition，14，205-211。
26.	VanPatten, Bill(1990)。Attending to content and form in the input: An experiment in consciousness。Studies in Second Language Acquisition，12，287-301。

學位論文
1.	胡永崇(1995)。後設認知教學策略對國小閱讀障礙兒童閱讀理解成效之研究(博士論文)。國立彰化師範大學。延伸查詢

圖書
1.	Healtoa, J. B.(1990)。Writing English Language Tests。Writing English Language Tests。London, UK：Longman Group UK Limited。
2.	Van Patten, Bill(1996)。Input processing and grammar instruction in second language acquisition。Norwood, N.J.：Ablex Publishing Corporation。
3.	Johnson, K.(1996)。Language teaching and skill learning。Oxford：Blackwell。
4.	Anderson, J. R.(1995)。Learning and Memory: An Integrated Approach。New York, NY：John Wiley & Sons。
5.	Heaton, J. B.(1990)。Classroom Testing。New York。
6.	Chamot, A. U.、Barnhardt, S.、El-Dinary, P. B.、Robbins, J.、O'Malley, J. M.(1999)。The learning strategies handbook。Addison Wesley Longman。
7.	Alderson, J. Charles(2000)。Assessing reading。Cambridge University Press。
8.	Bachman, Lyle F.、Palmer, Adrian S.(1996)。Language testing in practice: Designing and developing useful language tests。Oxford University Press。
9.	Brown, H. Douglas(1994)。Principles of Language Learning and Teaching。Prentice-Hall。
10.	Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。
11.	McLaughlin, B.(1987)。Theories of second language learning。Edward Arnold。
12.	Doughty, Catherine、William, Jessica(1998)。Focus on Form in Classroom Second Language Acquisition。Cambridge University Press。
13.	Corder, S. Pit(1973)。Introducing applied linguistics。Middlesex, UK：Penguin Education。
14.	Anderson, J.(1993)。Rules of mind。Rules of mind。Hillsdale, NJ。
15.	Brown, A. L.(1989)。A practical guide to language learning。A practical guide to language learning。New York, NY。
16.	Celce-Murcia, M.(1993)。Grammar pedagogy in second and foreign language teaching。State of the Art TESOL Essays。Alexandria, VA。
17.	Harley, B.、Swain, M.(1984)。The Interlanguage of immersion and its implications for second language teaching。Interlanguage。Edinburgh, UK。
18.	Harley, B.(1998)。The role of focus-on-form tasks in promoting child L2 acquisition。Focus on form in classroom second language acquisition。Cambridge。
19.	Lightbown, P. M.(1991)。What have we here? Some observations on the influence of instruction on L2 learning。Foreign/ second language pedagogy: A commemorative volume for Claus Faerch。Philadelphia, PA。
20.	Lightbown, P. M.(1998)。The importance of timing on focus on form。Focus on form in classroom second language acquisition。Cambridge。
21.	Loschky, L.、Bley-Vroman, R.(1993)。Grammar and task-based methodology。Tasks and Language Learning: Integrating theory and practice。Clevedon。
22.	VanPatten, B.(1994)。Evaluating the Role of Consciousness in Second Language Acquisition: Terms, Linguistic Features & Research Methodology。Consciousness in Second Language Learning。Amsterdam, Netherlands。
23.	Pierce, L. V.、O'Malley, J. M.(1992)。Performance and Portfolio Assessment for Language Minority Students。Performance and Portfolio Assessment for Language Minority Students。沒有紀錄。

其他
1.	MEQ(2001)。Focus on form: A handbook on how to deal with grammar for elementary-level English as a second language teacher，沒有紀錄。

圖書論文
1.	DeKeyser, R.(2005)。Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar。Focus on form in classroom second language acquisition。New York, NY：Cambridge University Press。
2.	Eccles, J.、Wigfield, A.(1998)。Motivation to succeed。Handbook of child psychology: Vol. 3. Social, emotional and personality development。New York：Wiley。
3.	Hacker, D. J.(1998)。Definitions and empirical foundations。Metacognition in educational theory and practice。Mahwah, NJ：Boca Raton：Erlbaum：Routledge。
4.	Baker, L.、Brown, A. L.(1984)。Metacognitive skills and reading。Handbook of Reading Research。New York, NY：Longman。
5.	Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。
6.	Flavell, J. H.(1987)。Speculations about the nature and development of metacognition。Metacognition, Motivation, and Understanding。Lawrence Erlbaum。
7.	Long, Michael H.(1991)。Focus on form: a design feature in language teaching methodology。Foreign Language Research in Cross-cultural Perspective。John Benjamins Publishing Co.。
8.	Swain, Merrill(1985)。Communicative competence: Some roles of comprehensible input and comprehensible output in its development。Input in second language acquisition。Newbury House Publishers。
9.	Pica, T.、Kanagy, R.、Falodun, J.(1993)。Choosing and using communicative tasks for second language instruction。Tasks and language learning: Integrating theory and practice。Clevedon：Multilingual Matters。
10.	Doughty, Catherine(2004)。Effects of instruction on learning a second language: a critique of instructed SLA research。Form-Meaning Connections in Second Language Acquisition。Mahwah：Lawrence Erlbaum Associates。

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