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題名:全肢體反應教學法對國小身心障礙學生功能性英語詞彙學習成效之研究
書刊名:特殊教育與復健學報
作者:許惠菁林千惠
作者(外文):Hsu, Hui-chingLin, Chien-hui
出版日期:2006
卷期:15
頁次:頁59-84
主題關鍵詞:全肢體反應教學法身心障礙學生功能性詞彙Total physical responseTPRStudents with disabilitiesFunctional vocabulary
原始連結:連回原系統網址new window
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本研究採單一受試者設計之跨受試多重試探設計,以探討國小身心障礙學生接受全肢體反應教學法(Total Physical Response,簡稱TPR)後,其功能性英語詞彙聽覺理解與表達能力之立即學習成效、保留與類化效果,以及TPR對身心障礙學生英語教學設計之啟示、對身心障礙學生學習英語的興趣與動機之影響。研究對象為彰化縣某國民小學資源班的輕度智能障礙學生(甲生)、中度智能障礙學生(乙生)與學習障礙學生(丙生)各乙名。本研究結果如下: 一、TPR教學法對身心障礙學生功能性英語詞彙聽覺理解能力具有立即學習成效。 二、TPR教學法對乙生功能性英語詞彙之表達能力具有立即學習成效;但對甲生是否具有表達能力方面之立即學習成效,則有待進一步確認。 三、 TPR教學法對身心障礙學生功能性英語詞彙聽覺理解能力與表達能力具有保留效果。 四、針對身心障礙學生的英語教學設計,應盡量避免於教學初期即教導字首子音組或含有r的字與過於繁複或相似之句型。 五、透過對學生本人之訪談得知,其對英語學習的動機與興趣,因接受TPR的教學而有所提昇。 六、乙生、丙生之家長認為TPR能促進其孩子對英語學習的動機與興趣,甲生之家長較持保留態度。
The purpose of this study was to investigate the effects of Total Physical Response (TPT) on English functional vocabulary learning for students with disabilities in the elementary school. A multiple probe design across subjects of single-subject experimental design was used to evaluate the effects. The results of this study are as follows, 1. The immediate effects of TPR on listening comprehension of English functional vocabulary leaning for students with disabilities in the elementary school were found. 2. Student B and student C learned the expressing abilities of English functional vocabulary immediately through TPR, while student A didn't. 3. The maintaining effects of TPR on listening comprehension and expressing abilities for students with disabilities in the elementary schools were found in this study. 4. It is recommended that blends and words with letter "r" and sentences that are complex or similar should not be taught at first for students with disabilities. 5. Students' motivation and interests in learning English were enhanced through TPR. 6. Parents of student B and C believed that students' motivations and interests in learning English were encouraged through TPR, while parent of student A didn't think so. According to the results of this study, the English learning abilities of students with disabilities are doubtless and should be emphasized. Educators should learn how to utilize a variety of approaches like TPR in order to address the needs of the students and help them learn more effectively.
期刊論文
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3.林千惠(20030900)。高職階段智能障礙學生實用語文能力及其相關因素之研究。特殊教育研究學刊,25,61-83。new window  延伸查詢new window
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圖書
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6.Gearheart, B.、Mullen, R. C.、Gearheart, C. J.(1993)。Exceptional individuals: An introduction。Pacific Grove, California:Brook/cole。  new window
7.Smith, T. E. C.、Polloway, E. A.、Patton, J. R.、Dowdy, C. A.(2001)。Teaching students with special needs in inclusive settings。Boston, MA:Allyn and Bacon。  new window
8.Larsen-Freeman, Diane(1986)。Techniques and Principles in Language Teaching。Oxford University Press。  new window
9.杜正治、Tawney, James W.、Gast, David L.(1994)。單一受試研究法。心理出版社。  延伸查詢new window
10.王文科(2001)。教育研究法。五南圖書出版股份有限公司。new window  延伸查詢new window
11.教育部國教司(2004)。國民小學英語教學向下延伸至三年級之課程綱要。臺北市:教育部。  延伸查詢new window
其他
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2.教育部(2002)。身心障礙及資賦優異學生鑑定標準,臺北市:教育部。  延伸查詢new window
3.Arvson,黃翠蘭(1990)。Total Physical Response English Course。  new window
4.毛連塭(1999)。各種特殊教學法。  延伸查詢new window
5.王玉梅(2003)。溝通教學法對國中資源班輕度智能障礙學生英語學習成效之研究。  延伸查詢new window
6.池韻聲(2002)。如何突破學習障礙。  延伸查詢new window
7.李臻儀(2000)。JustListen:談國小英語啟蒙教學。new window  延伸查詢new window
8.周台傑(2000)。學習障礙。  延伸查詢new window
9.林秀芝(1997)。超級比一比--TPR教學法。  延伸查詢new window
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12.梁彩玲(2003)。「從小到大」的英語教學。  延伸查詢new window
13.教育部國教司(2000)。國民中小學九年一貫課程暫行綱要。  延伸查詢new window
14.王文科總校閱(2003)。單一受試者研究:在教育與臨床情境中的應用。  延伸查詢new window
15.張湘君(1996)。Krashen之第二語言習得理論及其對臺灣國小英語教學之啟示。new window  延伸查詢new window
16.張湘君(2001)。跟小小孩說英文。  延伸查詢new window
17.張湘君(2003)。最受歡迎的兒童英語教學法。  延伸查詢new window
18.郭惠玲(2002)。自然發音法對國中輕度智能障礙學生在英語字彙學習成效之研究。  延伸查詢new window
19.黃美蘭(2000)。Total physical response。  延伸查詢new window
20.黃雲溎(2003)。全語文教學對國小輕度身心障礙資源班兒童英文學習之個案研究--全語取向。  延伸查詢new window
21.黃翠蘭(1997)。如何活用TPR在國小英語教學。  延伸查詢new window
22.詹秀雯(1998)。直接教學模式對國中輕度身心障礙資源班學生英語科學習之成效研究。  延伸查詢new window
23.Asher, J. J.(1966)。The learning strategy of the total physical response: A review。  new window
24.Asher, J. J.(2001)。Future directions for fast, stress-free learning on the right side of the brain。  new window
25.Asher, J. J.(2002)。Total physical response year 2002 update。  new window
26.Asher, J. J.(2004)。Organize your classroom for successful second language acquisition。  new window
27.Cabello, F. J.(2004)。The ABC’s of the total physical response。  new window
28.Conroy, P.(1999)。Total physical response: An instructional strategy for second-language learners who are visually impaired。  new window
29.Curtain, H.(1991)。Methods in elementary school foreign language teaching。  new window
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