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題名：主題導向技能整合教學實施於大一英文課堂之行動研究
書刊名：東吳外語學報
作者：許文僊 引用關係
作者(外文)：Hsu, Wen-hsien
出版日期：2017
卷期：43
頁次：頁31-64
主題關鍵詞：技能整合教學；主題導向教學；小組報告；行動研究；Integrated-skills instruction；Theme-based instruction；Group presentation；Action research
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:21
  • 點閱點閱:2
本研究採用行動研究方法，發展和建構出一以主題為導向、小組報告為主要課堂活動的語言技能整合教學模式，並實施於大一英文課堂中，其目的是強化學生的英文溝通能力與提升英文教學成效。本研究執行一學年，於上下學期分別進行了一次研究循環，並以問卷調查、訪談、教學省思記錄、英語口說測驗等方式蒐集資料。研究結果顯示，學生普遍皆能接受此一授課模式，並肯定其對英文學習的諸多助益，尤其在第二學期時，課程經過調整後增加了內容和活動的多樣性和實施方式的彈性，整體的教學效果也隨之提升。此外，英文口說前後測的結果指出，此一教學方式確實有助於增進學生的英文溝通能力。文末提出若干建議，供做未來進行後續研究和改進教學的參考。
In recent years, Taiwan’s university English curricula have targeted the development of students’ ability to use multiple language skills for practical communication. In this action research study, the teacher-researcher constructed and implemented a theme-based, integrated-skills pedagogy, in which group presentation became a major activity, for one Freshman English class. The purpose of this study was two-fold: (a) to examine the pedagogy’s effectiveness in promoting students’ English communication skills, (b) to explore not only students’ perspectives on this pedagogical innovation in terms of its benefits and drawbacks, but also students’ acceptability of the pedagogy for classroom English learning. Thirty-four university freshmen participated in this study during the 2013-14 academic year. Data were gathered from questionnaire surveys, interviews, teaching logs, and oral English proficiency measures. Students’ feedback was tracked across two stages of course implementation—the first and the second action research cycle. After the first action research cycle, a number of adjustments were made to the course. By incorporating flexibility into course implementation and adding variety to course content and classroom activities, the adjusted course carried out in the second action research cycle yielded improved instructional effects. Results showed that students highly endorsed the theme-based, integrated-skills pedagogy implemented. The pedagogy, as well as group presentation, also consistently achieved wide acceptance among students. Furthermore, pre-post comparisons of students’ oral English test performances showed statistically significant gains in English speaking proficiency. The implications of these results for classroom English teaching and future research are discussed.
期刊論文
1.Yang, Luxin(2010)。Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of commerce at a Canadian university。Language Teaching Research，14(2)，141-160。  new window
2.Chou, Mu-hsuan(2011)。The influence of learner strategies on oral presentations: A comparison between group and individual performance。English for Specific Purposes，30，272-285。  new window
3.Hinkel, Eli(2006)。Current perspectives on teaching the four skills。TESOL Quarterly，40(1)，109-131。  new window
4.Liu, Jin-Yu、Chang, Y. J.、Yang, F. Y.、Sun, Y. C.(2011)。Is what I need what I want? Reconceptualising college students' needs in English courses for general and specific/academic purposes。Journal of English for Academic Purposes，10(4)，271-280。  new window
5.Crookes, Graham(1993)。Action research for second language teachers: Going beyond teacher research。Applied Linguistics，14(2)，131-144。  new window
6.陳秋蘭(20101000)。大學通識英文課程實施現況調查。長庚人文社會學報，3(2)，253-274。new window  延伸查詢new window
7.Bums, Anne(2005)。Action research: An evolving paradigm?。Language Teaching，38(2)，57-74。  new window
8.黃佩如(20040800)。Integrating the Language Skills by Collaboration in a Task-Based Project through a Theme。南亞學報，24，218-230。  new window
9.Al-Issa, Ali Said、Al-Qubtan, Redha(2010)。Taking the Floor: Oral Presentations in EFL Classrooms。TESOL Journal，1(2)，227-246。  new window
10.Kibler, Amanda(2014)。"But Before I Go to My Next Step": A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations。TESOL Quarterly，48(2)，222-251。  new window
11.徐儷娜、羅雅芬(20090700)。Using Feature Films for Theme-based Instruction to EFL College Students。高應科大人文社會科學學報，6(1)，69-88。new window  延伸查詢new window
12.Lima, Edna F.(2016)。Comprehensibility and Liveliness in Nonnative Student Oral Presentations before and after Training: A Mixed Methods Study。System，63，121-133。  new window
13.Kim, Soonliyang(2006)。Academic Oral Communication Needs of East Asian International Graduate Students in Non-science and Non-engineering Fields。English for Specific Purposes，25(4)，479-489。  new window
14.Morita, Naoko(2000)。Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program。TESOL Quarterly，34(2)，279-310。  new window
15.Munby, Ian(2011)。The Oral Presentation: An EFL Teacher's Toolkit。Studies in Culture，49，143-168。  new window
16.Papajohn, Dean(2002)。Concept Mapping for Rater Training。TESOL Quarterly，36(2)，219-233。  new window
17.Yang, Chi Cheung Ruby(2009)。Theme-based Teaching in an English Course for Primary ESL Students in Hong Kong。Electronic Journal of Foreign Language Teaching，6(2)，161-176。  new window
18.Su, Ya-Chen(2007)。Students' Changing Views and the Integrated-skills Approach in Taiwan's EFL College Classes。Asia Pacific Education Review，8(1)，27-40。  new window
19.Tsai, Ya-Ling、Shang, Hui-Fang(2010)。The Impact of Content-based Language Instruction on EFL Students' Reading Performance。Asian Social Science，6(3)，77-85。  new window
20.Wyatt, Mark(2011)。Teachers Researching Their Own Practice。ELT Journal，65(4)，417-425。  new window
21.Zappa-Hollman, Sandra(2007)。Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers。Canadian Modern Language Review，63(4)，455-485。  new window
22.Kobayashi, Masaki(2003)。The Role of Peer Support in ESL Students' Accomplishment of Oral Academic Tasks。The Canadian Modern Language Review，59(3)，337-368。  new window
23.Rigg, Pat(1991)。Whole language in TESOL。TESOL Quarterly，25(3)，521-542。  new window
24.Kumaravadivelu, Bala(1994)。The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching。TESOL Quarterly，28(1)，27-48。  new window
25.King, Jane(2002)。Preparing EFL Learners for Oral Presentations。The Internet TESL Journal，8(3)。new window  new window
會議論文
1.陳佳琦(2007)。「學科內容語言教學法(Content-based instruction, CBI)」於英語課程中之應用。臺北：國立政治大學外文中心。89-123。  延伸查詢new window
研究報告
1.Ministry of Education(2013)。2013 Education Statistical Indicators。  new window
圖書
1.Brinton, D. M.、Snow, M. A.(2003)。Content-based second language instruction: Michigan Classics Edition。Ann Arbor, MI：University of Michigan Press。  new window
2.Burns, Anne(2010)。Doing Action Research in English Language Teaching: A Guide for Practitioners。New York：Routledge。  new window
3.Cameron, Lynne(2001)。Teaching languages to young learners。Cambridge University Press。  new window
4.Brown, H. Douglas、Lee, Heekyeong(2015)。Teaching by Principles: An Interactive Approach to Language Pedagogy。Pearson Education。  new window
5.Richards, Jack C.、Farrell, Thomas S. C.(2005)。Professional Development for Language Teachers: Strategies for Teacher Training。Cambridge UP。  new window
6.Peregoy, Suzanne F.、Boyle, Owen F.(2013)。Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners。Pearson Education。  new window
其他
1.Oxford, Rebecca(2001)。Integrated Skills in the ESL/EFL Classroom，www.eric.ed.gov/fulltext/ED456670.pdf.，(ED456670)。  new window
圖書論文
1.張武昌(2009)。臺灣英語教育政策之檢討。臺灣英語教育政策之檢視：從小學到大學。文鶴。  延伸查詢new window
2.葉錫南(2009)。英語教育政策對大學英文教育之影響。臺灣英語教育政策之檢視：從小學到大學。臺北：文鶴出版有限公司。  延伸查詢new window
3.Bums, Anne(2009)。Action Research in Second Language Teacher Education。The Cambridge Guide to Second language Teacher Education。Cambridge UP。  new window
4.Kemmis, Stephen、McTaggart, Robin(2005)。Participatory Action Research。The SAGE Handbook of Qualitative Research。Sage Publications。  new window
5.Kao, Shin-Mei(2016)。Teaching ELF Presentation for Academic Purposes。Epoch Making in English Language Teaching and Learning。Crane Publishing Co.。  new window
6.Jeng, Hengsyung(2015)。Teaching Four English Skills through the Story and Movie Brokeback Mountain。Critical Reflections on Foreign Language Education: Globalization and Local Interventions。The Language Training and Testing Center。  new window
7.Snow, Marguerite Ann(2014)。Content-based and Immersion Models of Second/Foreign Language Teaching。Teaching English as a Second or Foreign Language。Cengage Learning。  new window
8.Wesche, Marjorie Bingham(2010)。Content-based Second Language Instruction。The Oxford Handbook of Applied Linguistics。Oxford UP。  new window
 
 
 
 
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