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引文資料
題名:
Factors Influencing ESL Learners Attention in the English Class
書刊名:
嘉南學報
作者:
沈麗璧
/
沈姍姍
/
江姃慈
作者(外文):
Shen, Li-bi
/
Shen, Shan-shan
/
Chiang, Cheng-tzu
出版日期:
1996
卷期:
22
頁次:
頁187-198
主題關鍵詞:
Attention
;
Distraction
;
Motivation
;
Classroom management
;
Education
;
專科學生
;
英文學習
;
專心度
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:0
點閱:23
本文旨在探討影響專科學生英文學習專心度之因素。並進而了解學生之性別、年級、科別、及成績,與其專心度之相關性。此外,本文亦探討英語教材、教室氣氧、學習興趣、內在動機、教學法、教師之穿著、教師之性別、教師上課是否點名、教師上課所使用之語言、評分方式、教室是否有佈置英文壁報、學生是否課前預習、課後複習並做隨堂筆記對於其英語學習之專心度的影響。本文的研究對象,取自於台中、嘉義、台南地區,八百五十二名五專與二專學生,共計九個不同科系、十八班學生。問卷調查結果顯示,學生上英文課分心之程度如下:974.7%男生自認有分心現象,含總是分心35.6%,偶而分心59.1%;女生有91.6%自認會分心,含25.3%總是分心,66.3%偶而分心。同時,統計結果亦顯示:專心度因英文成績、性別、科別而異,但與年級無關。另外,學生的學習興趣、喜不喜歡上英文課、上課的教材、老師的評分方式、教學法、教師的衣著、教師緎別、學生有無課前預習、課後複習以及做隨堂筆記皆影響學生專心度極大。影響較其次的是教室氣氛及上課是否點名。至於,教師上課使用的語言、以及教室是否佈置英文相關的壁報,並無顯著影響其專心度。為了激發學生的學習動機,吸引其上英文課的專注力,並達到教學目標,教師應適時改變英語教材及教學法、調節上課氣氛並注意學生之異常行為。更進一步地,探討專心度是否因上列因素之改進而增強是必要的。
以文找文
This paper explores the main factors influencing ESL learners' attention in the English class. Factors such as the impact of intrinsic motivation, major, gender, grade, score, textbook, classroom climate, teaching methods, teacher's clothes, language, attendance taking, evaluation, English posters, students' preview, review, and note-taking habits are all considered. Eight hundred and fifty-two students from different departments, in three junior colleges served as the subjects. A survey questionnaire was conducted for 10 minutes in 18 intact classes. The results indicated that there are significant differences between those listed factors and learner's attention in the English class, except teacher's language and English posters in the classroom. The results also showed that 60.9% of the students (including 35.6% males and 25.3% females) are always distracted in the English class. Additionally, attention varies with students' genders, majors, and scores, but not with grades. In order to better attract ESL students' attention in the English class, powerful methods are reviewed and further studies are suggested.
以文找文
期刊論文
1.
Turner, J. C.(1995)。The influence of classroom contexts on young children's motivation for literacy。Reading Research Quarterly,30(3),410-441。
2.
Bernaus, M.(1987)。Activities that motivate and increase student output。English Teaching Forum,25(1),45-46。
3.
Cho, J. Y.(1991)。Attention: Cognitive science discoveries and educational practice。Dissertation Abstracts International,51(08),2617。
4.
Cormon, Françoise(1986)。Humanistic Activities and Teacher Motivation。English Language Teaching Journal,40(4),278-281。
5.
Gao, Y.(1992)。The appropriateness of nonverbal classroom behaviors。English Teaching Forum,30(1),38-39。
6.
徐貞美(1995)。English is no longer low achievement students' nightmare。中等教育,46(2),37-43。
7.
Kfouri, C.(1993)。Practical methods for classroom management。English Teaching Forum,31(3),40-41。
8.
Kierstead, J.(1986)。How teachers manage individuals and small-group work in actve classrooms。Educational Leadership,44(2),22-25。
9.
Kulas, S. S.(1992)。Mastery learning: Does it have the 'Robin Hood' effect? (Low achievement, student achievement, high achievement)。Dissertation Abstract International-A,54(06),2041。
10.
Li, X.(1992)。How to deal with uncooperative students in group activities。English Teaching Forum,30(1),40。
11.
Miller, P.(1987)。Ten characteristics of a good teacher。English Teaching Forum,25(1),40-41。
12.
Orr, B.(1995)。The management skills of business education student teachers' performance in the classroom as perceived by cooperating teachers, university supervisors, and st。Dissertation Abstracts International,55(08),2349。
13.
Stone, L. E.(1995)。An investigation of classroom management and how it promotes a positive learning environment。Dissertation Abstracts International,55(09),2675。
14.
Wikinson, I. A. G.(1991)。A micro-experimental analysis of silent reading in small-group guided reading lessons。Dissertation Abstracts International,52(07),2485。
圖書
1.
Biehler, R. F.(1978)。Psychology Applied to Teaching。Psychology Applied to Teaching。Boston。
2.
Mouly, G. J.(1973)。Psychology for Effective Teaching。New York:Holt, Rinehart & Wiston。
3.
Burden, P. R.、Byrd, D. M.(1994)。Methods For Effective Teaching。Allyn and Bacon。
4.
Brown, H. D.(1994)。Teaching by principle: An interactive approach to language pedagogy。Englewood Cliffs, NJ:Prentice Hall Regents。
5.
Brown, H. Douglas(1994)。Principles of Language Learning and Teaching。Prentice-Hall。
6.
Anderson, T. H.、Armbruster, B. B.(1991)。The Value of taking notes during lectures。Teaching Reading & Study Strategies at the College Level。Delaware。
7.
Davies, D. R.、Jones, D. M.、A., Taylor(1984)。Selectice-and Sustained- Attention Tasks: Indiidual and Group Difference。Varieties of Attention。Florida。
8.
黃自來(1990)。New Orientations in English Language Teaching。New Orientations in English Language Teaching。Taipei。
9.
Hudgings, J. M.、Cone, W. H.、Yoder, W. H., Jr.(1990)。Guide for Classroom Observation and Effective Teaching。Guide for Classroom Observation and Effective Teaching。Iowa。
10.
Hunter, M.(1986)。Motivation。Motivation。California。
11.
Wheldall, K、Glynn, T.(1989)。Effective Classroom Learning: A Behavioural Interactionist Approach to Teaching。Effective Classroom Learning: A Behavioural Interactionist Approach to Teaching。New York。
圖書論文
1.
Gardner, Robert C.、MacIntyre, P. D.(1995)。An Instrumental Motivation in Language Study: Who Says It Isn't Effective?。Readings on Second Language Acquisition。Prentice Hall Regents。
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