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題名:合作學習在國中英語教學之實施及成效
作者:梁彩玲
作者(外文):Tsailing Liang
校院名稱:國立臺灣師範大學
系所名稱:英語研究所
指導教授:施玉惠
陳秋蘭
學位類別:博士
出版日期:2002
主題關鍵詞:合作學習溝通式教學法九年一貫課程COOPERATIVE LEARNINGcommunicative language teachingnine-year joint curriculum
原始連結:連回原系統網址new window
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本論文結合了合作學習、第二語言習得、與外語教學之理論,對國中英語教學進行實證研究。其目的在探討合作學習對於國中生之語言學習、學習動機、以及常態編班下高成就與低成就學生之學習成效。本研究係以準實驗之設計,以台灣中部地區一所鄉下國中的兩班國中一年級學生,總共七十人為研究對象。一班為實驗組,另一班為對照組,並採取前測後測之實驗方法。資料之收集包括兩次對話式之口試、三次月考之成績、動機問卷之調查、學生訪談、以及老師之深度訪談。研究期間,實驗組進行合作學習之教學法,而對照組則是傳統式教學法。為避免教師對合作學習之教學法不熟悉而影響研究結果,本文作者特於本研究開始之前兩年,赴該校為任教於該校之十二位英語教師進行為期近兩年之教師在職進修,提供深度且長期之合作學習工作坊,並於工作坊結束後,挑選成績優異之教師進行合作學習之實證研究。
本研究結果顯示,實驗組於語言及非語言層面之溝通能力以及學習之動機,均以顯著之成績優於對照組。而高成就與低成就之學生,在合作學習之薰陶下,亦可各自發揮所長,除了獨善其身之外,還可兼善天下,也幫助同學成長學習。在語言表現以及學習動機方面,均以顯著之成績優於對照組中之高成就與低成就之學生。據此結果,合作學習值得在台灣這一波教改浪潮中,尤其是在九年一貫課程推動之際,受到更大的重視與推廣。
This study brings together the fields of cooperative learning, second language acquisition, as well as second/foreign language teaching to create optimal schooling experiences for junior high school students. Integrating cooperative learning with the theories from the second language acquisition, i.e. the comprehensible input, the comprehensible output, the interaction and context, and the affective domain of motivation, the researcher hopes that this empirical study can provide a close link between cooperative learning and the communicative language teaching and, at the same time, propose guidelines for EFL teachers who wish to implement cooperative learning to enhance their students’ proficiency in English as well as motivation toward learning English.
The purpose of this quasi-experimental study was to investigate the effects of cooperative learning on EFL junior high school learners’ language learning, motivation toward learning English as a foreign language, and the high- and low-achievers’ academic achievements in a heterogeneous language proficiency group. A pretest-posttest group research design was used. The sample population was from two classes of the first year junior high school students in a rural town in central Taiwan. There were totally 70 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Three-Step-Interview, Learning Together, Talk Pair, Inside-Outside Circle, and Student-Teams-Achievement Division. The control group was taught in the traditional method of Grammar Translation with some of the Audio-Lingual approach.
This study collected data from two oral tasks, scores of monthly examinations, motivational questionnaires, student interview, and teacher interview to achieve methodological triangulation. The statistical tools of the Independent Samples Test and Paired Samples Test were used to determine whether there were significant inter- and intra-group differences. The results of the study showed that the experimental group outperformed the control group significantly (p < .05) in the measurement of oral communicative competence and the motivational questionnaire. The results of the students’ scores on the school monthly examination showed that the academic achievements of the experimental group were comparable to those of the control group.
The major findings of this study suggested that cooperative learning helped significantly to enhance the junior high school learners’ oral communicative competence and their motivation toward learning English. Based upon the conclusions drawn from the study, cooperative learning was thus recommended to be integrated into the junior high school English instruction as part of the Nine-Year Joint Curriculum, the current wave of education reform in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching, especially suggestions for teacher development in cooperative learning, were proposed. Finally, suggestions for future research were recommended.
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