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題名:台灣全英語沉浸式幼稚園生的語言發展調查
作者:黃玉珮
作者(外文):YUH-PEI PEGGY HUANG
校院名稱:淡江大學
系所名稱:英文學系
指導教授:林春仲
學位類別:博士
出版日期:2004
主題關鍵詞:全英語沉浸式幼稚園(英語教學)immersion preschool (program)after-school programdual-language programparental involvementcognitive domainpsychomotor domainaffective domainpreLAS2000Chinese Oral Proficiency TestTest of English Pronunciation and Accentparental questionnaireinterviewclassroom observationcorrelation analysisbackground factors and test performancecultural balancecomparative cultureimpressions of foreign teachersimpressions of Taiwanese peoplecurriculum designpedagogyattitudes toward language and culture.
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近年來「全英語沉浸式幼兒園」如雨後春筍般地設立,家長亦趨之若騖,然而有些學者對其是否適合幼童學習十分存疑。可惜這方面的實驗研究極少,所以本研究的目的乃針對台灣「全英語沉浸式幼兒園」是否有效一事,提供有系統的研究資訊。以Bloom為首提出的教育目標分類為基石,本研究從三個領域來檢視幼童的表現,分別是認知領域、技能領域和情意領域,並以量化和質化的方法來蒐集資料。參與研究者包括AJ「 全英語沉浸式幼兒園」中的老師、行政人員、以及70名幼童及其家長。研究結果如下:
(1) 參與研究的幼童在preLAS 2000這項標準化的英文能力測驗的表現,與美國 同齡說母語者的表現無異。
(2) 參與研究的幼童在「中文口語能力測驗」的表現,與在台灣非就讀「全英語沉浸式幼兒園」的幼童表現無異。
(3) 參與研究的幼童在「英文發音與腔調測驗」的表現,接近美國同齡說母語者。
(4) 因為在課程規劃上,融入不同的文化,在教法上強調自然的習得,參與研究者,不但對英文及西方的文化持正面的態度,對自已的語言與文化也沒有眨抑的現象。
總而言之,本研究認為「全英語沉浸式幼兒園」提供一個健全的學習環境,協助幼童發展雙語的能力,並逐步瞭解與欣賞不同的文化。
In recent years, there has been a boom in English immersion preschools in Taiwan. This reflects the fact that Taiwanese parents are increasingly aware of the importance of their children’s English education. Despite the popularity of immersion preschool programs, some scholars have expressed doubts about their suitability for Taiwanese children. Very little research has been undertaken on immersion preschools in Taiwan, and this study seeks to rectify this condition through an analysis of the effectiveness of English immersion preschools in Taiwan. Based on the groundbreaking efforts of Bloom and others to develop a taxonomy of educational objectives, this study examines students’ performance in the following three domains: the cognitive, the psychomotor, and the affective.
This research project utilizes both quantitative and qualitative methods for data analysis. The participants in the project include teachers and administrators from English immersion preschools as well as seventy students and their parents. The results of the study suggest the following: 1) The performance of the students on the preLAS2000, a standardized English proficiency test, is comparable with the performance of English native speakers of roughly the same age. 2) The performance of the students on the Chinese Proficiency Test is comparable with the performance of other Taiwanese students of roughly the same age. 3) The English pronunciation, accent, and intonation of the students approximate that of English native speakers of the same age. 4) With a well-planned curriculum that integrates culture and language and a pedagogy that stresses natural acquisition, the students develop positive attitudes toward the English language and culture as well as their own language and culture.
In conclusion, the study suggests that English immersion preschools provide a sound educational environment for children’s language development while helping to build their understanding of and appreciation for different languages and cultures.
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