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題名：英語分級教學成效分析--以中區某科技大學為例
書刊名：新竹教育大學人文社會學報
作者：李金玲／蘇綉惠 引用關係
作者(外文)：Lee, Chin-ling／Su, Hsiu-hui
出版日期：2009
卷期：2:1
頁次：頁233-253
主題關鍵詞：英語分級教學；英語學習策略；英語能力指標；English ability-grouping teaching；The English learning strategy use；English language skill index
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(10) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:8
  • 點閱點閱:47
本研究旨在(1)調查技專科大英語分級教學對學生學習成就表現之影響；(2)了解技專科大英語分級教學，學生在英語學習策略使用六個分類別之使用情形;(3)分析技專科大英語分級教學，學生在英語學習策略使用對學習成就之影響。研究工具以「英語文學習策略使用量表」(Strategy Inventory for Language Learning, SILL)和「英語分級教學安置測驗」，為量化研究工具，調查技專校院的參與英語分級教學學生,調查所得之資料分別採描述統計、平均數 t 考驗、單因子變異數分析、單因子共變數分析、相關分析等統計方法加以分析和解釋。研究主要結果為(一) 實施英語分級教學後學生的成就表現達顯著進步，可符合目前各校對英語分級教學理念的認同，其相關教學經驗亦可提出供各校學習參考。(二)中級級數對學生成就測驗後測成績之效果顯著優於基礎級和高級之學生；又中級學生的英語學習策略使用的平均數也相對的高於基礎級和中高級學生，因此，本研究再一次印證學習策略的使用確實可以幫助學生提升英語學習成效，也建議英語教師應將語言學習策略使用的方法納入教學歷程中。本研究也提出未來技專校院英語分級教學在有形的架構確立之後，能建立各級數學生語言能力標準，以作為教學成效評量的能力指標依據。
This research paper was mainly (1) to investigate the effects of English ability-grouping teaching on students' learning in a university of technology; (2) to explore the extent of the English leaning strategy use of the Strategy Inventory for Language Learning (SILL), responded by students in the target university of technology; (3) to analyze the effects of English learning strategy use on the learning achievement of the students in the target university of technology. The SILL and a teacher-made placement test were utilized as research instruments for data collection. The SPSS statistic software was used to synthesize, analyze and explain data collected through the procedure of t-test, One-way ANOVA, ANCOVA, and Pearson-product correlation. The major findings were illustrated as follows: (1) There was significant progress on all students' English learning achievement after their joining the English ability-grouping teaching; (2) The students at intermediate level performed significantly better than the other levels, basic and high-intermediate after joining the English ability-grouping teaching, according to the scores of the posttest on English proficiency; (3) The students at intermediate level also held significantly higher frequency of use, according to the responses to the SILL, than those students at the other levels, basic and high-intermediate. It was apparent evidence that there are positive effects of English learning strategy use on the learning achievement of the students in technological universities. The present study also suggested English learning strategies should be taught and guided to students for efficient learning; moreover, the English language skill index can be presented and analyzed to examine the effectiveness of the English ability-grouping teaching.
期刊論文
1.Brown, J.(2006)。Locus of learning and affective strategy use: Two factors affecting success in self-instructed language learning。Foreign Language Annals，39(4)，640-659。  new window
2.Huang, S.Y.(1998)。Freshman English programs for non-English major at universities in Taiwan: An investigation into the gap between expectations and reality。Tunghai Journal，39，129-154。  new window
3.Jin, L.、Cortazzi, M.(1998)。Dimensions of dialogue: Large classes in China。International Journal of Educational Research，29，739-761。  new window
4.Nisbet, Deanna L.、Tindall, Evie R.、Arroyo, Alan A.(2005)。Language learning strategies and English proficiency of Chinese university students。Foreign Language Annals，38(1)，100-107。  new window
5.余綺芳(19960300)。Restructuring of the FEL Lab Listening Class: The Soochow University Experience。東吳外語學報，11，119-136。new window  new window
6.余綺芳(19941200)。The Assessment of Ability Grouping in the College Lab Program: The Soochow Experience。東吳外語學報，10，45-77。new window  new window
7.EL-DIB, M. A.(2004)。Language learning strategies in Kuwait: links to gender, language level, and culture in a hybrid context。Foreign Language Annals，37(1)，85-95。  new window
8.Poole-Alexander(2005)。Gender Differences in Reading Strategy Use among ESL College Students。Journal of College Reading and Learning，36(1)，7-20。  new window
會議論文
1.Yang, N. D.(1995)。Effective Awareness-Raising in Language Learning Strategy Training。The 29th annual meeting of International Teachers of English to Speakers of Other Languages。Long Beach, CA.。  new window
2.Eyerman, L.(2000)。Fitting the pieces together: Curriculum, materials, resources, testing and training。  new window
3.王世平(1998)。大專英語「能力分級」實證教學研究。第15屆中華民國英語文教學研討會。臺北：文鶴。311-330。  延伸查詢new window
4.李輝華(2000)。有利於英語教學的學校措施。第九屆中華民國英語文教學國際研討會。臺北：文鶴。574-585。  延伸查詢new window
研究報告
1.東吳大學(2002)。「東吳大學共通教育實施計畫」九十年度執行成果報告分項計畫(一)英文小組。  延伸查詢new window
學位論文
1.Osanai, D.(2000)。Differences in language learning strategies between male and female, and also between Asian and Latino ESL students(博士論文)。The University of Tennessee，Knoxville, TN。  new window
2.Huang, Y. C.(2000)。Grouping strategies based on conceptual graph for cooperative learning(-)。Chung Yuan University，Taiwan。  new window
圖書
1.Cook, V.(2001)。Second language learning and language teaching。New York：Oxford University Press。  new window
2.Gebhard, J. G.、Oprandy, R.(1999)。Language teaching awareness: A guide to exploring beliefs and practices。New York：Cambridge University Press。  new window
3.Oxford, Rebecca L.(1990)。Language learning strategies: What every teacher should know。Newbury House。  new window
4.O'Malley, J. M.、Chamot, A. U.(1993)。Learning strategies in second language acquisition。Cambridge：Cambridge University Press。  new window
 
 
 
 
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