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https://ah.lib.nccu.edu.tw/handle/140.119/125019| 題名: | 高中英文教學融入英文小說 - 採用傳統教學與討論式教學對於學生閱讀能力影響之研究 Incorporating English novels into the senior high school English curriculum: A comparison of the lecture approach and the discussion-based approach and their connections with students` English reading ability |
作者: | 莊弘哲 Chuang, Hung-Che |
貢獻者: | 余明忠 Yu, Ming-Chung 莊弘哲 Chuang, Hung-Che |
關鍵詞: | 英文小說閱讀 傳統教學 討論式教學 閱讀能力 English novel reading Group discussion Conventional instruction Reading comprehension |
日期: | 2019 | 上傳時間: | 7-Aug-2019 | 摘要: | 當學生被分配完成任務或實現目標時，教師的教學策略乃成為學習策略。教師採用閱讀具體課外材料的教學策略，可以鼓勵學生注意課程的學習目標。這項研究調查了兩種不同的方法之間的差異：小組討論（GD）與傳統教學。\n本研究共有68名參與者來自一所桃園市立高中。兩班具有相似教育背景的11年級學生被分配為對照組和實驗組。這兩班學生基本特質雖具有相似性，但仍對兩班前測結果進行t檢定來確認這些學生的英文學業表現上無顯著差距。\n前測和後測的效標參考照評估工具乃採用頗具公信力的全民英檢中級（GEPT）中客觀試題，不含非選部分。教學實驗合計17週的時間。\n結果總結如下：\n1.小組討論（GD）方法有助於促進11年級學生的閱讀理解。\n2. GD方法有助於提高十一年級學生的閱讀及學習興趣\n3. GD方法加強了高成就學習者及低成就學習者的閱讀能力。\n4.幾乎所有參與者都對GD方法表現出積極的看法。\n5.有限的詞彙和文化差異導致閱讀指定小說的相互困難。\n文末謹提供相關英語教師和未來的研究人員若干建議。 A teacher`s instructional strategies become learning strategies when students are assigned to accomplish tasks or meet goals. Using the instructional strategies of reading specific out-of-class material, a teacher can encourage students` attentiveness of the learning goals of a course. This study investigated the difference between two dissimilar approaches – group discussion (GD) versus conventional instruction.\nA total of 68 participants in this study were incorporated from a municipal senior high school in Taoyuan, Taiwan. Two classes of 11th graders with akin schooling background were assigned as control and experiment groups. In spite of the similarity of the two classes, a t-test was used to analyze the results of their pretest to confirm that the students were of similar achievement levels.\nThe General English Proficiency Test (GEPT) was adopted as criterion-referenced assessment instrument for both pretest and posttest. The length of the experiment lasted 17 weeks.\nThe results are summarized as follows:\n1. Group Discussion (GD) approach helped promote 11th graders’ reading comprehension.\n2. GD approach helped increase 11th graders’ interest in reading and learning.\n3. GD approach enhanced the reading abilities of the high achievers as well as the low achievers.\n4. Almost all participants showed positive perception toward GD approach.\n5. Limited vocabulary and cultural gap contributed to difficulties in reading the designated novel.\nFinally, some recommendations were presented for teachers and future researchers. |
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Top Ten Principles for Teaching Reading. ELT Journal, 40(1), 42-45.\nWu, H. K., & Huang, Y. L. (2007). Ninth‐Grade Student Engagement in Teacher‐Centered and Student‐Centered Technology‐Enhanced Learning Environments. Science Education, 91(5), 727-749. National Taiwan Normal University.\nZohrabi, M., Torabi, M. & Baybourdiani, P. (2012). Teacher-Centered and/or Student-Centered Learning: English Language in Iran. English Language and Literature Studies, 2(3), 18-30. | 描述: | 碩士 國立政治大學 英語教學碩士在職專班 102951012 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0102951012 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
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