Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/54138| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 葉潔宇 | zh_TW |
| dc.contributor.advisor | Yeh,Chieh Yue | en_US |
| dc.contributor.author | 林淑娟 | zh_TW |
| dc.contributor.author | Lin, Shu Chuan | en_US |
| dc.creator | 林淑娟 | zh_TW |
| dc.creator | Lin, Shu Chuan | en_US |
| dc.date | 2011 | en_US |
| dc.date.accessioned | 2012-10-24T08:43:07Z | - |
| dc.date.available | 2012-10-24T08:43:07Z | - |
| dc.date.issued | 2012-10-24T08:43:07Z | - |
| dc.identifier | G0098951002 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/54138 | - |
| dc.description | 碩士 | zh_TW |
| dc.description | 國立政治大學 | zh_TW |
| dc.description | 英語教學碩士在職專班 | zh_TW |
| dc.description | 98951002 | zh_TW |
| dc.description | 100 | zh_TW |
| dc.description.abstract | 本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效；(2) 兩種文法練習方法對記憶保留的成效；以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。\n\n研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法，而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後，兩組受試者接受文法測驗(EGT)，以得知兩組受試者文法學習情況。一個月後，兩組受試者再次接受相同文法測驗，以進一步得知其文法的記憶保留情形。本研究主要發現如下：(1)在文法學習成效方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言，在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者，在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言，利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言，利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。\n\n最後，研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。 | zh_TW |
| dc.description.abstract | The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers.\n\nParticipants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided. | en_US |
| dc.description.tableofcontents | Chinese Abstract……………………………………………………………………x\nEnglish Abstract xii\nChapter One: Introduction 1 \nBackground and Motivation 1 Purpose of the Study 3\nResearch Questions 3\nSignificance of the Study 4\nDefinition of Terms 5\nGrammar Practice through Drills5 5\nEnglish Songs 5\nChapter Two: Literature Review 7\nArguments against Grammar Teaching 7\nArguments in Support of Grammar Teaching 8\nEmpirical Evidence for and against Teaching Grammar 9\nGrammar with Communicative Language Teaching 10\nDrills 12\n Types of Pattern Practices 12\n Drills in Language Classrooms 13\nSongs and Language Teaching 14\nStudies of English Song Instruction in Taiwan 16\nChapter Three: Methodology 21\nParticipants 21\nInstruments 23\nEnglish Grammar Test (EGT) 24\nThe Design of English Grammar Test 24\nThe Scoring of EGT 24\nThe Validity and Reliability of EGT 24\nCambridge Young Learners English Test (CYLET): Flyers 25\nA Pre-test and Two Post-tests 26\nTeaching Materials 27\niEnglish 1 28\n Ten Songs with Lyrics 29\nProcedure of the Study 30\nData Analysis 31\nChapter Four: Results 35\nThe Results of Pre-test, Post-test I and Post-test II for the \nExperimental Group 35\nThe Results of Pre-test, Post-test I and Post-test II for the \nControl Group 36\n Comparisons of the Results of Pre-test and Post-test I between\n the Two Groups 38\n Comparisons of the Results of Post-test II between the Two Groups 39\nEffects of Grammar Practice on Students with Different Proficiency Levels 39\n The Results of Statistics of the CYLET Scores for High and \nLow Achievers 40\nComparisons of Progress between the Experimental and Control Groups 44 \n Progress of High and Low Achievers in the Experimental Group 44\nProgress of High and Low Achievers in the Control Group 46\n Comparisons of Progress between High and Low English Achievers 48\nHigh English Achievers between the Two Groups 48\nLow English Achievers between the Two Groups 49\nSummary 50\nChapter Five: Discussion and Conclusion 53\nAnswers to the Research Questions 53\nResults of the Present Studies versus Results of the Previous Studies 56\nPedagogical Implications of the Study 60\nLimitations of the Study 62\nRecommendations for Further Research 63\nConclusion 64\nReferences 65\nAppendix A: Cambridge Young Learners English Test (CYLET): Flyers 74\nAppendix B: English Grammar Test (EGT) 82\nAppendix C: Two-way Specification Table of Grammar Points from Starter \nto Unit5 86\nAppendix D: Item Reliability of EGT 87\nAppendix E: Diana lyrics 88\nAppendix F: Are You Lonesome Tonight lyrics 89\nAppendix G: Dancing Queen lyrics 90\nAppendix H: Yellow Bird lyrics 91\nAppendix I: Downtown lyrics 92\nAppendix J: All Kinds of Everything lyrics 93\nAppendix K: Eleanor Rigby lyrics 94\nAppendix L: I Left My Heart in San Francisco lyrics 95\nAppendix M: Somewhere over the Rainbow lyrics 96\nAppendix N: Hero lyrics 97\nAppendix O: A Sample Lesson Plan of English Song Instruction 98 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0098951002 | en_US |
| dc.subject | 文法練習 | zh_TW |
| dc.subject | 練習 | zh_TW |
| dc.subject | 英語歌曲 | zh_TW |
| dc.subject | 記憶保留 | zh_TW |
| dc.subject | grammar practice | en_US |
| dc.subject | drills | en_US |
| dc.subject | English songs | en_US |
| dc.subject | retention | en_US |
| dc.title | 英語歌曲融入教學對國中生文法學習效益的研究 | zh_TW |
| dc.title | The effects of English song instruction on junior high school students` grammar learning | en_US |
| dc.type | thesis | en |
| dc.relation.reference | Abbott, M. (2002). Using music to promote second language learning among adult learners. TESOL Journal, 11, 10-17.\nBeale, J. (2002). Is communication language teaching a thing of the past? AFMLTA Journal Babel, 37(1), 12-16.\nBygrave, P. L. (1995). Development of receptive vocabulary skills through exposure to music. Bulletin of the Council for Research in Music Education, 127, 28-34.\nCanale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to Second language teaching and testing. Applied Linguistics, 1, 1-47.\nCelce-Murcia, M. (1990). What Role for Grammar after the Communicative\n Resolution?. Retrieved from EBSCOhost.\nChang, S. C. (2008). The effects of computer-assisted multimedia English pop songs\n instruction on elementary school students’ motivation an achievements in their English acquisition. Unpublished Master`s Thesis. National Kaohsiung Normal University.\nChen, Y. C. (2008). The effect of using English billboard songs on improving students’ writing motivation at St. Paul’s School in Kaohsiung. Unpublished Master`s Thesis. National Kaohsiung Normal Uinversity.\nChen, Y. C. (2010). A Study of enhancing EFL young learners’ sight vocabulary acquisition and oral reading fluency through pop son singing-reading instruction. Unpublished M.A. thesis, Taiwan: National Cheng Kung University.\nChu, C. L. (2010). Teaching pupils English through popular English songs. Unpublished M.A. thesis, Taiwan: National Yunlin University of Science & Technology.\nChung, S. F. (2006). A communicative approach to teaching grammar: theory and practice. The English Teacher XXXIV, 33-50.\nClaerr, T., & Gargan, R. (1984). The role of songs in the foreign language classroom. OMLTA Journal, 28-32. Also in Snyder, B. (Ed), Look Out World, Here We Come! (Eric Document Reproduction No. ED 254 104)\nDiamond, J., & Minicz, E. (1994). Country songs: Music, language, and life. Journal of the Imagination in Language Learning, 2, 112-115.\nDornyei, Z. (2001). Teaching and researching motivation. England: Pearson Education Limited.\nEbbinghaus, H. (1964). Memory: A contribution to experimental psychology. (H.A. Ruger, & C.E., Bussenius, Trans.). New York: Dover Publicaitons, Inc. (Originally published, 1885).\nEllis, R. (1984). Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions in children. Applied Linguistics, 5, 138–55.\nEllis, R., (1994). The study of second language acquisition. Oxford: Oxford University Press.\nEllis, R., (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3). \nFelix, S. (1977). The relationship between age and second language productive ability. Language Learning, 25, 245-266.\nGarrett, N. (1986). The problem with grammar: What kind can the language learner use? Modern Language Journal, 70(1), 133–48.\nHaight, C., Herron, C., & Cole, S. P. (2007). The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom. Foreign Language Annals, 40(2), 288-310.\nHammerly, H. (1991). Fluency and accuracy: Toward balance in language teaching and learning. Clevedon: Multilingual Matters.\nHarley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-359.\nHatch, E. (1978). Second Language Acquisition. Rowley, Mass: Newbury House.\nHedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford University Press.\nHerusatoto, H. (2005) The balance between fluency and accuracy in communicative language teaching. Retrieved August, 10, 2011, from http://www.stbalia-yk.ac.id/dial-lia/viewArtikel.php?artkid=4\nHowatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.\nHuang, C. S. (1999). Upgrading listening comprehension I. Taipei, Taiwan: The Crane Co., Ltd.\nHuang, Y. L. (2005). How to improve low-achievers` listening abilities─using PE students as an example. Unpublished Master’s Thesis. National Chengchi University.\nHughes, A. (2003). Testing for language teachers. (2nd ed.). Cambridge. New York: Cambridge University Press. \nHuy, Le, M. (2000, January). The role of music in second language learning: A Vietnamese perspective. Paper presented at the Combined 1999 Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia.\nKrashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Oxford University Press.\nKrashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.\nKrashen, S. D. (1999). Seeking a Role for Grammar: A Review of Some Recent Studies. Foreign Language Annals, 32(2), 245-57. Retrieved from EBSCOhost.\nKuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers. Unpublished Master`s Thesis. National Taipei University of Education.\nLai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished Master`s Thesis. National Taiwan Normal University.\nLarsen-Freeman, D. (2000). Techniques and principles in language teaching. England: Oxford University Press.\nLee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rime awareness and learning motivation-a study of the second graders of Pingtung County. Unpublished Master`s Thesis. National Pingtung University of Education.\nLightbown, P. (1983). Exploring relationships between developemental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-oriented research in second language acquisition, (pp. 217-243). Rowley, ,MA: Newbury House.\nLightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53, 315-355.\nLin, H. Y. (2010). A study on the effects of English song instruction on listening comprehension for EFL junior high school students. Unpublished Master`s Thesis. National Changhua University of Education.\nLiu, S. Y. (2008). The effects of story grammar instruction with song teaching on Taiwanese EFL young learner’s reading comprehension. Unpublished Master`s Thesis. National Changhua University of Education.\nLiu, N. L. (2009). The effects on elementary school students’ English learning motivation through integrating English songs and nursery rhymes in music classes. Unpublished Master`s Thesis. Leader University.\nLong, M. H. (1982). Does second language instruction make a difference? A review of research. Paper presented at the 16th Annual TESOL Convention, Honolulu, Hawaii, May, 1982.\nMacIntyre, P. D. (1999). Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45.\nMedina, S. L. (1990). The Effects of Music upon Second Language Vocabulary Acquisition. Retrieved from EBSCOhost.\nMinistry of Education, Republic of China. The Nine-Year Integrated English Curriculum Guidelines of Elementary and Junior High School. Retrieved August, 7, 2011, from http://www.edu.tw/eje/content.aspx?site_content_sn=15326\nMora, C.F. (2000). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146-152.\nMurphy, T. (1990). The song stuck in my head phenomenon: A melodic din in the lad? System 18 (1), 53-64.\nNassaji, H. , & Fotos, S. (2004). Current development in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.\nNunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle & Heinle Publishers.\nPatel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674. Retrieved from EBSCOhost.\nPaulston, C. B. (1971). The Sequencing of Structural Pattern Drills. TESOL Quarterly, 5, 197-208.\nPaulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedures. Massachusetts: Winthrop.\nPavesi, M. 1986 Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 8(1): 38-55 \nPérez-Llantada Auría, Mª del Carmen (2007). New Trends in Grammar Teaching: Issues and Applications An interview with Prof. Diane Larsen-Freeman. Atlantis 29.1, 157-163.\nPica, T. (1985). The selective impact of classroom instruction on second language acquisition. Applied Linguistics, 6(3), 214—222. \nPienemann, M. 1989: Is language teachable? Applied Linguistics, 10(1), 52-79.\nPien, T. M. (2007). Effects of using pictures in the English song instruction on English learning of third graders. Unpublished Master’s Thesis. National Kaohsiung Normal University.\nPolitzer, R. (1968). The role and place of the explanation in the pattern drill. International Review of Applied Linguistics, 6, 315-331.\nRafiee, M; Kassaian, Z., & Dastjerdi, H. (2010). The application of humorous Song in EFL classrooms and its effects on listening comprehension. English Language Teaching 3(4), 100-108.\nRichards, J. C., & Renandya, W. A. (2003). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.\nRichards, J., & Rodgers, T. (2001). Approaches and methods in languages teaching (2 nd ed.). New York: Cambridge University Press.\nRivers, W. M. & Temperley, M. S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press.\nRubio, F; Passey, A & Campbell S. (2004). Grammar in Disguise: The hidden agenda of communicative language teaching textbooks RAEL - Revista Electrónica de Lingüística Aplicada 3, Universidad de Utah, p.158-176. Retrieved from: dialnet.unirioja.es/servlet/fichero_articulo?articulo=1396249&orden=28335- The National Capital Language Resource Center, Washington, DC (N.D).\nSauvignon, S. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia: Center for Curriculum Development.\nSchmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-58. Retrieved from EBSCOhost.\nSchoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESOL Journal, 7(2).\nSchumann, J. H. (1978). Second language acquisition: the pidginization hypothesis. In\nHatch, E. M., editor, Second language acquisition: a book of readings. Rowley, MA: Newbury.\nSkehan, P. (1996). A framework for the implementation of task-based instruction.\nApplied Linguistic, 17(1), 38-62.\nSkinner, B. F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.\nSpada, N. (1987). Relationship between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 8, 137-161.\nStansell, J. W. (2005) The use of music for learning languages: a review of the literature. University of Illinois at Urbana-Chmpaign. Retrieved July 25, 2011, fromhttp://mste.illinois.edu/courses/ci407su02/students/stansell/Literature%20Review%201.htm\nStevick, E. (1996). Memory, meaning and method: A view of language teaching. Boston: Heinle & Heinle.\nStokes, J. (2008). The Effects of Music on Language Acquisition. CELE Journal, 16.\nSwain, M., & Lapkin, S. (1989). Canadian immersion and adult second language teaching: What’s the connection? Modern Language Journal, 75, 150-159.\nTerrell , T. ( 1991 ). The role of grammar instruction in a communicative approach . Modern Language Journal, 75, 52-63.\nTruscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.\nUr, P. (1996). A Course in language teaching: Practice and theory. Cambridge University Press.\nVilson, J, Leffa. The role of exercises in computer-mediated language learning. In: INFORMÁTICA 2007: XII CONVENCIÓN Y EXPO INTERNACIONAL, 12, 2007, Havana. Las Tecnologias de la información y las comunicaciones y su contribución a un mundo mejor. Havana: Ministério de la Informática y las Comunicaciones de la República de Cuba, 2007. 1 CD.\nWallace, W. T. (1994). Memory for music: effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1471-1485. \nWeslander, D. and Stephany, G. V. (1983). Evaluation of an English as a second language program for southeast Asian students. TESOL Quarterly, 17(3), 473-80.\nWhittaker, F. (1981). Notes on Grammar: Singing in ESL with Songs for the Grammar Class. Honolulu, HI: (ERIC: Document Reproduction Service No. ED2073336).\nWillis, J. & Leaver, B. (Editors). (2004). Task-based Instruction in Foreign Language Education. Practices and Programs. USA: Georgetown University Press.\nWong, W. & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36, 403-423.\nYang, L. C. (2002). Effects of an English singing program on English learning for TC and Non-TC learners in junior high school. Unpublished Master`s Thesis. National Kaohsiung Normal University.\n\n文世豪（2009）。以英語流行歌曲提昇國小六年級學生英語學習成效與學習態度之行動研究。國立台北教育大學兒童英語教育研究所碩士論文。\n李美誼（2005）。多媒體英語歌曲教學對提升國小學童學習動機與學習成效之研究（未出版碩士論文）。屏東師範學院，屏東縣。\n李淑敏 (2011)。英語歌曲融入教學對國中生英語學習成就及動機影響之研究、國立台中教育大學課程與教學研究所碩士論文。\n高崇哲（2007）。傳統文法教學與溝通式教學法之歌唱融入文法教學對英語學習焦慮與文法學習成效之比較研究。未出版碩士，國立彰化師範大學教育研究所，彰化縣。\n張淑真（2008）。電腦輔助多媒體英語流行歌曲教學對國小學童英語習得動機與成就之效益研究（未出版碩士論文）。高雄師範大學，高雄市。\n劉乃綸（2009）。英文歌曲和童謠融入音樂課教學對國小學童英語學習動機之影響（未出版碩士論文）。立德大學，臺南市。 | zh_TW |
| item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
| item.languageiso639-1 | en_US | - |
| item.openairetype | thesis | - |
| item.grantfulltext | open | - |
| item.cerifentitytype | Publications | - |
| item.fulltext | With Fulltext | - |
| Appears in Collections: | 學位論文 | |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| 100201.pdf | 3.15 MB | Adobe PDF2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.