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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/54504
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dc.contributor.advisor葉潔宇zh_TW
dc.contributor.advisorYeh, Chieh Yueen_US
dc.contributor.author陳薇文zh_TW
dc.contributor.authorChen, Wei Wenen_US
dc.creator陳薇文zh_TW
dc.creatorChen, Wei Wenen_US
dc.date2011en_US
dc.date.accessioned2012-10-30T03:11:49Z-
dc.date.available2012-10-30T03:11:49Z-
dc.date.issued2012-10-30T03:11:49Z-
dc.identifierG0097951011en_US
dc.identifier.urihttp://nccur.lib.nccu.edu.tw/handle/140.119/54504-
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.description97951011zh_TW
dc.description100zh_TW
dc.description.abstract由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。\n本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。\n根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。zh_TW
dc.description.abstractWith the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning.\nThe participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning.\nBased on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.en_US
dc.description.tableofcontentsAcknowledgment.……………………………………………………………….……iii\nTable of Contents………………...…………………………………………………....v\nList of Tables………………………………………………………………….………xi\nChinese Abstract…………………………………………………………………….xiii\nEnglish Abstract…………………………………………………………………... ...xv\nChapter One: Introduction…………………………………………………………..1\nBackground and Motivation of the Study……………………………………….1\nPurpose of the Study……………………………………………………….........3\nResearch Questions……………………………………………………………...3\nDefinition of Terms……………………………………………………………...4\nChapter Two: Literature Review……………………………………………………7\nLanguage Learning Attitude and Learning Achievement……………………….7\nLanguage Learning Attitude………………………………………………7\nLanguage Learning Achievement…………………………………………7\nRelationship between Language Learning Attitude and \nLanguage Learning Achievement…………………………………………8\nImmigrant Students’ Language Learning Condition in the USA………………..8\nImmigrant Students’ English Learning Condition……………………...…9\nImmigrant Students’ English Proficiency and \nGeneral Academic Achievement………………………………………...10\nAcademic Achievement of NIC………………………………………………..11\nNIC’s General Academic Achievement………………………………….11\nNIC’s Academic Achievement in the Area of Language Art…………….12\nNIC’s Achievement in Language Course………………………….13\nNIC’s Achievement in English…………………………………….14\nLearning Attitude of NIC………………………………………………………15\nNIC’s Learning Attitude toward General Learning Areas…………….…15\nNIC’s Learning Attitude toward English………………………………...15\nPurpose of This Study………………………………………………………….16\nChapter Three: Methodology………………………………………………………17\nParticipants…………………………………………………………………….17\nInstruments…………………………………………………………………….18\nParticipants’ Background Questionnaire………………………………...18\nNIC’s Parents’ Educational Background and Their Careers………19\nNIC’s Mothers’ Nationalities………………………..…………….20\nNIC’s Languages Spoken at Home………………………..…...….21\nNIC’s English Learning Background……………………………...23\nThe English Scores…………………………………………………..…..24\nEnglish Learning Attitude Scale………………………………………....24\nGroup Interview for New Immigrant Children……………………...…..25\nInterview for English Teachers……………………………………….….26\nProcedure………………………………………………………………………27\nData Analysis…………………………………………………………………..30\nChapter Four: Results……………………………………………………………....33\nParticipants’ English Performances: NIC’s vs. TC’s……………...…………...34\nParticipants’ English Scores……………………………………………..34\nt-test Comparison of NIC’s and TC’s English Scores………………..….34\nNIC’s English Learning Attitude: NIC’s vs. TC’s……………………………..36\nA Summary of the Attitude Scale Results……….....................................42\nCorrelation between NIC’s English Achievement and Learning Attitude……..43\nResults of NIC’s Group Interview………………………………………..……44\nNIC’s Perception toward Learning English……………………………...44\nNIC’s English Learning Environment at Home……………………..…..47\nChallenges NIC Face in Learning English at School……………………48\nResults of the Interview for the Two English Teachers…………….………….55\nTwo English Teachers’ English Teaching Experiences………………….55\nNIC’s Learning Attitude in English Classes……………………………..56\nNIC’s English Learning Achievement…………………………………...57\nChallenges NIC Usually Face…………………………………………...60\nFeasible Ways to Help NIC……………………………………………...63\nSummary of Research Discoveries…………………………………………….65\nNIC’s English Learning Conditions……………………………………..65\nNIC’s Own Perspectives on Their English Learning……………………66\nEnglish Teachers’ Perspectives on NIC’s English Learning………...…..68\nChapter Five: Conclusion and Discussion…………………………………………71\nMajor Findings and Discussions……………………………………………….71\nNIC’s English Achievement……………………………………………..72\nNIC’s Attitudes toward Learning English……………………………….73\nNIC’s English Learning Attitude vs. TC’s English Learning Attitude… .74\nCorrelation between NIC’s English Achievements and \nLearning Attitudes……………………………………………………….74\nNIC’s Perspectives about Their English Learning Conditions…………..75\nNIC’s Perception toward Learning English……………………….75\nNIC’s English Learning Environment at Home…………………...76\nChallenges NIC Face in Learning English at School……………...77\nEnglish Teachers’ Perspectives about NIC’s English \nLearning Condition………………………………………………………79\nNIC’s English Learning Attitudes…………………………………79\nNIC’s Learning Achievement in English………………………….79\nEnglish Learning Challenges NIC Face…………………………...80\nFeasible Ways to Help NIC Improve Their English…………...….81\nImplications of the Findings…………………………………………………...82\nNIC’s Perspectives vs. English Teachers’ Perspectives…………………83\nEnglish Teachers’ Role in NIC’s English Learning……………………..83\nNIC’s Families May Have the Most Direct Impact \non Their English Learning Conditions……………………………..……84\nPositive Attitude May Not Simply Contribute to Better Achievement….84\nLimitations of This Study and Recommendations for Further Studies………..85\nReferences………………………………………………………………………........89\nAppendices…………………………………………………………………………...95\nAppendix A: Participants’ Background Questionnaire………………………...95\nAppendix B: English Learning Attitude Scale…………………………………97\nAppendix C: Interview Questions for NIC…………………………………...101\nAppendix D: Interview Questions for English Teachers…………………......107\nAppendix E: Participants’ Parents’ Consent Form……………………………111 \nAppendix F: Participants’ Original English Scores…………………………..113\nAppendix G: Internal Consistency Reliability of \nthe English Learning Attitude Scale…………………………...115\nAppendix H: Average Score of Each Question on \nEnglish Learning Attitude Scale……………………………….117\nAppendix I: Partial Verbatim Transcription of NIC’s Group Interview……...121\nAppendix J: Partial Verbatim Transcription of English Teachers’ Interview…131zh_TW
dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0097951011en_US
dc.subject新移民學童zh_TW
dc.subject英語學習成就zh_TW
dc.subject英語學習態度zh_TW
dc.subject英語學習挑戰zh_TW
dc.subjectNew Immigrant Childrenen_US
dc.subjectEnglish Learning Achievementen_US
dc.subjectEnglish Learning Attitudeen_US
dc.subjectEnglish Learning Challengeen_US
dc.title國小新移民學童英語學習成就、學習態度及學習挑戰之研究zh_TW
dc.titleA study on new immigrant children`s English learning achievement, learning attitude and learning challenge in elementary schoolen_US
dc.typethesisen
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Unpublished master’s thesis, National Hsinchu University of Education, Taiwan.\nHuguet, A. (2006). Attitude and motivation versus language achievement in cross-linguistic settings: What is cause and what effect? Journal of Multilingual and Multicultural Development, 27(5), 413-429.\nJones, W. R. (1949). Attitudes toward Welsh as a second language: A preliminary investigation. British Journal of Educational Psychology, 19, 44-52.\nKao, C. H. (2005). English literacy proficiency of third grade elementary school students: A study on three ethnic groups in Pingtung County. Unpublished master’s thesis, National Pingtung Institute of Commerce, Taiwan.\nKo, S. H. (2004). A comparative study on academic achievements for immigrant brides’ children at an elementary school in Keelung. Unpublished master’s thesis, National Taipei University of Education, Taiwan.\nLee, J. C. (2006). Research of Chinese learning achievements of the first-grade students with Southeast Asian mothers - Case of Jhubei and Jhudong. Unpublished master’s thesis, Chung Hua University, Taiwan.\nLiao, C.H. (2007). English reading and writing proficiency of Southeast Asian immigrant’s children in urban and rural areas: A study on third grade students of elementary schools, Taichung County. Unpublished master’s thesis, National Chi Nan University, Taiwan.\nLin, C. P. (2003). Newly risen minority student in Taiwan - Study of the adaptation condition of the children of brides with foreign nationality at school. Unpublished master’s thesis, National Taitung University, Taiwan.\nLiu, S. Y. (2002). A study on foreign spouses’ family environment and their children’s development under cross-cultural adjustment shock. Unpublished master’s thesis, National Chung Cheng University, Taiwan.\nLu, S. F. (2004). A study on foreign spouse’s children’s family environment and school life adaptation. 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Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36, 267-273.\nTsai, C. C. (2005). The research on learning adaptation and scholastic achievement of foreign spouses’ children. Unpublished master’s thesis, National Hsinchu University of Education, Taiwan.\nYang, Y. F. (2009). The correlation of family factors to new immigrant children’s English learning attitude and English learning achievement in Taoyuan County. Unpublished master’s thesis, National Taipei University of Education, Taiwan.\nYeh, Y. L. (2005). A study on relationships among home literacy environment, academic achievement and learning attitude of the children of immigrant brides. Unpublished master’s thesis, National Taipei University of Education, Taiwan.\nWang, S. Y., Weng, M. L., Shieh, Y. H., Huang, J. L., Chen, Y. J., Chen, H. Y., et al. (2006). A study on New Immigrant Children’s learning achievement. 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