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https://ah.lib.nccu.edu.tw/handle/140.119/60024| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 許炳煌 | zh_TW |
| dc.contributor.author | 蕭雅慈 | zh_TW |
| dc.creator | 蕭雅慈 | zh_TW |
| dc.date | 2010 | en_US |
| dc.date.accessioned | 2013-09-04T06:55:14Z | - |
| dc.date.available | 2013-09-04T06:55:14Z | - |
| dc.date.issued | 2013-09-04T06:55:14Z | - |
| dc.identifier | G0096951020 | en_US |
| dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/60024 | - |
| 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 | 96951020 | zh_TW |
| dc.description | 99 | zh_TW |
| dc.description.abstract | 本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。 | zh_TW |
| dc.description.abstract | The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI. \nTwo fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively. \nThe findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications. | en_US |
| dc.description.tableofcontents | Acknowledgement……………………………………………………………………iii\nTable of Contents……………………………………………………………………..iv\nList of Tables..………………………………………………………………………..vii\nList of Figures..……………………………………………………………………...viii\nChinese Abstract………………………………………………………………………ix\nEnglish Abstract……………………………………………………………………….x\nChapter One: Introduction………………………..……………………………………1\nBackground and Motivation……..……………………………………………….1\n Purpose of the Study……………...………………………………………………5\n Research Questions………………………………......……………………….….6\n Significance of the Study………...……………………………………………….6\n Definition of Important Terms……………………………………………………7\nChapter Two: Literature Review………..……………………………………………..9\nThe Origins of Theme-Based Instruction (TBI)………………………………….9\n Theoretical Foundations..……………………………………..………………...10\nKey Elements of TBI………….………………………………...………………14\n The Benefits of TBI………………………………...……………………….…..17\n Related Studies on TBI………………………………….……….……………...19\n Critiques on the Previous Research……………………….……….……………22\nChapter Three: Methodology……………...…………………………………………24\n Subjects…………………………………………….………………….………..24\n Instruments………………………………………….…………………….…….25\n English Oral Proficiency Test……………………………………………..25\n English Learning Attitudes and Motivation Questionnaire………………..27\n Procedure……………………………………………………………………..…29\n Theme-Based Oral Instruction (TBOI) for EG………………………………....31\n Instruction Procedure...……………………………………………………31\n Teaching Process……...……………………...……………………………32\n Traditional Oral Instruction for CG…………….……….………………………40\n Data Analysis…………………….………………….…………………………..41\nChapter Four: Results………………………….……………………………………..42\n The Effects of TBOI and Traditional Oral Instruction on Learners’ Communicative Competence……………………………………………….42\nThe Comparison of the Learners’ Attitudes and Motivation towards English Learning…………………………………………………………………….43\n The Results of the Three Components of the Learning Attitudes Factor…45\n The Results of the Anxiety Factor…………………………………………53\n The Results of Instrumental Factor………………………………………..54\n Chapter Five: Discussion…………….…….……..…………………………………57\n Research Question 1: What are the Effects of Theme-Based Instruction on oral Communicative Competence for EFL Elementary School Students? ........................................................................................................57\n Research Question 2: Are There Any Changes in Learners’ Attitudes and Motivation towards English Learning After the Implementation of Theme-Based Instruction? If Yes, in What Ways? …………………………60\n Learning Attitudes Factor…………………………………………………..61\n Anxiety Factor………………………………………………………………63\n Instrumental Motivation Factor……………………………………………..63\nChapter Six: Conclusion……………………………………………………………...65\n Pedagogical Implication of the Study...……………………………..…………..65\n Limitation of the Study…………………………………...………….………….66\n Suggestions for the Future Research……………………………….…………..67\nReferences……………………………………………………………………………69\nAppendixes…………………………………………………………………………...79\n Appendix A: English Oral Proficiency Test……………..……………………...79\n Appendix B: English Oral Proficiency Test Scoring Criteria……..……………81\n Appendix C: English learning Attitudes and Motivation Questionnaire (Chinese Version)……………................................................................82\n Appendix D: English learning Attitudes and Motivation Questionnaire (English Version) …………………………………………..………….84\n Appendix E: The Categories of Three Factors for the 25 Questionnaire Items..86\n Appendix F: Materials of the Pilot Study………………………………………88 | zh_TW |
| dc.format.extent | 1559840 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0096951020 | en_US |
| dc.subject | 主題式口語說教學法 | zh_TW |
| dc.subject | 口說溝通能力 | zh_TW |
| dc.subject | theme-based oral instruction | en_US |
| dc.subject | oral communicative competence | en_US |
| dc.title | 主題式教學法對台灣國小學生英語口說溝通能力之成效研究 | zh_TW |
| dc.title | The effects of theme-based instruction on oral communicative competence of EFL young learners in Taiwan | en_US |
| dc.type | thesis | en |
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