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題名 台灣高中生體驗新聞英文學習任務 : 個案研究
Experiencing Journalistic English Learning Tasks for Senior High EFL Learners in Taiwan: A Case Study作者 王麗絹
Wang, Li Chuan貢獻者 招靜琪
Chao, Chin Chi
王麗絹
Wang, Li Chuan關鍵詞 新聞英文學習任務
課程設計
溝通式教學法
自主學習
以學生為中心的
個案研究
Journalistic English learning task
curriculum design
Communicative Language Teaching
autonomous learning
student-centered
case study日期 2015 上傳時間 13-Jul-2015 11:20:31 (UTC+8) 摘要 本研究旨在歸納高中英語任務教學之設計原則，並探究學生在學習新聞英文時的學習體驗。同時，本研究期望能進一步了解，針對此一教師設計之互動式新聞英文課程活動，學生在學習過程所遇到的困難與收獲，以及與師生互動的感想。 本研究採取量化和質性的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之新聞英文教學活動，作為研究雛型。研究對象為台北市私立高中146位學生。學習任務包括:1.選一則新聞2.去請教老師3.上台報告4.同儕互評5.立即評量(小考新聞英文句子默寫) 6.寫心得報告。研究時程為2007 ~2009兩年分為四個學期(高二至高三)，畢業前藉由量化問卷分析本新聞英文活動任務對學生在有益升學、英文精進、提高學習動機…等六個面向進行了解。另外也採用質性問卷，分析學生在四個學期的學習感想、困難與收獲，發現此活動設計明顯增進師生互動情誼，提昇英文能力、學習動機和口語表達。在第一部份，先探討學生回顧此學習任務在四學期引發的改變，包括心情感受和學習語言成效。在第二部份，討論學生根據參與本活動兩年學習經驗給予英文教師回饋，提出建議。本研究發現，符合學生興趣和學習需求的課程設計、教師所提供的心理支持、及師生互動的品質，皆是影響互動式新聞英文教學成效之關鍵因素。 本研究根據以上課程活動設計，討論量化和質性問卷的分析結果，進一步提供建議，以作為任務導向之新聞英文教學相關課程設計之研究參考。
The purpose of the study is to derive useful insights and principles to probe the justification for a daily journalistic English learning activity in teaching English as a foreign language in Taiwanese Senior High Schools. This study contributes to further examine the success of empowering students in different aspects of English learning during implementation of the JE program over two academic years, from 2007 to 2009. Through the daily Journalistic English presentation activity, the researcher recorded changes in students’ learning attitudes and found a positive feedback in motivation and English skills due to the Journalistic English learning tasks that the students were involved in. This study adopts both a qualitative and quantitative approach within the design-based research framework of which a case study forms the foundation. First, a journalistic English learning daily activity is designed as a prototype for the 146 students from a private Catholic Girls’ High School in Taipei who participated in the program. At the end of the two-year program, quantitative data were collected through a Likert Scale questionnaire. In addition, a qualitative survey with open-ended questions was conducted and the results are also discussed in this thesis. Finally, the pedagogical implications based on the results of the study as well as obstacles that the participants encountered during the program are discussed, with some comments on the limitations of this study and suggestions for further research. This study could prove beneficial to all teachers of English as a foreign language in that it uses material that is always readily available and is appealing to adolescents due to its current content.參考文獻 Allen, D. (2009). A study of the role of relative clauses in the simplification of news texts for learners of English. System, 37, 585-599.Barnes, D. (1982). Practical curriculum study. London: Routledge & Kegan Paul.Bassey, M. (1998). Action research for improving educational. In Halsall, R. (ed.), Teacher research and school improvement: opening doors from the inside. (pp. 93-108). Buckingham: Open University Press.Bell, J. (2005). Doing your research project: a guide for first-time researchers in education and social science, 4th ed. Buckingham: Open University Press.Brown, J. D. (1995). The elements of language curriculum: a system approach to program development. Boston, MA: Heinle & Heinle Publishers.Chao, C. (2004). Autonomous foreign language learning in Taiwan: Activity typology and analysis. Presented at the Autonomy and Language Learning Conference held in Hong Kong and Hanzhuo, China. June 14-18, 2004.Che, Y. (2014). A Study on the Application of Schema Theory to English Newspaper Reading. Theory and practice in language studies, 4(2), 441-445.Chu, H. R. (2008). Shyness and EFL learning in Taiwan: a study of shy and non-shy college students’ use of strategies, foreign language anxiety, motivation, and willingness to communicate. Unpublished doctoral dissertation, University of Texas, Austin, USA.Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford university press.Elliott, J. (2001). Action research for educational change. PA: Open University Press.Ferry, T. (2006). Your guide to English news language. Taipei, Taiwan: Cosmos Culture.General Teaching Council for Wales (2002). Professional development pilot projects: information booklet 2002-2003, Cardiff: GTCW.Hopkins, D. (2008) A teacher’s guide to classroom research, 4th ed, Buckingham: Open University Press.Hsu, J. Y. (2005). Implementing journalistic writing: a cure for efficient business writing. Journal of applied foreign languages, 3, 51-62.Huang, W. & Ni, Q. (2007). 论英文报刊新闻的语言特点. Journal of Chongqing university of posts and telecommunications (Social Sciences Edition), 19, 59-63.Hutchinson, T. & Water, A. (1987). English for specific purposes—a learning-centered approach. Cambridge University Press.Hyman, R. T. (1972). Means-ends reasoning and the curriculum. Teachers college record, 73, 393-401.Kong, J. (2007). The application of the schema theory to the English newspaper reading in senior high schools. Unpublished master thesis, Northeast Normal University, Jilin, China.Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Lawton, D. (1973). Social Change, Educational Theory and Curriculum Planning. London: Hodder and Stoughton.Liao, P. (2007). Journalistic English: reading and translating. Taipei: Zhong Wen.Macalister, J. and Nation, I. S. P. (2011) ( Eds.), Case studies in language curriculum design, New York and London: RoutledgeMcLean, J. E. (1995). Improving education through action research: a guide for administrators and teachers. Thousand Oaks: Corwin Press.Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge University Press.Peters, R. S. (1966). Ethics & education. London: George Allen & Unwin.Potter, D. (2006). Using journalism skills in the language classroom. English teaching forum, 44(4), 48-56.Schwalbach, E. M. (2003). Value and validity in action research. Lanham: Scarecrow Press.Shie, J. S. (2011a). Allusions in New York Times and Times Supplement news headlines. Discourse & communication, 5, 41-63.Shie, J. S. (2011b). Metaphors and metonymies in New York Times and Times Supplement news headlines. Journal of pragmatics, 43, 1318-1334.Shie, J. S. (2012). Intercultural pragmatics and journalistic English teaching: the case of headlines. English teaching & learning, 36(4), 37-78.Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row Ltd.Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann Education Books Ltd.Su, T. (2006). Action research on drama-assisted high school English`s listening and speaking instruction. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.Tan, B. H. (2010). On the application of news English in college English teaching from the perspective of constructivism theory. Journal of Yichun college, 32(10), 163-165.Tian, S. P., & Liu, L. M. (2004). News resources system: a teaching/learning aid for news media English classes. English teaching & learning, 29(1), 89-106.Tsai, S. H. (2005). Internet-Enhanced Teaching of Journalistic English: An Action Research Project. Audio-visual education bimonthly, 46(6), 17-36.Tyler, R. (1949). Basic Principles of Curriculum and Instruction. New York: Harcourt Brace.Wang, Y. C. (2010). Effects of an e-newsletter project on knowledge management for freshmen in journalistic English classes in southern Taiwan. Unpublished doctoral dissertation, National Kaohsiung Normal University, Kaohsiung, Taiwan.Wang, Z. Y. (2009). Study on feasibilities to carry out the college English teaching with news English. US-China foreign language, 7(11), 42-45.Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.Yang, C. H. (2008). A Study of Journalistic Vocabulary Learning Strategies by EFL College Students. Journal of Mei Ho institute of technology, 27(1), 43-59.Yeh, S. (2007). Schema theory and English news listening. Unpublished master thesis, Shanghai International Studies University, Shanghai, China.Zhang, J. T. (2010). English newspaper and magazines and the teaching of College English. Sino-US English Teaching, 7(5), 30-32. 描述 碩士
國立政治大學
英語教學碩士在職專班
96951015
103資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951015 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin Chi en_US dc.contributor.author (Authors) 王麗絹 zh_TW dc.contributor.author (Authors) Wang, Li Chuan en_US dc.creator (作者) 王麗絹 zh_TW dc.creator (作者) Wang, Li Chuan en_US dc.date (日期) 2015 en_US dc.date.accessioned 13-Jul-2015 11:20:31 (UTC+8) - dc.date.available 13-Jul-2015 11:20:31 (UTC+8) - dc.date.issued (上傳時間) 13-Jul-2015 11:20:31 (UTC+8) - dc.identifier (Other Identifiers) G0096951015 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/76484 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 96951015 zh_TW dc.description (描述) 103 zh_TW dc.description.abstract (摘要) 本研究旨在歸納高中英語任務教學之設計原則，並探究學生在學習新聞英文時的學習體驗。同時，本研究期望能進一步了解，針對此一教師設計之互動式新聞英文課程活動，學生在學習過程所遇到的困難與收獲，以及與師生互動的感想。 本研究採取量化和質性的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之新聞英文教學活動，作為研究雛型。研究對象為台北市私立高中146位學生。學習任務包括:1.選一則新聞2.去請教老師3.上台報告4.同儕互評5.立即評量(小考新聞英文句子默寫) 6.寫心得報告。研究時程為2007 ~2009兩年分為四個學期(高二至高三)，畢業前藉由量化問卷分析本新聞英文活動任務對學生在有益升學、英文精進、提高學習動機…等六個面向進行了解。另外也採用質性問卷，分析學生在四個學期的學習感想、困難與收獲，發現此活動設計明顯增進師生互動情誼，提昇英文能力、學習動機和口語表達。在第一部份，先探討學生回顧此學習任務在四學期引發的改變，包括心情感受和學習語言成效。在第二部份，討論學生根據參與本活動兩年學習經驗給予英文教師回饋，提出建議。本研究發現，符合學生興趣和學習需求的課程設計、教師所提供的心理支持、及師生互動的品質，皆是影響互動式新聞英文教學成效之關鍵因素。 本研究根據以上課程活動設計，討論量化和質性問卷的分析結果，進一步提供建議，以作為任務導向之新聞英文教學相關課程設計之研究參考。 zh_TW dc.description.abstract (摘要) The purpose of the study is to derive useful insights and principles to probe the justification for a daily journalistic English learning activity in teaching English as a foreign language in Taiwanese Senior High Schools. This study contributes to further examine the success of empowering students in different aspects of English learning during implementation of the JE program over two academic years, from 2007 to 2009. Through the daily Journalistic English presentation activity, the researcher recorded changes in students’ learning attitudes and found a positive feedback in motivation and English skills due to the Journalistic English learning tasks that the students were involved in. This study adopts both a qualitative and quantitative approach within the design-based research framework of which a case study forms the foundation. First, a journalistic English learning daily activity is designed as a prototype for the 146 students from a private Catholic Girls’ High School in Taipei who participated in the program. At the end of the two-year program, quantitative data were collected through a Likert Scale questionnaire. In addition, a qualitative survey with open-ended questions was conducted and the results are also discussed in this thesis. Finally, the pedagogical implications based on the results of the study as well as obstacles that the participants encountered during the program are discussed, with some comments on the limitations of this study and suggestions for further research. This study could prove beneficial to all teachers of English as a foreign language in that it uses material that is always readily available and is appealing to adolescents due to its current content. en_US dc.description.tableofcontents Table of ContentsAcknowledgment.......................................................................................................... iTable of Contents……………………………………………………………..……….iiList of Figures & Tables………………………………………………..…….…...…viiChinese Abstract...........................................................................................................ixEnglish Abstract............................................................................................................xi Chapter One: Introduction.........................................................................................1Background and Motivation.................................................................................1Purpose of the Study............................................................................................2 Research Questions..............................................................................................3 Significance of the Study.....................................................................................3 Chapter Two: Literature Review…..........................................................................4Curriculum Design……………………………………………………………...4The Theory and Framework of Curriculum Design…………….……….4 Objectives Model………………………………………….………4 Process Model……………………………………………….…….5 Situational Model………………………………………….………6Related Theories of Language Curriculum Design……………….….….7 Proportional Syllabus Type…………………………………..……7 Systematic Method of Curriculum Design…………………….....8 Student-Centered Curriculum Design……………………………9Summary……………………………………………………………......10Journalistic English……………………………………………………………11Theories on Journalistic English Instruction……………………………11 Journalistic English Curriculum Design………………………………..11 Pedagogical research-orientated Journalistic English………………….14 Journalistic English Material as Reference……………………………..16Summary………………………………………………………………..16Chapter Three: Methodology...…...........................................................................18Research Design……………………………..……………………………….18A Case Study………………..…………………………………………..18Participants………………………………………………………………………………………………..18Teaching Methodology………………………………………………….19Teaching Procedure/Syllabus Design, 2001…………………………….20Changing Teaching Procedure, 2001-2009……..………………………21Data Collection/ Instrumentation .…………………...………………………24 Surveys ………………………………………………………………..24Students’ Portfolio…………………………………………………….24 Data Analysis……………………………………………………….…..……26 Summary……………………………………………………………………..27Chapter Four: The Curriculum Design ................................................................28 Principles of Communicative Language Teaching…………………………..28 My Motivation………………………………………………………………30 Objectives……………………………………………………………………31 Valuable Resource of Journalistic English…………………………..……...32 History of the JE Learning Program…………………………………..……35 Phase One: Introducing Five Words………………………………….35 Phase Two: Grammatically Correct Sentences……………………….36 Phase Three: Peer Review………………………………………..…..37 Phase Four: Mutual Support……………………………………….…39 Phase Five: The Q&A Session…………………………………….….40 Procedures of the Journalistic English Activities………………………….41Chapter Five: Results/ Overview of Students’ Responses………………………47 The Quantitative Study……………………………………………………...47I. On Interest in Learning Journalistic English…………………..47II. On Difficulty to Learn Journalistic English……………………52III. On Empowerment After Two-year JE Learning………………54IV. On the Necessity to Learn Journalistic English………………62V. On Preparing for the Entrance Examination………………….65VI. On the English Teacher’s Teaching Style…………………….68 The Qualitative Survey…………………………………………………….70 Students’ Suggestions………………………………………………………79 Student Feedback (2009)……………………………………………….…..80 Feedback from Students Graduated for Six Years (2015)……………...….83 Chapter Six: Conclusion …...................................................................................86 Pedagogical Implications…………………………………………………….86 Limitations………………………………………………………………..…87 Conclusion and Suggestions………………………………………….…….89References..................................................................................................................91Appendix A: Students’ Quantitative Questionnaire (Chinese Version)…………….95Appendix B: A Student’s Quantitative Questionnaire (Viola)……………………..98Appendix C: Statistics of Students’ Quantitative Questionnaire ………...............100Appendix D: Students’ Qualitative Survey (English Version)………….…………106Appendix E: Students’ Qualitative Survey (Chinese Version)………….………….108Appendix F: A Student’s Qualitative Survey (Rita)…………………….………….109Appendix G: The Earliest JE Assignment in 2001 (Kay & Mavis)……..………….110Appendix H: A Student’s Notebook (Elaine in 2015)……………..……………….112Appendix I: Ss’ Journalistic English Weekly Portfolio (Maggie & Karen)...............114Appendix J: Students’ Daily Journalistic English Worksheet……………………...116Appendix K: Students’ JE Worksheet (High Achievers: Angela & Alice)…………118Appendix L: Students’ JE Worksheet (Low Achievers: Vicky & Patrick)………...120Appendix M: Students’ Written Reports (Queena & Jessie)……………………….122Appendix N: Students’ Designed Feedback Worksheet (Jean & Cynthia) ………132Appendix O: Former Students’ Feedback on JE (Amelia & Renee)………..………139Appendix P: Procedure of Journalistic English Learning Activity……………..141Vita.............................................................................................................................143 zh_TW dc.format.extent 68430078 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951015 en_US dc.subject (關鍵詞) 新聞英文學習任務 zh_TW dc.subject (關鍵詞) 課程設計 zh_TW dc.subject (關鍵詞) 溝通式教學法 zh_TW dc.subject (關鍵詞) 自主學習 zh_TW dc.subject (關鍵詞) 以學生為中心的 zh_TW dc.subject (關鍵詞) 個案研究 zh_TW dc.subject (關鍵詞) Journalistic English learning task en_US dc.subject (關鍵詞) curriculum design en_US dc.subject (關鍵詞) Communicative Language Teaching en_US dc.subject (關鍵詞) autonomous learning en_US dc.subject (關鍵詞) student-centered en_US dc.subject (關鍵詞) case study en_US dc.title (題名) 台灣高中生體驗新聞英文學習任務 : 個案研究 zh_TW dc.title (題名) Experiencing Journalistic English Learning Tasks for Senior High EFL Learners in Taiwan: A Case Study en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Allen, D. (2009). A study of the role of relative clauses in the simplification of news texts for learners of English. System, 37, 585-599.Barnes, D. (1982). Practical curriculum study. London: Routledge & Kegan Paul.Bassey, M. (1998). Action research for improving educational. In Halsall, R. (ed.), Teacher research and school improvement: opening doors from the inside. (pp. 93-108). Buckingham: Open University Press.Bell, J. (2005). Doing your research project: a guide for first-time researchers in education and social science, 4th ed. Buckingham: Open University Press.Brown, J. D. (1995). The elements of language curriculum: a system approach to program development. Boston, MA: Heinle & Heinle Publishers.Chao, C. (2004). Autonomous foreign language learning in Taiwan: Activity typology and analysis. Presented at the Autonomy and Language Learning Conference held in Hong Kong and Hanzhuo, China. June 14-18, 2004.Che, Y. (2014). A Study on the Application of Schema Theory to English Newspaper Reading. Theory and practice in language studies, 4(2), 441-445.Chu, H. R. (2008). Shyness and EFL learning in Taiwan: a study of shy and non-shy college students’ use of strategies, foreign language anxiety, motivation, and willingness to communicate. Unpublished doctoral dissertation, University of Texas, Austin, USA.Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford university press.Elliott, J. (2001). Action research for educational change. PA: Open University Press.Ferry, T. (2006). Your guide to English news language. Taipei, Taiwan: Cosmos Culture.General Teaching Council for Wales (2002). Professional development pilot projects: information booklet 2002-2003, Cardiff: GTCW.Hopkins, D. (2008) A teacher’s guide to classroom research, 4th ed, Buckingham: Open University Press.Hsu, J. Y. (2005). Implementing journalistic writing: a cure for efficient business writing. Journal of applied foreign languages, 3, 51-62.Huang, W. & Ni, Q. (2007). 论英文报刊新闻的语言特点. Journal of Chongqing university of posts and telecommunications (Social Sciences Edition), 19, 59-63.Hutchinson, T. & Water, A. (1987). English for specific purposes—a learning-centered approach. Cambridge University Press.Hyman, R. T. (1972). Means-ends reasoning and the curriculum. Teachers college record, 73, 393-401.Kong, J. (2007). The application of the schema theory to the English newspaper reading in senior high schools. Unpublished master thesis, Northeast Normal University, Jilin, China.Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Lawton, D. (1973). Social Change, Educational Theory and Curriculum Planning. London: Hodder and Stoughton.Liao, P. (2007). Journalistic English: reading and translating. Taipei: Zhong Wen.Macalister, J. and Nation, I. S. P. (2011) ( Eds.), Case studies in language curriculum design, New York and London: RoutledgeMcLean, J. E. (1995). Improving education through action research: a guide for administrators and teachers. Thousand Oaks: Corwin Press.Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge University Press.Peters, R. S. (1966). Ethics & education. London: George Allen & Unwin.Potter, D. (2006). Using journalism skills in the language classroom. English teaching forum, 44(4), 48-56.Schwalbach, E. M. (2003). Value and validity in action research. Lanham: Scarecrow Press.Shie, J. S. (2011a). Allusions in New York Times and Times Supplement news headlines. Discourse & communication, 5, 41-63.Shie, J. S. (2011b). Metaphors and metonymies in New York Times and Times Supplement news headlines. Journal of pragmatics, 43, 1318-1334.Shie, J. S. (2012). Intercultural pragmatics and journalistic English teaching: the case of headlines. English teaching & learning, 36(4), 37-78.Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row Ltd.Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann Education Books Ltd.Su, T. (2006). Action research on drama-assisted high school English`s listening and speaking instruction. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.Tan, B. H. (2010). On the application of news English in college English teaching from the perspective of constructivism theory. Journal of Yichun college, 32(10), 163-165.Tian, S. P., & Liu, L. M. (2004). News resources system: a teaching/learning aid for news media English classes. English teaching & learning, 29(1), 89-106.Tsai, S. H. (2005). Internet-Enhanced Teaching of Journalistic English: An Action Research Project. Audio-visual education bimonthly, 46(6), 17-36.Tyler, R. (1949). Basic Principles of Curriculum and Instruction. New York: Harcourt Brace.Wang, Y. C. (2010). Effects of an e-newsletter project on knowledge management for freshmen in journalistic English classes in southern Taiwan. Unpublished doctoral dissertation, National Kaohsiung Normal University, Kaohsiung, Taiwan.Wang, Z. Y. (2009). Study on feasibilities to carry out the college English teaching with news English. US-China foreign language, 7(11), 42-45.Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.Yang, C. H. (2008). A Study of Journalistic Vocabulary Learning Strategies by EFL College Students. Journal of Mei Ho institute of technology, 27(1), 43-59.Yeh, S. (2007). Schema theory and English news listening. Unpublished master thesis, Shanghai International Studies University, Shanghai, China.Zhang, J. T. (2010). English newspaper and magazines and the teaching of College English. Sino-US English Teaching, 7(5), 30-32. zh_TW
