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題名 實施差異化語言教學：一個臺灣高中英語教室之行動研究
Implementing Differentiated Language Instruction: Action Research on a Senior High EFL Classroom in Taiwan作者 鄒亞珊
Tsou, Ya Shan貢獻者 招靜琪
Chao, Chin Chin
鄒亞珊
Tsou, Ya Shan關鍵詞 行動研究
差異化語言教學
action research
differentiated instruction日期 2015 上傳時間 3-Aug-2015 13:43:29 (UTC+8) 摘要 近兩年來，差異化語言教學(Differentiated Instruction)一直是臺灣英語教學領域中持續發燒的話題。隨著學生有不同的需求，越來越多的老師採用了差異化語言教學，而他們對這種教學方式亦抱持著正面的態度，但對尚未進入此項教學的老師，卻有很多的不了解與質疑。本研究目的在於探究差異化語言教學在現行臺灣高中英語教室裡實行時所面臨的機會與挑戰。本研究以質性行動研究的方式，針對差異化語言教學之執行提出四個研究問題：(1)在三個特定選出的組別中，學生是怎麼了解差異化語言教學的?(2)在三位特定選出的學生中，由於各自不同的語言學習背景和經驗，他們在差異化語言教學中表現得如何呢？在怎麼樣的情況下，學生會覺得差異化語言教學是對他有幫助的？(3)從學生的觀點出發，他們在差異化語言教學中遇到了什麼機會和挑戰？他們又是如何去克服這些挑戰的呢？(4)從老師的觀點出發，依據這三個特定組別和三位學生的表現，差異化語言教學有何重要思考的議題？此研究從2014年秋季至2015年春季共進行了三個循環，是在北臺灣的一所高中二年級的班級實行，班上有二十位學生。資料來源是學生的學習單、課堂觀察、訪談以及教師日誌。研究結果顯示：差異化語言教學的確能增進不同程度學生的學習興趣並敦促學生去反省他們的學習歷程。在實行差異化語言教學後，學生所展露出來的信心以及滿足感是給予老師持續進行此種教學法最大的希望。對於學生的父母親以及校方方面，持續的溝通是相當重要的，如此一來，差異化語言教學才能在現行課室中繼續且成功地執行下去。同時，對老師而言，實行差異化語言教學也有三項挑戰，分別是：彈性分組、教師的角色以及同儕壓力。在本文之末，作者分別述說了實行差異化語言教學後的心得、教學上的意涵以及對於未來相關研究之方向建議。
Differentiated instruction (DI) has been part of an ongoing discussion in Taiwanese English teaching field in the recent two years. With students’ varied needs, more and more teachers have adopted DI in their own class and held a positive attitude towards this concept. However, for those who have not experienced DI, there is also much doubt and questions. This study aimed to explore the opportunities and challenges during the implementation of DI in one senior high EFL classroom in Taiwan. As qualitative action research, the study research provides an in-depth understanding of (1) how the three selected groups perceive the differentiated instructional design? (2) how three selected students of varied language learning backgrounds experience the instruction? To what extent they feel it is helpful? (3) from the students’ perspective, what opportunities and challenges are there, and how they manage the challenges? (4) from the teacher’s perspective, what critical issues have differentiated instruction raised based on the three selected groups’ and the three students` experiences? Three cycles of the study were implemented in a second-year class of 20 students in a northern senior high school, from fall semester in 2014 to spring semester in 2015. The results derived from students’ worksheets, classroom observation, interviews and teacher’s logs showed: DI has greatly enhanced students’ learning interests and urged students to reflect their learning process. Then, the sense of confidence and satisfaction after the DI implementation has fostered great hopes for teachers to continuously conduct DI classes. Moreover, it is paramount to have constant communication with parents and school authorities so that DI can be continuously and successfully carried out in current English classrooms in Taiwan. Based on the findings of this study, three critical challenges for those who plan to conduct DI classes are discussed, including flexible grouping, changing teacher’s role, and peer pressure from colleagues. At the end of the thesis, the researcher’s responses after the DI implementation, pedagogical implications, limitation of the study, suggestions for future study and conclusion are discussed.參考文獻 Bearne, E. (Ed.). (1996). Differentiation and diversity in the primary school. London, NY: Routledge. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). San Francisco, CA: San Francisco State University. Brown, H. D. (2007). Teaching by principles: an interactive approach to language pedagogy. (3rd ed.). San Francisco, CA: San Francisco State University. Chang, A. C. (2006). Effects of differentiated curriculum and instruction on Taiwanese EFL students` motivation, anxiety and interest. Unpublished doctoral dissertation, University of Southern California, USA. Chang, et al. (2004) 張武昌、周中天、陳純音、葉錫南、林正昌、許月貴。 國民中學學生基本學力測驗英語雙峰現象暨改進措施。教育部委託專案研 究報告，PG9112-0850，未出版。 Che, et al. (2014) 車蓓群（主編）。普通高級中學英文第三冊。台北市：三民書局 股份有限公司。 Chen R. N., Chen C. Y., & Pan Y. F. (2008) A Study on Differentiated Instruction in Taipei Elementary Gifted Education. Gifted Education, 8(2), 1-22. Chien, C. W. (2012). Differentiated Instruction in an Elementary School EFL Classroom. TESOL Journal, 3(2), 280-291. Daniels, H. (2002) Literature Circles: voice and choice in book clubs and reading groups. Stenhouse Publishers. Drapeau, P. (2009) Differentiating with graphic organizers: tools to foster critical and creative thinking. United Kingdom: Corwin Press. Fogarty, R. J. & Pete, B. M. (2005) How to differentiate learning. United Kingdom: Corwin Press. Gregory, G. H. (2005). Differentiating instruction with Style. Thousand Oaks, California: Corwin Press. Gregory, G. H. (2008). Differentiated instructional strategies in Practice: training, implementation, and supervision. Thousand Oaks, California: Corwin Press. Gregory, G. H. & Chapman, C. (2007). Differentiated instructional strategies: one size doesn’t fit all. Thousand Oaks, California: Corwin Press. Gregory, G. H. & Chapman, C. (2013). Differentiated instructional strategies: one size doesn’t fit all. Thousand Oaks, California: Corwin Press. Grabe, W. & Stoller, F. L. (2001). Reading for Academic Purposes: Guidelines for the ESL/ EFL Teacher. In Marianne Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston, MA: Heinle & Heinle. Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit. Kee, Y. B. (2008). Differentiated assessment: a preliminary study of the tiered task design. Proceedings of the 10th Asia-Pacific Conference on Giftedness. Singapore. Retrieved July, 2008, from http://hkage.org.hk/en/events/080714_10th_APCG.htm Liou, M. C. (2005). Concept Mapping as a Small Group Task on Reading Comprehension of EFL Senior High Students. Unpublished master’s thesis, National Chungcheng University, Chiayi, Taiwan. Lo, W. C. (2010). An Investigation into the Effects of Graphic Organizers on Reading Comprehension of Senior High School Students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Lu, L. S. (2006). The Effects of Semantic Mapping Strategy on EFL High School Students’ Reading Comprehension. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Ministry of Education (MOE). (2012). The Plan to Promote 12-Year Compulsory Education – The Nationals` Rights; The Country`s Responsibility. Retrieved August 18, 2012, from http://english.moe.gov.tw/ct.asp?xItem=7084&ctNode=784&mp=1 Munro, J. (2012). Effective strategies for implementing differentiated instruction. Proceedings of ACER Research Conference 2012. Melbourne: Australian Council for Educational Research Press. Retrieved May 16, 2012, from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1144&context=research_ conference Novak, J., & Gowin, D. (1984). Learning how to learn. New York: Cambridge University Press. Nunan, D. (2007). Research Methods in Language Learning. New York: Cambridge University Press. O’Brien, T. & Guiney D. (2001). Differentiation in Teaching and Learning: Principles and Practice. New York: Continuum. Pearson, P. D. & Johnson, D. D. (1978). Teaching Reading Comprehension. New York: Holt, Rinehart, and Winston. Theisen, T. (2002). Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners. Retrieved April, 2002, from https://www.sedl.org/loteced/communique/n06.html Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Wang, R. Y. (2013). A Study on Teachers` Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. 描述 碩士
國立政治大學
英語教學碩士在職專班
100951012資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951012 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin Chin en_US dc.contributor.author (Authors) 鄒亞珊 zh_TW dc.contributor.author (Authors) Tsou, Ya Shan en_US dc.creator (作者) 鄒亞珊 zh_TW dc.creator (作者) Tsou, Ya Shan en_US dc.date (日期) 2015 en_US dc.date.accessioned 3-Aug-2015 13:43:29 (UTC+8) - dc.date.available 3-Aug-2015 13:43:29 (UTC+8) - dc.date.issued (上傳時間) 3-Aug-2015 13:43:29 (UTC+8) - dc.identifier (Other Identifiers) G0100951012 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/77313 - 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) 100951012 zh_TW dc.description.abstract (摘要) 近兩年來，差異化語言教學(Differentiated Instruction)一直是臺灣英語教學領域中持續發燒的話題。隨著學生有不同的需求，越來越多的老師採用了差異化語言教學，而他們對這種教學方式亦抱持著正面的態度，但對尚未進入此項教學的老師，卻有很多的不了解與質疑。本研究目的在於探究差異化語言教學在現行臺灣高中英語教室裡實行時所面臨的機會與挑戰。本研究以質性行動研究的方式，針對差異化語言教學之執行提出四個研究問題：(1)在三個特定選出的組別中，學生是怎麼了解差異化語言教學的?(2)在三位特定選出的學生中，由於各自不同的語言學習背景和經驗，他們在差異化語言教學中表現得如何呢？在怎麼樣的情況下，學生會覺得差異化語言教學是對他有幫助的？(3)從學生的觀點出發，他們在差異化語言教學中遇到了什麼機會和挑戰？他們又是如何去克服這些挑戰的呢？(4)從老師的觀點出發，依據這三個特定組別和三位學生的表現，差異化語言教學有何重要思考的議題？此研究從2014年秋季至2015年春季共進行了三個循環，是在北臺灣的一所高中二年級的班級實行，班上有二十位學生。資料來源是學生的學習單、課堂觀察、訪談以及教師日誌。研究結果顯示：差異化語言教學的確能增進不同程度學生的學習興趣並敦促學生去反省他們的學習歷程。在實行差異化語言教學後，學生所展露出來的信心以及滿足感是給予老師持續進行此種教學法最大的希望。對於學生的父母親以及校方方面，持續的溝通是相當重要的，如此一來，差異化語言教學才能在現行課室中繼續且成功地執行下去。同時，對老師而言，實行差異化語言教學也有三項挑戰，分別是：彈性分組、教師的角色以及同儕壓力。在本文之末，作者分別述說了實行差異化語言教學後的心得、教學上的意涵以及對於未來相關研究之方向建議。 zh_TW dc.description.abstract (摘要) Differentiated instruction (DI) has been part of an ongoing discussion in Taiwanese English teaching field in the recent two years. With students’ varied needs, more and more teachers have adopted DI in their own class and held a positive attitude towards this concept. However, for those who have not experienced DI, there is also much doubt and questions. This study aimed to explore the opportunities and challenges during the implementation of DI in one senior high EFL classroom in Taiwan. As qualitative action research, the study research provides an in-depth understanding of (1) how the three selected groups perceive the differentiated instructional design? (2) how three selected students of varied language learning backgrounds experience the instruction? To what extent they feel it is helpful? (3) from the students’ perspective, what opportunities and challenges are there, and how they manage the challenges? (4) from the teacher’s perspective, what critical issues have differentiated instruction raised based on the three selected groups’ and the three students` experiences? Three cycles of the study were implemented in a second-year class of 20 students in a northern senior high school, from fall semester in 2014 to spring semester in 2015. The results derived from students’ worksheets, classroom observation, interviews and teacher’s logs showed: DI has greatly enhanced students’ learning interests and urged students to reflect their learning process. Then, the sense of confidence and satisfaction after the DI implementation has fostered great hopes for teachers to continuously conduct DI classes. Moreover, it is paramount to have constant communication with parents and school authorities so that DI can be continuously and successfully carried out in current English classrooms in Taiwan. Based on the findings of this study, three critical challenges for those who plan to conduct DI classes are discussed, including flexible grouping, changing teacher’s role, and peer pressure from colleagues. At the end of the thesis, the researcher’s responses after the DI implementation, pedagogical implications, limitation of the study, suggestions for future study and conclusion are discussed. en_US dc.description.tableofcontents Acknowledgements.....................................iii Chinese Abstract......................................ix English Abstract......................................xi CHAPTER 1 INTRODUCTION.................................1 Background and Motivation..............................1 Purpose of the study...................................3 Research Questions.....................................3 CHAPTER 2..............................................5 Differentiated Instruction.............................5 Definition of Differentiated Instruction...............5 Significance of Differentiated Instruction.............7 Characteristics of Differentiated Instruction..........8 Principles of Differentiated Instruction...............9 Research on DI in the EFL contexts.....................9 CHPATER 3.............................................13 Context and Participants..............................14 The DI Design and the Research Timeline...............16 Data Collection.......................................21 Data Analysis.........................................24 CHAPTER 4.............................................27 First Cycle...........................................28 Second Cycle..........................................46 Third Cycle...........................................62 Three Selected Students in the Three Cycles...........77 Lisa, a Lower-level Student...........................77 Irene, an Intermediate-level Student..................80 Hank, a Higher-level Student..........................82 CHAPTER 5.............................................87 Critical Elements in the DI Implementation............87 Challenges for the DI Implementation..................91 Responses after the DI Implementation.................94 CHAPTER 6.............................................97 Summary of the Findings...............................97 Pedagogical Implications..............................98 Limitation of the Study..............................100 Suggestions for Future Research......................100 Conclusion...........................................101 REFERENCES...........................................103 Appendix A...........................................108 Appendix B...........................................109 Appendix C...........................................111 Appendix D...........................................116 Appendix E...........................................118 Appendix F...........................................119 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951012 en_US dc.subject (關鍵詞) 行動研究 zh_TW dc.subject (關鍵詞) 差異化語言教學 zh_TW dc.subject (關鍵詞) action research en_US dc.subject (關鍵詞) differentiated instruction en_US dc.title (題名) 實施差異化語言教學：一個臺灣高中英語教室之行動研究 zh_TW dc.title (題名) Implementing Differentiated Language Instruction: Action Research on a Senior High EFL Classroom in Taiwan en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Bearne, E. (Ed.). (1996). Differentiation and diversity in the primary school. London, NY: Routledge. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). San Francisco, CA: San Francisco State University. Brown, H. D. (2007). Teaching by principles: an interactive approach to language pedagogy. (3rd ed.). San Francisco, CA: San Francisco State University. Chang, A. C. (2006). Effects of differentiated curriculum and instruction on Taiwanese EFL students` motivation, anxiety and interest. Unpublished doctoral dissertation, University of Southern California, USA. Chang, et al. (2004) 張武昌、周中天、陳純音、葉錫南、林正昌、許月貴。 國民中學學生基本學力測驗英語雙峰現象暨改進措施。教育部委託專案研 究報告，PG9112-0850，未出版。 Che, et al. (2014) 車蓓群（主編）。普通高級中學英文第三冊。台北市：三民書局 股份有限公司。 Chen R. N., Chen C. Y., & Pan Y. F. (2008) A Study on Differentiated Instruction in Taipei Elementary Gifted Education. Gifted Education, 8(2), 1-22. Chien, C. W. (2012). Differentiated Instruction in an Elementary School EFL Classroom. TESOL Journal, 3(2), 280-291. Daniels, H. (2002) Literature Circles: voice and choice in book clubs and reading groups. Stenhouse Publishers. Drapeau, P. (2009) Differentiating with graphic organizers: tools to foster critical and creative thinking. United Kingdom: Corwin Press. Fogarty, R. J. & Pete, B. M. (2005) How to differentiate learning. United Kingdom: Corwin Press. Gregory, G. H. (2005). Differentiating instruction with Style. Thousand Oaks, California: Corwin Press. Gregory, G. H. (2008). Differentiated instructional strategies in Practice: training, implementation, and supervision. Thousand Oaks, California: Corwin Press. Gregory, G. H. & Chapman, C. (2007). Differentiated instructional strategies: one size doesn’t fit all. Thousand Oaks, California: Corwin Press. Gregory, G. H. & Chapman, C. (2013). Differentiated instructional strategies: one size doesn’t fit all. Thousand Oaks, California: Corwin Press. Grabe, W. & Stoller, F. L. (2001). Reading for Academic Purposes: Guidelines for the ESL/ EFL Teacher. In Marianne Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston, MA: Heinle & Heinle. Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit. Kee, Y. B. (2008). Differentiated assessment: a preliminary study of the tiered task design. Proceedings of the 10th Asia-Pacific Conference on Giftedness. Singapore. Retrieved July, 2008, from http://hkage.org.hk/en/events/080714_10th_APCG.htm Liou, M. C. (2005). Concept Mapping as a Small Group Task on Reading Comprehension of EFL Senior High Students. Unpublished master’s thesis, National Chungcheng University, Chiayi, Taiwan. Lo, W. C. (2010). An Investigation into the Effects of Graphic Organizers on Reading Comprehension of Senior High School Students in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. Lu, L. S. (2006). The Effects of Semantic Mapping Strategy on EFL High School Students’ Reading Comprehension. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Ministry of Education (MOE). (2012). The Plan to Promote 12-Year Compulsory Education – The Nationals` Rights; The Country`s Responsibility. Retrieved August 18, 2012, from http://english.moe.gov.tw/ct.asp?xItem=7084&ctNode=784&mp=1 Munro, J. (2012). Effective strategies for implementing differentiated instruction. Proceedings of ACER Research Conference 2012. Melbourne: Australian Council for Educational Research Press. Retrieved May 16, 2012, from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1144&context=research_ conference Novak, J., & Gowin, D. (1984). Learning how to learn. New York: Cambridge University Press. Nunan, D. (2007). Research Methods in Language Learning. New York: Cambridge University Press. O’Brien, T. & Guiney D. (2001). Differentiation in Teaching and Learning: Principles and Practice. New York: Continuum. Pearson, P. D. & Johnson, D. D. (1978). Teaching Reading Comprehension. New York: Holt, Rinehart, and Winston. Theisen, T. (2002). Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners. Retrieved April, 2002, from https://www.sedl.org/loteced/communique/n06.html Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Wang, R. Y. (2013). A Study on Teachers` Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan. zh_TW
