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Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/128643


Title: 臺灣十二年國民基本教育課程綱要下國民中學英語課本與習作聽力活動之研究
An Evaluation of Listening Activities in Junior High School English Textbooks and Workbooks Based on Taiwan’s Twelve-Year Curriculum for Basic Education
Authors: 陳婷婷
Chen, Ting-Ting
Contributors: 黃怡萍
Huang, Yi-Ping
陳婷婷
Chen, Ting-Ting
Keywords: 學習表現
learning performance descriptors
Date: 2019
Issue Date: 2020-02-05 18:24:53 (UTC+8)
Abstract: 英語教科書與習作的聽力活動是了解學習者的英語聽力理解能
力的主要管道之一。因此,本研究的目的是要探討市面上主要的三家英語教科書出版商的教科書與習作的編撰是否有根據十二年國民教育英語文課程綱要。於是,研究者使用英文科課程綱要所提出的國中階段十一項聽力學習表現來檢核各個版本的教科書和習作的聽力活動,並提出兩個研究問題:一、第一冊教科書和習作聽力活動學習表現分布情形;二、比較三家出版社聽力活動學習表現分布情形。研究結果顯示十一項聽力學習表現的分布如下:三家出版社皆最著重聽懂課堂中所學的字詞(52.5%)和基本句型的句子(34.8%);較少強調的是聽懂教室用語及日常生活用語(4.7%)和聽懂日常生活對話的主旨(6.8%);最少強調的是聽懂短文敘述的情境及主旨(0.8%)和大眾廣播(0.1%)及辨識句子語調所表達的情緒和態度(0.1%);然而,有四項學習表現沒有出現在三家出版社:聽懂歌曲、韻文、簡易故事、短劇和簡易影片的主要內容及了解歌謠、韻文的節奏和音韻。雖然本研究只分析第一冊,希望研究結果能使出版社在編輯其餘五冊聽力活動時,能考量每一項學習表現;此外,教育從業者能額外補充聽力活動是重要的,用以培養學習者全方位的聽力能力。
Listening activities in textbooks and workbooks are one of the major ways to understand learners’ listening comprehension. Thus, the aim of this study was to explore if listening activities in textbooks and workbooks from the three commercial publishers were designed based on the reformed English curricula. In this light, coursebook evaluation was explored via the checklist of the eleven types of the learning performance descriptors proposed by the English curricula. And the two research questions were proposed: (1) the incorporation of the learning performance descriptors in listening activities in the first volume, and (2) a comparison of the occurrence of the learning performance descriptors among the three sets. Results indicated that the occurrence of the learning performance descriptor were as follows: all of the three versions put the largest emphasis on understanding vocabulary (52.5%) and sentence patterns (34.8%), following the less focus on understanding classroom English and daily language (4.7%) and understanding the gist of conversation (6.8%), with the least focus on understanding the contexts and gist of narration (0.8%) and public announcements (0.1%), and recognizing emotion and attitude through sentence intonation (0.1%); however, four types were not found across the three versions: understanding the gist of songs, verses, simple stories, short dramas, simple videos, and understanding rhyme and rhythm of songs and verses. Although this study only analyzed the first volume, it might inform textbook editors to take each learning performance descriptor into account when editing the other five volumes. And teachers could acknowledge that providing extra listening activities is essential for developing the holistic listening competencies of learners.
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Description: 碩士
國立政治大學
英語教學碩士在職專班
106951012
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106951012
Data Type: thesis
Appears in Collections:[Department of English] Theses

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