透過自然發音及主題式課程的英語工作坊發展英語學習者的自主動能：四位國中生的個案研究

Abstract

本研究旨在探討短期英語密集營和四位台灣國中生之學習者自主行為。本文採用Larsen- Freeman 對於學習者自主的架構, 進行了質性個案研究以深入了解學習者自主。研究對象為四位雲林縣一所國中生進行為期四周的短期英文密集營，主要資料是透過與四位學生及其學校老師的訪談，其他資料收集像是會議記錄，研究者日誌，學習單及學生學習歷程檔案則是用來進行三角驗證。研究結果顯示，學習者自主不單單是由單一原因而造成的,而是依其所在不同的環境和狀態改變，包含學習者的家庭背景、學習背景、個人特質以及各自對學習的觀點都和學習者自主的變化息息相關。這更彰顯了學習者自主並非固定不變，而是由各種因素互動、變動而產生的。在教學上，本研究希望能為教師或教育工作者提供一個新的視角瞭解學習者自主的動態性質。除了提供合適的訓練及教材之外，更全方位的了解和關心學生是提升學生的學習動機以及進一步提高學生之學習者自主性中不可或缺的。

The study aims to explore the interplays between the four Taiwanese junior high school learners’ agency and the intensive English remedial workshop. Drawing on the framework of learner agency from Larsen Freeman, a qualitative case study was conducted to attain an in-depth understanding of the interactions between the learner agency and different learning contexts. The participants of this study were four students in a Taiwanese junior high school: Johnny, Kevin, Dora and Pam. Major data was collected through the interviews with the participants and their school teachers. Collection instruments such as meetings notes, researcher’s logs and students’ worksheets, portfolios were also included in order to triangulate the data. The result of the study pointed out that learner agency shifts in interaction with distinct contexts, more specifically, it is actually connected with one’s family background, learning context, personality and their own point of view toward learning. Consequently, this shows that learner agency is an interaction of many factors and the nature of learner agency is therefore dynamic. Pedagogically, this study is expected to provide a new perspective for teachers or educators about the dynamic nature of learner agency. Other than giving appropriate trainings and choosing suitable materials, it is also indispensable to spur students’ learning motivations and help them becomes agentic by providing them with a more holistic concern throughout their learning.