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https://ah.lib.nccu.edu.tw/handle/140.119/136670| 題名: | 英語歌曲融入教學對低成就國中生文法學習之成效研究 The Effects of English Song Instruction on Grammar Learning for Low Achievers in Junior High School |
作者: | 鄒宜君 | 貢獻者: | 余明忠 Yu, Ming-Chung 鄒宜君 |
關鍵詞: | 英語歌曲 低成就學生 文法學習 學習動機 自我效能 教學方法 English song Low achiever Grammar learning Learning motivation Self-efficacy Teaching method |
日期: | 2021 | 上傳時間: | 4-八月-2021 | 摘要: | 本研究旨在探討 (1) 英語歌曲對學生的學習動機之影響 (2) 英語歌曲融入教學對低學習成就學生課業成就之影響 (3) 實驗組學生對於英語歌曲融入教學之回饋感想。本研究以台北市一所公立國中八年級學生為研究對象，研究者從任教班級中挑選出其七年級英語學期成績較低的四個班級共100人 (有效樣本98人)，隨機分為實驗組(49人)及控制組(49人)，並以105年度全民英檢初級閱讀之分數確認其起始能力。實驗組及控制組的學生皆學習相同的文法內容，且聽相同的英語歌曲輔助文法學習，但學習方式有所差異。實驗組的學習單主要針對文法句型演練，而控制組的學習單則以文法句型搭配單字為主。此實驗組以英語歌曲輔助文法學習的實驗為期八週。\n本研究之研究工具為：八首英語歌曲、兩份學習動機問卷(實驗前、實驗後)、一份實驗後之回饋問卷、兩份文法測驗(前測及後測)以及一份105年度全民英檢試題(閱讀部分)。本研究採用獨立樣本T檢定(Independent-Sample T Test) 做為比較組別差異的分析方法。\n本研究之主要發現如下：\n1.學習動機在「自我效能」方面，兩組的後測達顯著差異，且實驗組高於控制組，而其餘面向的前後測皆無顯著差異。\n2.實驗組和控制組的文法表現在實驗前後皆沒有顯著差異。\n3.兩組的回饋問卷皆顯示大多數的學生對於英語歌曲融入文法教學抱持正面的看法，其中實驗組的學習動機在實施英語歌曲教學後，較明顯地高於實施前。\n基於以上之分析結果，研究者建議英語教師以此實驗為參考，對於英語歌曲應用於國中階段之低成就學生在文法教學上的方式能進一步的探索，以期能改善學生的文法學習成效及提升其學習動機。 The study aims to investigate: (1) the effects on the students’ learning motivation when grammar is taught with the help of English songs, (2) the effects on the academic achievement of low achievers after they have received grammar instruction with English songs, and (3) the experimental group’s feedback on the English song instruction. The researcher selected a total of 100 eighth-graders (98 effective samples) from four classes whose English grades in the previous semester were comparatively lower than those of the other classes. Then, they were divided randomly into the experimental group (49 participants) and the control group (49 participants). Next, all participants undertook the 105th GEPT (Elementary Level- Reading Part) to confirm their initial proficiency. Both groups learned the same grammar and listened to the same English songs but received different teaching methods. The worksheet of the experimental group mainly focused on grammar drills, while that of the control group emphasized vocabulary learning besides grammatical practice. The experiment lasted eight weeks.\nThe research consists of eight English songs, two self-designed grammar tests (pre-test and post-test), two learning motivation questionnaires (pre-test and post-test), and one feedback questionnaire. The study adopted the General English Proficiency Test of 2016 (105th GEPT-Reading Part) and the English grammar test to examine both groups’ proficiency levels before and after the experiment. In addition, Independent-Sample t-Test was used to explore the differences between both groups.\nThe significant findings are summarized as follows:\n1. Several psychological changes could be found in the students’ learning process despite the statistically non-significant difference of both groups’ learning motivation after the experiment.\n2. The findings of the study drew some pedagogical implications besides the fact\nthat there was no significant difference in grammatical achievement between the two groups.\n3. The majority of the participants in both groups held a positive attitude toward the English song instruction. Furthermore, the experimental group’s learning motivation became significantly higher after the experiment.\nThe statistics suggest that although the researcher taught the low-achievers grammar by using English songs, the students’ academic performance did not improve significantly. However, it was observed that using English songs in class helped reduce learners’ anxiety and sense of uncertainty while they participated in classroom activities. Therefore, it is recommended that English teachers use English songs as part of grammar teaching to enhance students’ learning motivation and understanding of English grammatical concepts. |
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