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Title: 歸納及演繹法對台灣高職一年級英語學習者的學習成效:以翻譯學習上中英詞序不同的面相作為探討
The Effects of Inductive and Deductive Learning Among First-year Vocational High School Learners of English in Taiwan: A Study on the Word Order Differences Between Chinese and English from the Aspect of Translation
Authors: 詹迎婕
Chan, Ying-Chieh
Contributors: 張郇慧
Chang, Hsun-Huei
Chan, Ying-Chieh
Keywords: 歸納
Chinese-English word order
Instructional approach
Date: 2021
Issue Date: 2021-09-02 15:28:34 (UTC+8)
Abstract: 在台灣現行的108課綱中,最新改版的英文課本在句型文法的單元中融入了「歸納式」的學習方法,本研究的目標是要實證傳統「演繹式」及新編入的「歸納式」兩種學習法對於學生在英文文法概念的學習成效,進而檢視新版教科書的改變對於英語學習者是否有正面的幫助。為了避免選擇題型中比較會出現的測驗智巧(test-wiseness)的情形,本研究採用「中英翻譯」作為測驗英語學習者「中英詞序」文法概念的方式。本研究的實驗參與者是61位一年級高職學生,其中33位是接受「歸納式」的文法教學引導,而另外的28位則是接受傳統的「演繹式」文法教學。為了要觀察兩組不同教學法的受試者在翻譯表現上的差異,結果的分析是採用獨立樣本及成對樣本的t檢定。整體而言,研究的結果顯示在牽涉到中英詞序不同的句型翻譯表現上,傳統「演繹式」及新編入的「歸納式」兩種學習法的效果並沒有顯著差異。此外,本研究也將進而探討「學習者的語言能力」以及「中英詞序不同的樣態」對於兩種教學法成效的影響。
Under the newly-implemented curriculum, the instruction of grammar knowledge has involved inductive approach as a new teaching and learning method in the latest versions of English textbooks. This research aims to attest the effects of both deductive and inductive
instructions regarding the learning of grammar knowledge to figure out whether the change in the teaching reality has positive effect on EFL learners. To avoid test-wiseness in multiple tests, translation was adopted as the tests on learners’ grammar knowledge of Chinese-English word order differences. There were 61 first-year vocational high school participants involved with 33 receiving inductive instruction and 28 receiving deductive instruction. To observe the variance in translation performance among participants in the two groups, independent-sample and paired-sample test were applied for the analysis. On the whole, the results indicated that there was no significant difference of translation performance under the two
instructions. Participants’language proficiency and the types of Chinese-English word order differences were the two factors also discussed in details in this study to examine their interaction with the effect of the two instructional approaches.
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