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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/35986
DC FieldValueLanguage
dc.contributor.advisor陳 振 寬 博士zh_TW
dc.contributor.advisorDr. Chen-kuan Chenen_US
dc.contributor.author呂素卿zh_TW
dc.contributor.authorLu Su-chingen_US
dc.creator呂素卿zh_TW
dc.creatorLu Su-chingen_US
dc.date2002en_US
dc.date.accessioned2009-09-18T08:41:57Z-
dc.date.available2009-09-18T08:41:57Z-
dc.date.issued2009-09-18T08:41:57Z-
dc.identifierG0089951004en_US
dc.identifier.urihttps://nccur.lib.nccu.edu.tw/handle/140.119/35986-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description英國語文學系英語教學碩士在職專班zh_TW
dc.description89951004zh_TW
dc.description91zh_TW
dc.description.abstract本研究的主要目的在探討合作學習對商職學生英語口語表達能力的成效及商職學生對合作學習應用在英語會話課的看法。研究對象為商職二年級兩班學生共八十名，其中一班為實驗組41人，授以學生小組成就區分法(STAD), 小組遊戲競賽法(TGT), 及共同學習法(LT)三種合作學習法；另一班為控制組39人，授以傳統授課法。兩組所使用的教材相同，由研究者安排教學活動並親自授課。教學實驗為期一個學期。資料蒐集方式包括兩次學期成就測驗為前、後測，問卷調查表、及訪談。資料分析方式為量化的描述性統計及質化的內容分析法。歸納研究結果摘述如下：\r\n一．實驗組學生在後測表現上明顯優於控制組學生，且達到統計的顯著差異。\r\n二．從個別子項目來看，實驗組學生在文法項目與控制組學生相較下，並未有顯著差異外，其餘項目表現明顯高於控制組學生。\r\n三．由問卷及訪談來看，合作學習對學生學習動機、學習態度、人際關係、及減輕學習焦慮均有助益。\r\n四．針對合作學習應用在本研究中所發現的一些缺點和困難，提出討論以求因應策略。\r\n根據上述研究結果，提出教學上涵義的探討，及對未來研究提出建議。zh_TW
dc.description.abstractThe purpose of this study is to investigate how commercial vocational high school students perceive cooperative learning in terms of English oral performance, learning attitudes, social development and lowering of anxiety in speaking English. There were totally 80 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT). The control group was taught in the traditional instruction.\r\n This study collected data from oral tasks, scores of pretest and posttest, questionnaire, and student interview to achieve methodological triangulation. The reliability and validity of the collected data were ensured by combining both qualitative and quantitative methods. Descriptive statistics and content analysis were used to analyze the data.\r\n The major findings of this study suggested that cooperative learning helped significantly to enhance the commercial vocational high school students` English oral performance , learning attitudes, social development and lowering of anxiety in speaking English. Besides, the problems of cooperative learning that emerged in students` responses and the researcher`s observation was stated in the conclusion.\r\n The study suggested that cooperative learning be integrated into the vocational high school English instruction in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching were proposed. Finally, suggestions for future studies were recommended.en_US
dc.description.tableofcontentsTABLE OF CONTENTS\r\n Page\r\nACKNOWLEDGEMENTS iii\r\nTABLE OF CONTENTS iv\r\nLIST OF TABLES viii\r\nCHINESE ABSTRACT x\r\nENGLISH ABSTRACT xii\r\nChapter\r\n1. INTRODUCTION 1\r\n1.1 Motivation 1\r\n1.2 Purpose of the Study 6\r\n1.3 Definition of Terms 7\r\n1.4 Organization of the Study 7\r\n2. LITERATURE REVIEW 9\r\n2.1 Definition of Cooperative Learning 9\r\n2.2 Features of Cooperative Learning 10\r\n2.2.1 Positive Interdependence 11\r\n2.2.2 Face-to-face Interaction 11\r\n2.2.3 Individual Accountability 12\r\n2.2.4 Social skills 12\r\n2.2.5 Group Processing 13\r\n2.3 Cooperative Learning Methods 15\r\n2.3.1 Student Teams Achievement Division (STAD) 15\r\n2.3.2 Teams-Games-Tournaments (TGT) 17\r\n2.3.3 Learning Together (LT) 18\r\n2.4 Research Findings on Cooperative Learning 20\r\n2.4.1 Language Development 20\r\n2.4.2 Social Development 23\r\n2.4.3 Affective Development 24\r\n2.5 Claims for Using Cooperative Learning in Conversation 25\r\n2.5.1 Oral Communication 25\r\n2.5.2 Cooperative Learning in Conversation Classroom 26\r\n2.5.3 Lowering Anxiety in Conversation Classroom 28\r\n2.6 Review of the Studies on Cooperative Learning in Taiwan 29\r\n3. Methodology 31\r\n3.1 Participants 31\r\n3.2 Research Procedures 33\r\n3.3 Teaching Materials 33\r\n3.4 Experimental Design 33\r\n3.5 Teaching Procedures 34\r\n3.5.1 Control Group 34\r\n3.5.2 Experimental Group 35\r\n3.5.2.1 Three Techniques of Cooperative Learning 35\r\n3.5.2.2 Three Stages of Cooperative Learning 36\r\n3.5.2.2.1 Before the Lesson 36\r\n3.5.2.2.2 During the Lesson 39\r\n3.5.2.2.3 After the Lesson 45\r\n4. Discussion and Findings 49\r\n4.1 Results of Statistical Analysis 49\r\n4.1.1 Pretest and Posttest 49\r\n4.1.2 Oral Grading Criteria 51\r\n4.2 Results of Questionnaire 54\r\n4.2.1 Results of Cooperative Learning on Oral Performance 54\r\n4.2.2 Results of Cooperative Learning on Attitudes toward English Learning\r\n 57\r\n4.2.3 Results of Cooperative Learning on Social Development 58\r\n4.2.4 Results of Cooperative Learning on Lowering Anxiety 59\r\n4.3 Results of Student Interview 60\r\n5. Conclusions, Implications and Recommendations 73\r\n5.1 Conclusions 74\r\n5.2 Pedagogical Implications 77\r\n5.3 Limitations 80\r\n5.4 Recommendations for Future Research 81\r\n\r\nREFERENCES 84\r\nAPPENDIX 95\r\nAppendix A Syllabus 95\r\nAppendix B Lesson Plan (Authentic Interview) 96\r\nAppendix C Example of Interview Questions & Pictures 97\r\nAppendix D English Song 100\r\nAppendix E Evaluation Form 101\r\nAppendix F Grading Criteria of Oral Test 104\r\nAppendix G English Passport 105\r\nAppendix H Questionnaire 106\r\nAppendix I Student Interview 108\r\n\r\n\r\nLIST OF TABLES\r\n Page\r\nTable 2.1 Cooperative Learning VS. Traditional 14\r\nTable 2.2 Characteristics of STAD, TGT, and LT 19\r\nTable 3.1 Three Stages of Cooperative Learning 36\r\nTable 3.2 Grouping 37\r\nTable 3.3 Role Assignment 38\r\nTable 3.4 Lesson Plan 40\r\nTable 3.5 Improvement 45\r\nTable 4.1 T-test Results of the Pretest in Experimental and Control Groups 50\r\nTable 4.2 T-test Results of the Posttest in Experimental and Control Groups 50\r\nTable 4.3 T-test Results of the Pretest and Posttest in Experimental Group 51\r\nTable 4.4 T-test Results of the Pretest and Posttest in Control Group 51\r\nTable 4.5 T-test Results of Oral Grading Criteria (Appropriateness) 52\r\nTable 4.6 T-test Results of Oral Grading Criteria (Vocabulary) 52\r\nTable 4.7 T-test Results of Oral Grading Criteria (Grammar) 53\r\nTable 4.8 T-test Results of Oral Grading Criteria (Fluency) 53\r\nTable 4.9 T-test Results of Oral Grading Criteria (Relevancy of Content) 54\r\nTable 4.10 The Experimental Group’s Responses to Cooperative Learning on Oral Performance 55\r\nTable 4.11 The Experimental Group’s Responses to Cooperative Learning on English Learning Attitudes 57\r\nTable 4.12 The Experimental Group’s Responses to Cooperative Learning on Social Development 58\r\nTable 4.13 The Experimental Group’s Responses to Cooperative Learning on Lowering Anxiety 59zh_TW
dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0089951004en_US
dc.subject合作學習zh_TW
dc.subject口語表達zh_TW
dc.subjectcooperative learningen_US
dc.subjectoral performanceen_US
dc.titleThe Study of Cooperative Learning in the EFL Conversation Classroom in Commercial Vocational High Schoolzh_TW
dc.typethesisen
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