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Title: 不同教學模式對於台中市國中生的聽力及閱讀理解之研究
A study of the effects of different teaching modes on junior high school students' listening and reading comprehension
Authors: 張心瑜
Contributors: 許炳煌
Keywords: 聽力
teaching modes
English learning magazines
Date: 2010
Issue Date: 2013-09-04 14:55:58 (UTC+8)
Abstract: 本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響,採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助,分別為:一、獨立回答學習單的問題;二、老師給予單字及背景知識的教學;三、學生分成小組回答問題,而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效,也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助,然後收聽30分鐘英語學習雜誌,學生接受10次教學,實驗進行十週。實驗結果發現三組學生經歷不同教學模式後,他們的閱讀成績有顯著的差異,其中「學生分成小組回答問題」對閱讀能力幫助最大,而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外,「學生分成小組回答問題」能有效提昇聽力及閱讀成績,「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助,但未達顯著水準。本研究建議老師在教學前,將學生分為小組討論並回答學習內容相關的問題,以提升學生的學習及理解力。
The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.
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