一個國中生體驗晚期英語浸潤式教學的個案研究

Abstract

本研究探討一個國中生在晚期英語浸潤式教學中的體驗，研究議題包括學習者的學習歷程、學習者所遇到的困難、造成困難的因素、以及學習者如何面對並解決困難的過程。\n 本研究方法採用質性個案研究，研究工具為日記，訪談，以及研究筆記。研究結果發現，學習者很快就適應沉浸式教學的環境。此研究中指出，學習者把英文視為工具而非學科的的態度，她優異的英文能力，她對環境以及課程內容的熟悉度，以及她的課程學習與她的期待相符，這些因素與她良好的適應狀況習習相關。然而，本研究也發現，在非語言課程中某些老師使用英文授課之能力對學生的學習帶來負面影響，例如：老師的口音以及老師在使用英文授課時的能力不足為兩個影響學習者學習語言之因素；除此之外，學習者對於寫功課的負面情緒也影響了學習的品質。儘管如此，學習者卻能將這些挑戰迎刃而解，本研究發現學習者與同儕間合作學習的互動模式，以及學習者的高度自我效能與學習策略應用的能力，成功使該學習者克服上述的學習困難。唯一令學習者不滿的是她的母語課程，研究結果顯示重覆的課本內容、偏向背誦式的教學方式與考試取向與學習者期待不符合，進而造成她對於自己的母語發展不甚滿意。\n 本研究最後針對未來有興趣進入沉浸式教學中的學生、學生家長、以及在教育端的老師與課程設計者提供意見，以期能使學生在沉浸式教學環境中的學習更加豐富。\n\n

The present study explores a junior high school student’s initial learning experiences in a late English immersion program, and it discusses the learner’s learning process, the encountered difficulties, factors leading to the difficulties, and coping strategies. \n A qualitative research method was employed in this case study. Data were collected through diary entries, interviews, and research notes. Results of the study indicate that the learner made rapid adjustment to the immersing context, and the finding suggests that factors like regarding English as a tool rather than a subject, having a high level of English proficiency, being familiar with the learning environment and the course contents, learning in an environment that matches the learner’s expectation are facilitative factors leading to the learner’s effective adjustment. On the other hand, the present study also finds that inadequate level of some non-language-course teachers’ English proficiency is hindering to the learner’s adjustment. For instance, the teacher’s accent and the ability to explain a concept through comprehensible language are two language problems hindering learning acquisition. In addition, the learner’s negative emotion toward homework also poses a threat to the learning. Nonetheless, the cooperative and collaborative interaction between the learner and the peers, and her high sense of self-efficacy coupled with her flexible learning strategies are influential in helping the learner overcome the above challenges. However, the mismatched expectation of the learner’s L1 development in the Chinese course remains a problem. The overlapped content in the textbook and the requirement of rote learning in teaching and testing result in the learner’s dissatisfaction of L1 development. \n Lastly, implications and suggestions developed from the discussions were provided for students, parents, teachers, and curriculum designers to make immersion programs more fruitful for students.