透過文化融合英語教學轉變學習態度: 一位台灣小學生之個案研究

Abstract

語言與文化的關係密不可分。第二語言學者發現，融入文化元素在幼童英語學習中，不僅能幫助幼童發展跨文化能力，也助於提升學習態度和動機。然而現有文獻指出，在台灣針對幼童設計的文化語言課程研究不足，需要投入更多的努力。因此，本質化個案研究旨在探討將文化納入英語教學對於一名國小三年級學童在英語學習態度上的影響。資料蒐集透過家長和學童面訪、研究者的省思日誌、學童的學習回饋單來記錄並審視學童語言學習態度的轉變。 \n 本研究發現，相較於教學課程前負面且消極的學習態度，此學童在約四個月的文化英語教學課程中，經歷明顯且正面的轉變。例如，學童能開始主動做相關課後英語學習活動、對於英語學習給予正面的回饋、願意且更有耐心地做原本不喜歡的英語活動。此外，學童開始認為所學的英文對其有所幫助，並希望能夠學習更多的文化知識。\n 研究結果顯示，新奇的文化知識，多元且真實的教材為提升此個案態度的關鍵。另外，研究者也發現，受到對於他國文化學習興趣提升的影響，受試者除了原本偏向工具型的學習動機，也逐漸發展出融合型的動機取向。最後，本研究根據此個案的討論結果，近一步提供相關建議，作為教育單位、英語老師及未來研究的參考。

Recognizing the symbiotic relationship that culture and language share with each other, researchers in the field of EFL and ESL have long advocated the importance of integrating cultural learning into English classroom. Numerous studies have shown benefits of integrating cultural learning in the language education curricula. For instance, it has been suggested that the teaching of culture for learners at an early age can not only cultivate intercultural competence but also help raise their learning motivation. While a great number of discussions have been devoted to the integration of culture into language education for children, yet there exist only a paucity of relevant studies and practices in Taiwan. \n Therefore, the present study aimed to address this gap by first designing an integrated English and culture teaching instruction (IECT) for an eight-year-old learner in Taiwan, followed by putting into records the development of his English learning attitude through qualitative research. Multiple data sources were collected via face-to-face student and parents interviews, student feedback sheets, and teaching journals to shed lights on the influence of the instruction upon the burgeoning dynamic shift of the young learner’s attitude toward English as a second language. \n The findings revealed that the participant’s three primary aspects of learning attitude, including affective, behavioral, and cognitive attitudes underwent profound change throughout the fourth-month IECT instruction. Prior to the instruction, the learner exhibited negative attitude and showed a lack of learning interest toward English learning. Yet, during the first three months of the instruction, the learner’s \nlearning attitude showed a progressive and positive change. In the final month of the instruction, the learner demonstrated more discernible and positive signs of attitudinal change. Behaviorally, he became proactive in undertaking extracurricular English learning activities; the participant voluntarily initiated learning endeavors outside class settings. Affectively, he demonstrated higher level of willingness and more patience when engaging in activities he once disliked. Finally, his heightened awareness toward the usefulness of English learning also indicated the enhancement of cognitive learning attitude. \nBased on this case, it was concluded that the IECT instruction and its accompanying cultural contents helped boost the participant’s once negative learning attitude through useful world knowledge, diversified and authentic materials. Additionally, the growing interest in different cultural knowledge also made the learner develop more integrative orientation toward learning English. The enhancement of motivation therefore enhanced the participant’s attitude, and this change in turn bestowed upon him the new purposes to learn English with more patience and willingness. \n Finally, the study suggested that more effort is required to broaden IECT related instructions and research to further examine other potential effects of such an instruction. The current study could be taken as a reference for the future design of similar cultural teaching programs to galvanize more young learners’ learning interest and develop their positive attitude toward English leaning.