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題名 由實境學習觀點探討英語課堂中的電影配音活動
Toward an Understanding of the Use of Film Dubbing Activities in the EFL Classroom through Situated Learning Perspectives
作者 李路得
Lee, Lu De
貢獻者 林伯英<br>招靜琪
Lin, Po Ying<br>Chao, Chin Chi
李路得
Lee, Lu De
關鍵詞 英語口語溝通
電影
低程度英語學習者
電影配音
設計型研究
實境學習觀點
English oral communication
feature films
lower-level EFL learners
film dubbing
design-based research
situated learning
日期 2009
上傳時間 9-May-2016 11:21:29 (UTC+8)
摘要 本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。
This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.
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描述 博士
國立政治大學
英國語文學系
91551505
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0915515051
資料類型 thesis
dc.contributor.advisor 林伯英<br>招靜琪zh_TW
dc.contributor.advisor Lin, Po Ying<br>Chao, Chin Chien_US
dc.contributor.author (Authors) 李路得zh_TW
dc.contributor.author (Authors) Lee, Lu Deen_US
dc.creator (作者) 李路得zh_TW
dc.creator (作者) Lee, Lu Deen_US
dc.date (日期) 2009en_US
dc.date.accessioned 9-May-2016 11:21:29 (UTC+8)-
dc.date.available 9-May-2016 11:21:29 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 11:21:29 (UTC+8)-
dc.identifier (Other Identifiers) G0915515051en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94619-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 91551505zh_TW
dc.description.abstract (摘要) 本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。zh_TW
dc.description.abstract (摘要) This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.en_US
dc.description.tableofcontents Acknowledgements....................iv
     Chinese Abstract.....................x
     English Abstract.....................xi
     Chapter
     1.Introduction.............................................1
     2.Backgrounds and Literature Review.......................12
      Debate between Cognitive Perspectives and
      Sociocultural Perspectives..........................12
      Situated Learning Theory..............................14
      Situated learning and the Instruction of Oral
      Communication for Lower –Level EFL Learners........35
      Design-based Research.................................47
     Definitions of Terms......................................49
     3.Methodology.............................................50
      Context...............................................50
      Participants..........................................54
      Teaching Materials....................................55
      Pilot Study.................................58
      Instructional Design..................................68
      Data Collection.......................................74
      Data Analysis.........................................77
      Summary and Schedule..................................81
     4.Findings................................................82
      Critical Events........................................82
      First Meeting: A Stagnant Atmosphere in the Laboratory 83
      First Dubbing: Silence in the Initial Practice for
      Film Dubbing.........................................89
      Second Dubbing: Distraction in Viewing Film before
      Transcript Explication...............................97
      Second Dubbing: Fast Speech Rate as the Major
      Difficulty in Dubbing................................99
      Third Dubbing: Better Concentration in Film Viewing
      after Script Explication............................102
      Third Dubbing: Enjoying Exciting Plot and Easy Language
      in Film Dubbing.....................................104
      Fourth Dubbing: Poor Performance in the Student-
      selected Dubbing Task...............................107
      The Participants’ Overall Perception of the Teaching
      Project..............................................110
      Overall Positive Reactions to Film Dubbing Activities 110
      Minor Doubt of the Authenticity of Fairy Tale.........118
      Perceived Increase in English Language Knowledge......119
      Perceived Improvement in English Listening and
      Speaking Skills.....................................123
      Opportunities to Observe NESs in Authentic Oral
      Communication.......................................126
      Positive Affective Reactions in the Teaching Project..129
      Recognizing Film Dubbing as an Effective Way to Learn
      English.............................................133
      Focus Cases.............................................136
      Cherry: “I Made It!”................................137
      Shane: “I Didn’t Get Sleepy in Class Anymore!”.....142
      Joanne: “I Got Interested!”.........................146
      Vincent: “I Found It!”..............................150
      Ian and James: “I Don’t Like It!”..................153
     5.Discussion............................................158
      Question # 1........................................158
      The Participants as a Whole.......................158
      Opportunities to Observe Expertise-in-use through
      Audio-Visual Technology.......................159
      Context-dependent Memory and the Story of the
      Film..........................................161
      The Focused Cases.................................163
      Observation of English Oral Skills..............163
      Observation of the Social Context of Oral
      Communication................................164
      Question # 2..........................................168
      The Participants as a Whole.........................168
      Scaffolds from the Video..........................168
      Coaching by the Instructor........................170
      Lack of Autonomous Learning.......................171
      Meaningful Goal for Repetitive Practice...........172
      Cognitive Apprenticeship..........................174
      Reflection........................................176
      The Focused Cases...................................177
      Collaboration.....................................177
      Scaffolding.......................................178
      Question # 3..........................................180
      The First Dubbing Task............................. 181
      The Second Dubbing Task.............................181
      The Third Dubbing Task..............................182
      Comparison among the Dubbing Tasks..................183
      Two Related Issues....................................184
      Conditions of Cognitive Apprenticeship for EFL Oral
      Communicative Competence............................188
      Theoretical Development...............................191
     6.Conclusions...........................................198
      Significance of this Study..........................198
      Summary of this Study...............................199
      Pedagogical Implications............................202
      Suggestions for Future Research.....................204
      Limitations of this Study...........................206
     References..............................................208
     Appendix
      1.Before-instruction Questionnaire.....................219
      2.Interview Protocol...................................223
      3.Journals............................................ 225
      4.After-instruction Questionnaire......................238
      5.Results of After-instruction Survey..................242
      6.Coding Schemes.......................................244
      7.Vita.................................................248
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     LISTS OF TABLES AND FIGURES
     
     Table
     
     1.Distinction among JPF, Practitioner, and Student Activity made by Brown, Collins, and Duguid (1989, p. 35)........17
     2.The Participants’ Learning Attitudes and Preferences in EFL Classroom...........................................54
     3.Four Procedures of Film Instruction and Viewing in the Pilot Study.............................................62
     4.Means of the Participants’ Grades on the Two Film Dubbing Tasks in the Pilot Study........................67
     5.Video and Language Characteristics of the Three Teacher-Selected Film Clips.....................................72
     6.Timeline of the Teaching Project......................81
     7.Critical Incidents Identified in the Instructor’s Teaching Journal........................................82
     8.The Frequencies of Students’ Preference of Film Instruction Procedures.................................103
     9.Participants’ Reasons for Selecting the Fourth Dubbing Film Clips.............................................109
     10.Percentages of Positive Responses to the Question “Do you like the film clip for dubbing, why or why not?” in the Three Dubbing Tasks...............................111
     11. Percentages of Negative Responses to the Question “Do you like the film clip for dubbing, why or why not?” in the Three Dubbing Tasks...............................113
     12. Percentages of Positive Responses to the Question “Did you like your dubbing role? Why or why not?” in the Three Dubbing Tasks........................................ 114
     13. Percentages of Negative Responses to the Question “Did you like your dubbing role? Why or why not?” in the Three Dubbing Tasks.........................................117
     14.Frequencies of the Participants’ responses regarding Perceived Increase in English Language Knowledge......120
     15.Frequencies of the Participants’ Responses regarding Perceived Improvement in Listening and Speaking Skills.124
     16.Frequencies of the Participants’ Responses regarding Opportunity to Observe NESs in Authentic Oral
     Communication..........................................127
     17.Frequencies of the Participants’ Responses regarding Positive Affective Reactions in the Teaching Project...130
     18.Frequencies of the Participants’ Responses regarding the Recognition of Film Dubbing as a Refreshing and Effective Way to Learn English.........................131
     19.Means of the Participants’ Grades in the Four Film Dubbing Task ..........................................180
     20.Cognitive Apprenticeship Applied to the EFL
     Classroom..............................................192
     
     
     Figure
     
     1.The Illustration of Legitimate Peripheral Participation (LPP).................................................30
     2.The Difference between EFL Oral Communication Training according to Cognitive Apprenticeship and that in Conventional EFL Conversation Textbooks................175		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0915515051en_US
dc.subject (關鍵詞) 英語口語溝通zh_TW
dc.subject (關鍵詞) 電影zh_TW
dc.subject (關鍵詞) 低程度英語學習者zh_TW
dc.subject (關鍵詞) 電影配音zh_TW
dc.subject (關鍵詞) 設計型研究zh_TW
dc.subject (關鍵詞) 實境學習觀點zh_TW
dc.subject (關鍵詞) English oral communicationen_US
dc.subject (關鍵詞) feature filmsen_US
dc.subject (關鍵詞) lower-level EFL learnersen_US
dc.subject (關鍵詞) film dubbingen_US
dc.subject (關鍵詞) design-based researchen_US
dc.subject (關鍵詞) situated learningen_US
dc.title (題名) 由實境學習觀點探討英語課堂中的電影配音活動zh_TW
dc.title (題名) Toward an Understanding of the Use of Film Dubbing Activities in the EFL Classroom through Situated Learning Perspectivesen_US
dc.type (資料類型) thesisen_US
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