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題名 任務型教學法對台灣高中生英語學習成就與學習態度之影響
The Effects of Task-based Language Teaching on Taiwanese High School Students` English Learning Achievement and English Learning Attitudes作者 陳慧文
Chen, Hui-Wen貢獻者 招靜琪
Chao, Chin-Chi
陳慧文
Chen, Hui-Wen關鍵詞 任務型語言教學
台灣高中生
英語學習成就
英語學習態度
Task-based language teaching
English learning achievement
English learning attitudes日期 2022 上傳時間 1-Mar-2022 18:13:54 (UTC+8) 摘要 本研究目的在探討任務型教學對台灣高中生英語學習之成就以及學習態度的影響。本研究以新北市某公立高中兩班學生為實驗對象，這七十二位學生依原班級分為實驗組和對照組。實驗組採用任務型教學，控制組接受傳統PPP教學，兩組學生皆接受每週一百分鐘的教學，經過十週的教學後，兩組學生皆實施英語學習成就測驗之後測和英語學習態度問卷之後測，所有自兩組學生蒐集到的英語學習成就測驗之分數以及學習態度問卷之後測分數皆以獨立樣本t檢定來進行統計分析。 研究結果顯示，接受任務型教學的實驗組學生之英語學習成就測驗成績優於實施傳統PPP教學的控制組學生。此外，實驗組學生比控制組學生持有更正向的英語學習態度。希望此研究結果可以提供老師們一些如何使用任務型教學活動來增進高中生的英語能力的建議。
The purpose of this study was to investigate the effects of task-based activities on high school students’ English learning achievement and their attitudes towards English learning. The 72 participants of this study were first-year high school students in the researcher’s two intact classes during the spring semester, 2021. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English learning attitudes. The students in the experimental group received TBLT instruction, whereas the students in the control group received PPP instruction. Both groups received 100 minutes instruction per week. After a ten-week instruction, the post-test and the post-study English Learning Attitudes Questionnaire (ELAQ) were administered to both groups. The mean scores of the posttest and those of the post-study ELAQ were analyzed through independent samples t-tests. The results showed that the students in the experimental group performed relatively better on the post-test than the students in the control group. The experimental group also demonstrated relatively more positive attitudes towards English learning than the control group. It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to implement task-based activities to improve students’ English learning achievement.參考文獻 Anderson, N. A. Teaching Reading as a Life Skill. The Reading Teacher, 42 (October 1988), 92. Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp.67-86). New York: Mc.Graw Hill Publishers. Brown, H. D. (1987). Principles of language learning and teaching. (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman. Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Education Researcher, 18 (1), 32-42. Bybee, R. W., & Kennedy, D. (2005). Math and science achievement. Science, 307, 481. Bygate, M. (1996). Effects of task repetition: appraising the developing language of learners. In J. Willis & D. Willis (Eds.). Challenge and change in language teaching (pp. 136-146). Oxford, England: Heinemann. Bygate, M., Swain, M., & Skehan, P. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. New York, NY: Routledge. Cao, L-Y. (2012). A Feasibility Study of Task-based Teaching of College English Writing in Chinese EFL Context. Shaanxi Normal University, Xi’an. Chen, C-Y. (2006). An Exploratory Study of How EFL Junior High School Students Develop L2 Literacy through Task-Based Reading-to-Writing Instruction, (Master’s thesis), National Cheng Kung University, Tainan. Chen Y-F. (2016). The Effects of Task-Based Activities on Elementary Students` English Reading Comprehension, (Master’s thesis), National Cheng Chi University, Taipei. Chu, H-M. (2003). Teaching Beginning English L2 Readers: Looking into English Curricula in East Asian countries. Unpublished thesis, National Taiwan Normal University. Taipei. Dörnyei, Z., & Csizér, K. (2003). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462. Ellis, R. (1999). From communicative language teaching to developmental pedagogy. English in Aotearoa, 38(9), 14-22. Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press. Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart, and Winston. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold. Gardner, R. C., & Tremblay, P. F. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518. Harris, A. J., & Sipay, E.R. (1985). How to increase reading ability: A guide to developmental and remedial method. New York: Longman. Harris, J. (2018). Responding to the critics: Implementation of TBLT in Japan. Indonesian Journal of Applied Linguistics, 8(1), 139-148. doi: 10.17509/ijal.v8i1.11473 Keyvanfar A. & Modarresi M. (2009). The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level. The Journal of Applied Linguistics, 2.1, 81-102 Lai, J. (1997). Reading Strategies: a study guide. Hong Kong: Chinese University of Hong Kong. Lee, J. F. (2000). Tasks and communicating in language classrooms. New York, NY: McGraw-Hill. Long, M. (1985). A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam and M. Pienemann (Eds.). Modeling and assessing second language acquisition. (pp.77-99). Clevedon, England: Multilingual Matters. Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-47. Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Education Psychology Review, 9, 371- 409. Mao, Z. (2012). The Application of Task-based Language Teaching to English Reading Classroom. English Department, Zhenjiang Watercraft College of PLA, Zhenjiang, China Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York, NY: Harper & Row. Mehrpour, S., & Vojdani, M. (2012). Globalization and EFL learning motivation: A new perspective on integrative vs. instrumental motivation among Iranian learners of English. Open Journal of Modern Linguistics, 2(2), 43-50. doi: 10.4236/ojml.2012.22006 Müller-Hartmann, A., & Schocker-v. Ditfurth, M. (2010). Research on the use of technology in task-based language teaching. In M. Thomas & H. Reinders (Eds.). Task-based language learning and teaching with technology (pp. 17-40). New York, NY: A & C Black. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, England: Cambridge University Press. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295. Nahavandi, N. (2011). The Effect of Task-based Activities on EFL Learners` Reading Comprehension. Advances in Language and Literary Studies, 2, 56-69. doi:10.7575/aiac.alls.v.2n.1p.56 Pica, T. (1994). Research on Negotiation: What does it reveal about second language learning conditions, processes, and outcomes? Language Learning, 44(3), 493 – 527. Prabhu N. S. (1982). The communicational teaching project, South India. Madras, India: The British Council (mimeo). Prabhu, N. S. (1987). Second language pedagogy. Oxford, England: Oxford University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, England: Cambridge University Press. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Houndmills, NY: Palgrave MacMillan. Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press. Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics 18: 268–86 Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211. Stipek, D. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66 (1), 209-223. Sun, C-C. (2013). A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School, (Master’s thesis), National Chung Cheng University, Chiayi. Tsai, H-Y. (2007). A Study on the Influence of Task-Based Learning on Primary Students in English Vocabulary Learning, (Master’s thesis), University of Taipei, Taiwan. Willis, J. (1996). A framework for Task-based Learning. Harlow: Longman Person Education. Willis, D. & Willis, J. (2007). Doing Task-based Teaching. New York: Oxford University Press 描述 碩士
國立政治大學
英語教學碩士在職專班
104951018資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951018 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (Authors) 陳慧文 zh_TW dc.contributor.author (Authors) Chen, Hui-Wen en_US dc.creator (作者) 陳慧文 zh_TW dc.creator (作者) Chen, Hui-Wen en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Mar-2022 18:13:54 (UTC+8) - dc.date.available 1-Mar-2022 18:13:54 (UTC+8) - dc.date.issued (上傳時間) 1-Mar-2022 18:13:54 (UTC+8) - dc.identifier (Other Identifiers) G0104951018 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/139304 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 104951018 zh_TW dc.description.abstract (摘要) 本研究目的在探討任務型教學對台灣高中生英語學習之成就以及學習態度的影響。本研究以新北市某公立高中兩班學生為實驗對象，這七十二位學生依原班級分為實驗組和對照組。實驗組採用任務型教學，控制組接受傳統PPP教學，兩組學生皆接受每週一百分鐘的教學，經過十週的教學後，兩組學生皆實施英語學習成就測驗之後測和英語學習態度問卷之後測，所有自兩組學生蒐集到的英語學習成就測驗之分數以及學習態度問卷之後測分數皆以獨立樣本t檢定來進行統計分析。 研究結果顯示，接受任務型教學的實驗組學生之英語學習成就測驗成績優於實施傳統PPP教學的控制組學生。此外，實驗組學生比控制組學生持有更正向的英語學習態度。希望此研究結果可以提供老師們一些如何使用任務型教學活動來增進高中生的英語能力的建議。 zh_TW dc.description.abstract (摘要) The purpose of this study was to investigate the effects of task-based activities on high school students’ English learning achievement and their attitudes towards English learning. The 72 participants of this study were first-year high school students in the researcher’s two intact classes during the spring semester, 2021. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English learning attitudes. The students in the experimental group received TBLT instruction, whereas the students in the control group received PPP instruction. Both groups received 100 minutes instruction per week. After a ten-week instruction, the post-test and the post-study English Learning Attitudes Questionnaire (ELAQ) were administered to both groups. The mean scores of the posttest and those of the post-study ELAQ were analyzed through independent samples t-tests. The results showed that the students in the experimental group performed relatively better on the post-test than the students in the control group. The experimental group also demonstrated relatively more positive attitudes towards English learning than the control group. It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to implement task-based activities to improve students’ English learning achievement. en_US dc.description.tableofcontents Table of Contents CHAPTER 1 INTRODUCTION 1 BACKGROUND AND MOTIVATION 1 PURPOSES AND SIGNIFICANCE OF THE STUDY 7 CHAPTER 2 LITERATURE REVIEW 9 TASK-BASED LANGUAGE TEACHING 9 The Definition of a Task 11 Types of a Task 13 Classified by task activity content 14 Listing. 14 Ordering and sorting. 14 Comparing. 14 Problem solving. 14 Sharing personal experiences. 15 Creative tasks. 15 Classified by information acquisition method 15 Information-gap activity. 15 Opinion-gap activity. 16 Reasoning-gap activity. 16 Classified by the interactive way 16 Jigsaw tasks. 16 Information-gap tasks. 16 Problem-solving tasks. 17 Decision-making tasks. 17 Opinion exchange tasks. 17 THE INSTRUCTIONAL FRAMEWORK OF TBLT 17 RESULTS FROM PREVIOUS STUDIES ON TBLT 19 CHAPTER 3 METHODOLOGY 23 FRAMEWORK OF THE STUDY 23 CONTEXT AND PARTICIPANTS 25 MATERIALS 25 The English Test (ET) 26 English Learning Attitudes Questionnaire (ELAQ) 26 Pilot Study 28 Teaching Materials 28 TEACHING PROCESS 28 DATA ANALYSIS 31 CHAPTER 4 RESULTS 33 RESULTS OF ENGLISH TEST 33 RESULTS OF THE ENGLISH LEARNING ATTITUDES QUESTIONNAIRE 34 CHAPTER 5 DISCUSSION AND CONCLUSION 45 RESEARCH QUESTION ONE: DO EFL HIGH-SCHOOL STUDENTS WHO RECEIVED TBLT INSTRUCTION OUTPERFORM THOSE WHO RECEIVED PPP IN THE POST-TEST? 45 RESEARCH QUESTION TWO: IS THERE ANY NOTICEABLE DIFFERENCE IN ENGLISH LEARNING ATTITUDES BETWEEN EFL HIGH-SCHOOL STUDENTS WHO RECEIVED TBLT AND THOSE WHO RECEIVED PPP? 45 SUMMARY OF THE STUDY 47 PEDAGOGICAL IMPLICATIONS 48 LIMITATIONS OF THE STUDY 49 SUGGESTIONS FOR FURTHER RESEARCH 50 REFERENCES 51 APPENDIX A 57 APPENDIX B 61 APPENDIX C 65 Lists of Tables TABLE 3.1 THREE DIMENSIONS OF THE ENGLISH LEARNING ATTITUDES QUESTIONNAIRE 27 TABLE 4. 1 COMPARISON OF THE EG AND CG’S MEAN SCORES ON THE POST-TEST ENGLISH TEST 34 TABLE 4. 2 COMPARISON OF THE EG AND CG’S MEAN SCORES ON POST-STUDY ELAQ 35 TABLE 4. 3 COMPARISON OF BOTH GROUPS’ MEAN SCORES ON THE THREE DIMENSIONS OF ATTITUDES IN THE POST-STUDY ELAQ 36 TABLE 4. 4 COMPARISON OF BOTH GROUPS’ MEAN SCORES ON THE QUESTIONS IN THE COGNITIVE DIMENSION OF ATTITUDES IN THE POST-STUDY ELAQ 37 TABLE 4. 5 COMPARISON OF BOTH GROUPS’ MEAN SCORES ON THE QUESTIONS IN THE BEHAVIORAL DIMENSION OF ATTITUDES IN THE POST-STUDY ELAQ 39 TABLE 4. 6 COMPARISON OF BOTH GROUPS’ MEAN SCORES ON THE QUESTIONS IN THE AFFECTIVE DIMENSION OF ATTITUDES IN THE POST-STUDY ELAQ 42 Lists of Figures FIGURE 2. 1 WILLIS’S (1996) FRAMEWORK OF TBLT (MADE BY THE RESEARCHER) 19 FIGURE 3. 1 THE PROCEDURE OF THE STUDY 24 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951018 en_US dc.subject (關鍵詞) 任務型語言教學 zh_TW dc.subject (關鍵詞) 台灣高中生 zh_TW dc.subject (關鍵詞) 英語學習成就 zh_TW dc.subject (關鍵詞) 英語學習態度 zh_TW dc.subject (關鍵詞) Task-based language teaching en_US dc.subject (關鍵詞) English learning achievement en_US dc.subject (關鍵詞) English learning attitudes en_US dc.title (題名) 任務型教學法對台灣高中生英語學習成就與學習態度之影響 zh_TW dc.title (題名) The Effects of Task-based Language Teaching on Taiwanese High School Students` English Learning Achievement and English Learning Attitudes en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Anderson, N. A. Teaching Reading as a Life Skill. The Reading Teacher, 42 (October 1988), 92. Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp.67-86). New York: Mc.Graw Hill Publishers. Brown, H. D. (1987). Principles of language learning and teaching. (2nd ed.). Englewood Cliffs, NJ: Prentice Hall. Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman. Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Education Researcher, 18 (1), 32-42. Bybee, R. W., & Kennedy, D. (2005). Math and science achievement. Science, 307, 481. Bygate, M. (1996). Effects of task repetition: appraising the developing language of learners. In J. Willis & D. Willis (Eds.). Challenge and change in language teaching (pp. 136-146). Oxford, England: Heinemann. Bygate, M., Swain, M., & Skehan, P. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. New York, NY: Routledge. Cao, L-Y. (2012). A Feasibility Study of Task-based Teaching of College English Writing in Chinese EFL Context. Shaanxi Normal University, Xi’an. Chen, C-Y. (2006). An Exploratory Study of How EFL Junior High School Students Develop L2 Literacy through Task-Based Reading-to-Writing Instruction, (Master’s thesis), National Cheng Kung University, Tainan. Chen Y-F. (2016). The Effects of Task-Based Activities on Elementary Students` English Reading Comprehension, (Master’s thesis), National Cheng Chi University, Taipei. Chu, H-M. (2003). Teaching Beginning English L2 Readers: Looking into English Curricula in East Asian countries. Unpublished thesis, National Taiwan Normal University. Taipei. Dörnyei, Z., & Csizér, K. (2003). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421-462. Ellis, R. (1999). From communicative language teaching to developmental pedagogy. English in Aotearoa, 38(9), 14-22. Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press. Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart, and Winston. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold. Gardner, R. C., & Tremblay, P. F. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518. Harris, A. J., & Sipay, E.R. (1985). How to increase reading ability: A guide to developmental and remedial method. New York: Longman. Harris, J. (2018). Responding to the critics: Implementation of TBLT in Japan. Indonesian Journal of Applied Linguistics, 8(1), 139-148. doi: 10.17509/ijal.v8i1.11473 Keyvanfar A. & Modarresi M. (2009). The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level. The Journal of Applied Linguistics, 2.1, 81-102 Lai, J. (1997). Reading Strategies: a study guide. Hong Kong: Chinese University of Hong Kong. Lee, J. F. (2000). Tasks and communicating in language classrooms. New York, NY: McGraw-Hill. Long, M. (1985). A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam and M. Pienemann (Eds.). Modeling and assessing second language acquisition. (pp.77-99). Clevedon, England: Multilingual Matters. Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-47. Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Education Psychology Review, 9, 371- 409. Mao, Z. (2012). The Application of Task-based Language Teaching to English Reading Classroom. English Department, Zhenjiang Watercraft College of PLA, Zhenjiang, China Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York, NY: Harper & Row. Mehrpour, S., & Vojdani, M. (2012). Globalization and EFL learning motivation: A new perspective on integrative vs. instrumental motivation among Iranian learners of English. Open Journal of Modern Linguistics, 2(2), 43-50. doi: 10.4236/ojml.2012.22006 Müller-Hartmann, A., & Schocker-v. Ditfurth, M. (2010). Research on the use of technology in task-based language teaching. In M. Thomas & H. Reinders (Eds.). Task-based language learning and teaching with technology (pp. 17-40). New York, NY: A & C Black. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, England: Cambridge University Press. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295. Nahavandi, N. (2011). The Effect of Task-based Activities on EFL Learners` Reading Comprehension. Advances in Language and Literary Studies, 2, 56-69. doi:10.7575/aiac.alls.v.2n.1p.56 Pica, T. (1994). Research on Negotiation: What does it reveal about second language learning conditions, processes, and outcomes? Language Learning, 44(3), 493 – 527. Prabhu N. S. (1982). The communicational teaching project, South India. Madras, India: The British Council (mimeo). Prabhu, N. S. (1987). Second language pedagogy. Oxford, England: Oxford University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, England: Cambridge University Press. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Houndmills, NY: Palgrave MacMillan. Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press. Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics 18: 268–86 Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211. Stipek, D. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66 (1), 209-223. Sun, C-C. (2013). A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School, (Master’s thesis), National Chung Cheng University, Chiayi. Tsai, H-Y. (2007). A Study on the Influence of Task-Based Learning on Primary Students in English Vocabulary Learning, (Master’s thesis), University of Taipei, Taiwan. Willis, J. (1996). A framework for Task-based Learning. Harlow: Longman Person Education. Willis, D. & Willis, J. (2007). Doing Task-based Teaching. New York: Oxford University Press zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202200153 en_US
