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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 1-三月-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-Chien_US
dc.contributor.author (作者) 陳慧文zh_TW
dc.contributor.author (作者) Chen, Hui-Wenen_US
dc.creator (作者) 陳慧文zh_TW
dc.creator (作者) Chen, Hui-Wenen_US
dc.date (日期) 2022en_US
dc.date.accessioned 1-三月-2022 18:13:54 (UTC+8)-
dc.date.available 1-三月-2022 18:13:54 (UTC+8)-
dc.date.issued (上傳時間) 1-三月-2022 18:13:54 (UTC+8)-
dc.identifier (其他 識別碼) G0104951018en_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) 104951018zh_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/#G0104951018en_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 teachingen_US
dc.subject (關鍵詞) English learning achievementen_US
dc.subject (關鍵詞) English learning attitudesen_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 Attitudesen_US
dc.type (資料類型) thesisen_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/NCCU202200153en_US