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題名 以任務導向式英語教學作為補救教學的施行過程: 一個質性個案研究
Implementing Task-based English Teaching as Remedial Instruction: A Qualitative Case Study作者 林均穎
Lin, Chun-Ying貢獻者 招靜琪
Chao, Chin-Chi
林均穎
Lin, Chun-Ying關鍵詞 任務導向語言教學(TBLT)
英文補救教學
母語使用
課堂競賽活動
Task-based Language Teaching (TBLT)
Remedial English Instruction
L1 Use
Competitions日期 2024 上傳時間 4-九月-2024 13:55:52 (UTC+8) 摘要 本研究探討了任務導向語言教學（TBLT）作為臺灣北部六名國中生的補救教學方法。透過問卷、學生撰寫日誌、教師課堂觀察、訪談和非正式談話等方式收集的質性資料，本研究分析了為期十二週的學生學習過程。最初，學生對於教學指令和發音感到困難，但透過增加練習時間和允許學生使用母語（L1），學生的表現有所改善。在第二階段，學生順利完成了資訊互補課堂活動 (Information-gap activity)，但對口頭發表成果階段感到乏味。為了解決這個問題，本研究在第三階段帶入了遊戲化學習環境，此舉顯著提高了學生的參與度和自信心。 研究結果顯示，在英語課堂中允許學生使用母語（L1））有助於促進學習成果，而將遊戲成分加入TBLT的教學可以更幫助學生投入課堂活動。此研究還強調了在教學設計中考慮學生的學習者身份，以學生的個體需求設計教學環節。總體而言，學生在對英文學習的態度上有明顯的改善，更願意學習此語言，同時增加了他們的自信心和學習動機。儘管教學時間有限，此TBLT教學法展現了在臺灣英語補救教學課堂上，學生參與度能有所提升的巨大潛力。
This study examined the implementation of task-based language teaching (TBLT) as remedial instruction for six junior high school students in northern Taiwan. The implementation lasted twelve weeks and covered four TBLT designs. Using qualitative data from questionnaires, student journals, teaching observations, interviews, and informal talks, the research focused on analyzing the learning processes divided into three instructional stages. In the first stage, students struggled with rules and pronunciation but showed improvements with increased practice time and the allowance of L1 use. In the second stage, students performed a comparison task fluently but found the presentation phase unengaging. This issue was addressed by creating competitions between students in the third stage, which significantly increased engagement and confidence. The findings suggest that allowing L1 use in the remedial English classroom can facilitate learning outcomes, while competitions can make the final presentation of the TBLT activity more engaging. The study also highlights the importance of considering students' personalities in teaching design to better meet their individual needs. Overall, the implementation of TBLT facilitated improvements in students’ attitudes towards English, making the language more approachable and boosting their confidence and motivation. Despite challenges such as limited instructional time, the TBLT approach demonstrated significant potential for enhancing student motivation and providing effective remedial instruction in Taiwan.參考文獻 Anh, K. H. K. (2012). Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers. English Language Teaching, 3(2), 119-128. Bozorgian, H., & Fallahpour, S. (2015). Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran. Iranian Journal of Language Teaching Research, 3(2), 67-81. Butler, Y. G. (2011). "Communicative and Task-Based Language Teaching in East Asian Classrooms." In Language Teaching (Vol. 40, Issue 3, pp. 243-249). Cambridge University Press. Bygate, M., Skehan, P., & Swain, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Routledge. Chou, C. (2013). A Study on the Effectiveness of Applying “Readers’’ Theater" as English Remedial Instruction for Underachievers. Taiwan Journal of TESOL, 10(1), 77–103. Chou, C.-C. (2017). An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students. EURASIA Journal of Mathematics, Science & Technology Education, 13(4), 1059–1073. Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9), 1-5. Ellis, R. (2003). Task‐based language learning and teaching. Oxford: Oxford University Press. Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246. Hsu. (2007). EFL teachers’ perceptions and practices regarding the implementation of remedial instruction for underachievers. English Teaching & Learning., 31(2). https://doi.org/10.6330/ETL.2007.31.2.01 Hsu, Y. K., & Chen, Y. H. (2007). EFL teachers' perceptions and practices regarding the implementation of remedial instruction for underachievers. Taiwan Journal of TESOL, 31(2), 1-43. Huang, C. P. (2010) Making English Remedial Instruction Work for Low-Achieving Students: An Empirical Study. Journal of Lunghwa University of Science and Technology, 167- 183. Huang, Y. T. (2014). An Action Research on Applying Task-based Language Teaching to Enhance English Speaking Proficiency of Sixth-grade Students. Unpublished master’s thesis, National Taichung University of Education, Taichung, Taiwan. Juan, L. & Cheng, C. K. (2008). Using Extensive Reading to Improve the Learning Performance and Attitude of Elementary School Remedial Students. English Teaching & Learning, 32(4), 41–83. Liang, S. C., Chen, Y. C., & Lu, T. C. (2017, November). Using pictorial story-based English to improve English words underachievers learning in remedial teaching. In 2017 IEEE 8th International Conference on Awareness Science and Technology (iCAST) (pp. 238-243). IEEE. Lin, C.-H., Liu, E. Z.-F., Chen, Y.-L., Liou, P.-Y., Chang, M., Wu, C.-H., & Yuan, S.-M. (2013). Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students. Educational Technology & Society, 16(2), 271–281. Long, M. (1985) A role for instruction in second language acquisition: task‐based language teaching. In K. Hyltenstam and M. Pienemann (eds.), Modelling and assessing second language acquisition. Clevedon: Multilingual Matters. 90 Norton, B. (2021). Identity in Language Learning and Teaching. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112. Nunan, D. (1989) Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (2005). An introduction to task-based language teaching. The Asian EFL Journal Quarterly, 7, 25-28. Ooi, W. Z., & Aziz, A. A. (2021). Translanguaging Pedagogy in the ESL Classroom: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 10(3), 676–709. Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL journal, 8(3). Prabhu, N.S. (1987) Second language pedagogy. Oxford: Oxford University Press. Prilutskaya, Marina.2021. Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages 6: 180. Sung, C. C. (2013). A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School. Unpublished master’s thesis, National Chung Cheng University, Chiayi, Taiwan. Willis, J. (1996). A framework for Task-based Learning. Harlow: Longman Pearson Education. Willis, J. (1996) A framework for task‐based learning. Harlow: Longman. Yang, Y. F. (2010). Developing a Reciprocal Teaching/Learning System for College Remedial Reading Instruction. Computers & Education, 55(3), 1193–1201. 描述 碩士
國立政治大學
英國語文學系
107551015資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107551015 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (作者) 林均穎 zh_TW dc.contributor.author (作者) Lin, Chun-Ying en_US dc.creator (作者) 林均穎 zh_TW dc.creator (作者) Lin, Chun-Ying en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-九月-2024 13:55:52 (UTC+8) - dc.date.available 4-九月-2024 13:55:52 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 13:55:52 (UTC+8) - dc.identifier (其他 識別碼) G0107551015 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153125 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 107551015 zh_TW dc.description.abstract (摘要) 本研究探討了任務導向語言教學（TBLT）作為臺灣北部六名國中生的補救教學方法。透過問卷、學生撰寫日誌、教師課堂觀察、訪談和非正式談話等方式收集的質性資料，本研究分析了為期十二週的學生學習過程。最初，學生對於教學指令和發音感到困難，但透過增加練習時間和允許學生使用母語（L1），學生的表現有所改善。在第二階段，學生順利完成了資訊互補課堂活動 (Information-gap activity)，但對口頭發表成果階段感到乏味。為了解決這個問題，本研究在第三階段帶入了遊戲化學習環境，此舉顯著提高了學生的參與度和自信心。 研究結果顯示，在英語課堂中允許學生使用母語（L1））有助於促進學習成果，而將遊戲成分加入TBLT的教學可以更幫助學生投入課堂活動。此研究還強調了在教學設計中考慮學生的學習者身份，以學生的個體需求設計教學環節。總體而言，學生在對英文學習的態度上有明顯的改善，更願意學習此語言，同時增加了他們的自信心和學習動機。儘管教學時間有限，此TBLT教學法展現了在臺灣英語補救教學課堂上，學生參與度能有所提升的巨大潛力。 zh_TW dc.description.abstract (摘要) This study examined the implementation of task-based language teaching (TBLT) as remedial instruction for six junior high school students in northern Taiwan. The implementation lasted twelve weeks and covered four TBLT designs. Using qualitative data from questionnaires, student journals, teaching observations, interviews, and informal talks, the research focused on analyzing the learning processes divided into three instructional stages. In the first stage, students struggled with rules and pronunciation but showed improvements with increased practice time and the allowance of L1 use. In the second stage, students performed a comparison task fluently but found the presentation phase unengaging. This issue was addressed by creating competitions between students in the third stage, which significantly increased engagement and confidence. The findings suggest that allowing L1 use in the remedial English classroom can facilitate learning outcomes, while competitions can make the final presentation of the TBLT activity more engaging. The study also highlights the importance of considering students' personalities in teaching design to better meet their individual needs. Overall, the implementation of TBLT facilitated improvements in students’ attitudes towards English, making the language more approachable and boosting their confidence and motivation. Despite challenges such as limited instructional time, the TBLT approach demonstrated significant potential for enhancing student motivation and providing effective remedial instruction in Taiwan. en_US dc.description.tableofcontents CHAPTER 1: INTRODUCTION 1 CHAPTER 2. LITERATURE REVIEW 5 CHAPTER 3. METHODOLOGY 17 CHAPTER 4. RESULTS 37 CHAPTER 5. DISCUSSION 71 CHAPTER 6. CONCLUSION 83 REFERENCES 89 APPENIX 93 zh_TW dc.format.extent 2802742 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107551015 en_US dc.subject (關鍵詞) 任務導向語言教學(TBLT) zh_TW dc.subject (關鍵詞) 英文補救教學 zh_TW dc.subject (關鍵詞) 母語使用 zh_TW dc.subject (關鍵詞) 課堂競賽活動 zh_TW dc.subject (關鍵詞) Task-based Language Teaching (TBLT) en_US dc.subject (關鍵詞) Remedial English Instruction en_US dc.subject (關鍵詞) L1 Use en_US dc.subject (關鍵詞) Competitions en_US dc.title (題名) 以任務導向式英語教學作為補救教學的施行過程: 一個質性個案研究 zh_TW dc.title (題名) Implementing Task-based English Teaching as Remedial Instruction: A Qualitative Case Study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Anh, K. H. K. (2012). Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers. English Language Teaching, 3(2), 119-128. Bozorgian, H., & Fallahpour, S. (2015). Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran. Iranian Journal of Language Teaching Research, 3(2), 67-81. Butler, Y. G. (2011). "Communicative and Task-Based Language Teaching in East Asian Classrooms." In Language Teaching (Vol. 40, Issue 3, pp. 243-249). Cambridge University Press. Bygate, M., Skehan, P., & Swain, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Routledge. Chou, C. (2013). A Study on the Effectiveness of Applying “Readers’’ Theater" as English Remedial Instruction for Underachievers. Taiwan Journal of TESOL, 10(1), 77–103. Chou, C.-C. (2017). An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students. EURASIA Journal of Mathematics, Science & Technology Education, 13(4), 1059–1073. Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9), 1-5. Ellis, R. (2003). Task‐based language learning and teaching. Oxford: Oxford University Press. Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246. Hsu. (2007). EFL teachers’ perceptions and practices regarding the implementation of remedial instruction for underachievers. English Teaching & Learning., 31(2). https://doi.org/10.6330/ETL.2007.31.2.01 Hsu, Y. K., & Chen, Y. H. (2007). EFL teachers' perceptions and practices regarding the implementation of remedial instruction for underachievers. Taiwan Journal of TESOL, 31(2), 1-43. Huang, C. P. (2010) Making English Remedial Instruction Work for Low-Achieving Students: An Empirical Study. Journal of Lunghwa University of Science and Technology, 167- 183. Huang, Y. T. (2014). An Action Research on Applying Task-based Language Teaching to Enhance English Speaking Proficiency of Sixth-grade Students. Unpublished master’s thesis, National Taichung University of Education, Taichung, Taiwan. Juan, L. & Cheng, C. K. (2008). Using Extensive Reading to Improve the Learning Performance and Attitude of Elementary School Remedial Students. English Teaching & Learning, 32(4), 41–83. Liang, S. C., Chen, Y. C., & Lu, T. C. (2017, November). Using pictorial story-based English to improve English words underachievers learning in remedial teaching. In 2017 IEEE 8th International Conference on Awareness Science and Technology (iCAST) (pp. 238-243). IEEE. Lin, C.-H., Liu, E. Z.-F., Chen, Y.-L., Liou, P.-Y., Chang, M., Wu, C.-H., & Yuan, S.-M. (2013). Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students. Educational Technology & Society, 16(2), 271–281. Long, M. (1985) A role for instruction in second language acquisition: task‐based language teaching. In K. Hyltenstam and M. Pienemann (eds.), Modelling and assessing second language acquisition. Clevedon: Multilingual Matters. 90 Norton, B. (2021). Identity in Language Learning and Teaching. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. Norton, B., & De Costa, P. I. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112. Nunan, D. (1989) Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (2005). An introduction to task-based language teaching. The Asian EFL Journal Quarterly, 7, 25-28. Ooi, W. Z., & Aziz, A. A. (2021). Translanguaging Pedagogy in the ESL Classroom: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 10(3), 676–709. Oxford, R. L. (2006). Task-based language teaching and learning: An overview. Asian EFL journal, 8(3). Prabhu, N.S. (1987) Second language pedagogy. Oxford: Oxford University Press. Prilutskaya, Marina.2021. Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages 6: 180. Sung, C. C. (2013). A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School. Unpublished master’s thesis, National Chung Cheng University, Chiayi, Taiwan. Willis, J. (1996). A framework for Task-based Learning. Harlow: Longman Pearson Education. Willis, J. (1996) A framework for task‐based learning. Harlow: Longman. Yang, Y. F. (2010). Developing a Reciprocal Teaching/Learning System for College Remedial Reading Instruction. Computers & Education, 55(3), 1193–1201. zh_TW
