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題名 The Study of Cooperative Learning in the EFL Conversation Classroom in Commercial Vocational High School
作者 呂素卿
Lu Su-ching
貢獻者 陳 振 寬 博士
Dr. Chen-kuan Chen
呂素卿
Lu Su-ching
關鍵詞 合作學習
口語表達
cooperative learning
oral performance
日期 2002
上傳時間 18-Sep-2009 16:41:57 (UTC+8)
摘要 本研究的主要目的在探討合作學習對商職學生英語口語表達能力的成效及商職學生對合作學習應用在英語會話課的看法。研究對象為商職二年級兩班學生共八十名，其中一班為實驗組41人，授以學生小組成就區分法(STAD), 小組遊戲競賽法(TGT), 及共同學習法(LT)三種合作學習法；另一班為控制組39人，授以傳統授課法。兩組所使用的教材相同，由研究者安排教學活動並親自授課。教學實驗為期一個學期。資料蒐集方式包括兩次學期成就測驗為前、後測，問卷調查表、及訪談。資料分析方式為量化的描述性統計及質化的內容分析法。歸納研究結果摘述如下：
     一．實驗組學生在後測表現上明顯優於控制組學生，且達到統計的顯著差異。
     二．從個別子項目來看，實驗組學生在文法項目與控制組學生相較下，並未有顯著差異外，其餘項目表現明顯高於控制組學生。
     三．由問卷及訪談來看，合作學習對學生學習動機、學習態度、人際關係、及減輕學習焦慮均有助益。
     四．針對合作學習應用在本研究中所發現的一些缺點和困難，提出討論以求因應策略。
     根據上述研究結果，提出教學上涵義的探討，及對未來研究提出建議。
The purpose of this study is to investigate how commercial vocational high school students perceive cooperative learning in terms of English oral performance, learning attitudes, social development and lowering of anxiety in speaking English. There were totally 80 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT). The control group was taught in the traditional instruction.
      This study collected data from oral tasks, scores of pretest and posttest, questionnaire, and student interview to achieve methodological triangulation. The reliability and validity of the collected data were ensured by combining both qualitative and quantitative methods. Descriptive statistics and content analysis were used to analyze the data.
      The major findings of this study suggested that cooperative learning helped significantly to enhance the commercial vocational high school students` English oral performance , learning attitudes, social development and lowering of anxiety in speaking English. Besides, the problems of cooperative learning that emerged in students` responses and the researcher`s observation was stated in the conclusion.
      The study suggested that cooperative learning be integrated into the vocational high school English instruction in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching were proposed. Finally, suggestions for future studies were recommended.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
89951004
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0089951004
資料類型 thesis
dc.contributor.advisor 陳 振 寬 博士zh_TW
dc.contributor.advisor Dr. Chen-kuan Chenen_US
dc.contributor.author (Authors) 呂素卿zh_TW
dc.contributor.author (Authors) Lu Su-chingen_US
dc.creator (作者) 呂素卿zh_TW
dc.creator (作者) Lu Su-chingen_US
dc.date (日期) 2002en_US
dc.date.accessioned 18-Sep-2009 16:41:57 (UTC+8)-
dc.date.available 18-Sep-2009 16:41:57 (UTC+8)-
dc.date.issued (上傳時間) 18-Sep-2009 16:41:57 (UTC+8)-
dc.identifier (Other Identifiers) G0089951004en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/35986-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 89951004zh_TW
dc.description (描述) 91zh_TW
dc.description.abstract (摘要) 本研究的主要目的在探討合作學習對商職學生英語口語表達能力的成效及商職學生對合作學習應用在英語會話課的看法。研究對象為商職二年級兩班學生共八十名，其中一班為實驗組41人，授以學生小組成就區分法(STAD), 小組遊戲競賽法(TGT), 及共同學習法(LT)三種合作學習法；另一班為控制組39人，授以傳統授課法。兩組所使用的教材相同，由研究者安排教學活動並親自授課。教學實驗為期一個學期。資料蒐集方式包括兩次學期成就測驗為前、後測，問卷調查表、及訪談。資料分析方式為量化的描述性統計及質化的內容分析法。歸納研究結果摘述如下：
     一．實驗組學生在後測表現上明顯優於控制組學生，且達到統計的顯著差異。
     二．從個別子項目來看，實驗組學生在文法項目與控制組學生相較下，並未有顯著差異外，其餘項目表現明顯高於控制組學生。
     三．由問卷及訪談來看，合作學習對學生學習動機、學習態度、人際關係、及減輕學習焦慮均有助益。
     四．針對合作學習應用在本研究中所發現的一些缺點和困難，提出討論以求因應策略。
     根據上述研究結果，提出教學上涵義的探討，及對未來研究提出建議。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to investigate how commercial vocational high school students perceive cooperative learning in terms of English oral performance, learning attitudes, social development and lowering of anxiety in speaking English. There were totally 80 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT). The control group was taught in the traditional instruction.
      This study collected data from oral tasks, scores of pretest and posttest, questionnaire, and student interview to achieve methodological triangulation. The reliability and validity of the collected data were ensured by combining both qualitative and quantitative methods. Descriptive statistics and content analysis were used to analyze the data.
      The major findings of this study suggested that cooperative learning helped significantly to enhance the commercial vocational high school students` English oral performance , learning attitudes, social development and lowering of anxiety in speaking English. Besides, the problems of cooperative learning that emerged in students` responses and the researcher`s observation was stated in the conclusion.
      The study suggested that cooperative learning be integrated into the vocational high school English instruction in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching were proposed. Finally, suggestions for future studies were recommended.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
      Page
     ACKNOWLEDGEMENTS iii
     TABLE OF CONTENTS iv
     LIST OF TABLES viii
     CHINESE ABSTRACT x
     ENGLISH ABSTRACT xii
     Chapter
     1. INTRODUCTION 1
     1.1 Motivation 1
     1.2 Purpose of the Study 6
     1.3 Definition of Terms 7
     1.4 Organization of the Study 7
     2. LITERATURE REVIEW 9
     2.1 Definition of Cooperative Learning 9
     2.2 Features of Cooperative Learning 10
     2.2.1 Positive Interdependence 11
     2.2.2 Face-to-face Interaction 11
     2.2.3 Individual Accountability 12
     2.2.4 Social skills 12
     2.2.5 Group Processing 13
     2.3 Cooperative Learning Methods 15
     2.3.1 Student Teams Achievement Division (STAD) 15
     2.3.2 Teams-Games-Tournaments (TGT) 17
     2.3.3 Learning Together (LT) 18
     2.4 Research Findings on Cooperative Learning 20
     2.4.1 Language Development 20
     2.4.2 Social Development 23
     2.4.3 Affective Development 24
     2.5 Claims for Using Cooperative Learning in Conversation 25
     2.5.1 Oral Communication 25
     2.5.2 Cooperative Learning in Conversation Classroom 26
     2.5.3 Lowering Anxiety in Conversation Classroom 28
     2.6 Review of the Studies on Cooperative Learning in Taiwan 29
     3. Methodology 31
     3.1 Participants 31
     3.2 Research Procedures 33
     3.3 Teaching Materials 33
     3.4 Experimental Design 33
     3.5 Teaching Procedures 34
     3.5.1 Control Group 34
     3.5.2 Experimental Group 35
     3.5.2.1 Three Techniques of Cooperative Learning 35
     3.5.2.2 Three Stages of Cooperative Learning 36
     3.5.2.2.1 Before the Lesson 36
     3.5.2.2.2 During the Lesson 39
     3.5.2.2.3 After the Lesson 45
     4. Discussion and Findings 49
     4.1 Results of Statistical Analysis 49
     4.1.1 Pretest and Posttest 49
     4.1.2 Oral Grading Criteria 51
     4.2 Results of Questionnaire 54
     4.2.1 Results of Cooperative Learning on Oral Performance 54
     4.2.2 Results of Cooperative Learning on Attitudes toward English Learning
      57
     4.2.3 Results of Cooperative Learning on Social Development 58
     4.2.4 Results of Cooperative Learning on Lowering Anxiety 59
     4.3 Results of Student Interview 60
     5. Conclusions, Implications and Recommendations 73
     5.1 Conclusions 74
     5.2 Pedagogical Implications 77
     5.3 Limitations 80
     5.4 Recommendations for Future Research 81
     
     REFERENCES 84
     APPENDIX 95
     Appendix A Syllabus 95
     Appendix B Lesson Plan (Authentic Interview) 96
     Appendix C Example of Interview Questions & Pictures 97
     Appendix D English Song 100
     Appendix E Evaluation Form 101
     Appendix F Grading Criteria of Oral Test 104
     Appendix G English Passport 105
     Appendix H Questionnaire 106
     Appendix I Student Interview 108
     
     
     LIST OF TABLES
      Page
     Table 2.1 Cooperative Learning VS. Traditional 14
     Table 2.2 Characteristics of STAD, TGT, and LT 19
     Table 3.1 Three Stages of Cooperative Learning 36
     Table 3.2 Grouping 37
     Table 3.3 Role Assignment 38
     Table 3.4 Lesson Plan 40
     Table 3.5 Improvement 45
     Table 4.1 T-test Results of the Pretest in Experimental and Control Groups 50
     Table 4.2 T-test Results of the Posttest in Experimental and Control Groups 50
     Table 4.3 T-test Results of the Pretest and Posttest in Experimental Group 51
     Table 4.4 T-test Results of the Pretest and Posttest in Control Group 51
     Table 4.5 T-test Results of Oral Grading Criteria (Appropriateness) 52
     Table 4.6 T-test Results of Oral Grading Criteria (Vocabulary) 52
     Table 4.7 T-test Results of Oral Grading Criteria (Grammar) 53
     Table 4.8 T-test Results of Oral Grading Criteria (Fluency) 53
     Table 4.9 T-test Results of Oral Grading Criteria (Relevancy of Content) 54
     Table 4.10 The Experimental Group’s Responses to Cooperative Learning on Oral Performance 55
     Table 4.11 The Experimental Group’s Responses to Cooperative Learning on English Learning Attitudes 57
     Table 4.12 The Experimental Group’s Responses to Cooperative Learning on Social Development 58
     Table 4.13 The Experimental Group’s Responses to Cooperative Learning on Lowering Anxiety 59		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0089951004en_US
dc.subject (關鍵詞) 合作學習zh_TW
dc.subject (關鍵詞) 口語表達zh_TW
dc.subject (關鍵詞) cooperative learningen_US
dc.subject (關鍵詞) oral performanceen_US
dc.title (題名) The Study of Cooperative Learning in the EFL Conversation Classroom in Commercial Vocational High Schoolzh_TW
dc.type (資料類型) thesisen
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