| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming chung | en_US |
| dc.contributor.author (作者) | 唐瓊芝 | zh_TW |
| dc.creator (作者) | 唐瓊芝 | zh_TW |
| dc.date (日期) | 2004 | en_US |
| dc.date.accessioned | 18-九月-2009 16:42:17 (UTC+8) | - |
| dc.date.available | 18-九月-2009 16:42:17 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-九月-2009 16:42:17 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0919510202 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35989 | - |
| 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) | 919510202 | zh_TW |
| dc.description (描述) | 93 | zh_TW |
| dc.description.abstract (摘要) | 文化教學對於語言教學乃不可或缺且有益，然而，仍然只有相當少數的文化相關教材及文化教學被使用及實踐於國中英語課堂上。 本研究旨在了解 1 ) 利用英語漫畫帶入國中英語文化概念教學之效果，以及 2)學生們對英語漫畫輔助文化教學之態度, 是否與其文化概念學習成效有相互關連性。 研究對象為基隆市一所國中二年級學生。實驗組施予口說加上漫畫輔助教學。而控制組則只單獨施以口說教學。實驗研究共進行八週，實驗前給予兩組學生美國文化概念背景測驗，實驗後兩組學生再進行同一份文化概念測驗。其後，並由實驗組學生填寫漫畫輔助文化教學態度問卷。 本研究結果顯示：英語漫畫輔助學習確實能促進文化概念學習，問卷結果亦顯示出學生們整體上對於漫畫輔助教學持有正面態度，然而學生們對漫畫輔助學習之態度與其文化學習成效, 整體上, 並無顯著關聯。 | zh_TW |
| dc.description.abstract (摘要) | Culture learning is inevitable during, and beneficial to, language learning. Regrettably, comparatively few target culture materials are found or target culture teaching is practiced in the junior high English class, though both were considered important and interesting by a majority of junior high school students. The aim of this study was to find out if comic strips can help facilitate students’ culture learning and if students’ positive attitude toward comic strip-aided cultural instruction can affect their learning performance. Two groups of junior high second graders of similar background were treated as experimental and control group respectively; the former was instructed by way of culture relevant comic materials, and the latter, teacher’s narration alone. The result indicated comic strip-aided instruction indeed can better promote participants’ culture learning. A positive attitude from the subjects toward comic-aided cultural instruction was also found. In conclusion, comic aids contributed, to a significant degree, to students’ improved performance in culture learning, and, though students’ attitude toward their introduction and effects was positive, it did not significantly correlate with improvements in students’ performance. | en_US |
| dc.description.tableofcontents | Acknowledgements iii Table of Contents iv List of Tables vii Chinese Abstract viii English Abstract ix Chapter 1. Introduction 1 2 Literature Review 5 2.1 Culture Learning 5 2.1.1 Language and Pictures in Culture Learning 10 2.2 Characteristics of Comics 16 2.2.1 Comics in Education and Language Teaching 19 2.3 Problems in Culture Learning 23 2.4 Previous Studies on Using Visual Aids to Help 26 2.5 Research Questions 30 2.6 Research Hypothesis 30 3 Methodology 32 3.1 Participants 32 3.2 Instruments 33 3.2.1 Comic Strips . 33 3.2.2 Cultural Assessment . 35 3.2.3 Questionnaire 38 3.2.4 Interview 39 3.3 Procedure 40 3.4 Data Analysis 41 . 4 Result 43 4.1 Cultural Assessment analysis 43 4.1.1 Similar Cultural Baselines and Significant Post-experiment Differences 44 4.2 Questionnaire Analysis 46 4.2.1 Integral Attitude and Four Different Attitude Factors toward Comic Strip-aided Cultural Instruction 46 4.2.2 Correlation between Participants’ Attitudes and Their Gained Scores 47 5 Discussion 50 5.1 Discussion on the findings in Cultural Assessment 50 5.1.1 Significant Difference Found between Two Groups 50 5.1.2 Explanation for the Minor Difference between Two Groups 51 5.1.3 Timely and Contextualized Instruction in the Control Group 53 5.1.4 Comic Strip-aided Contextualized Cultural Teaching in the Experimental Group 56 5.1.5 Participants’ Socioeconomic and Educational Backgrounds 56 5.2 Discussion on the Findings in the Questionnaires 57 5.2.1 Correlations between Participants’ Attitudes toward Comic Strip-aided Cultural Instruction and Their Cultural Performance 57 5.2.2 Further Examination of Participants’ Attitudes toward Comic Strip-aided Cultural Instruction 60 5.2.3 More Information from Derived Questions for reference 61 5.2.4 Participants’ Comic Strip and Culturally Relevant Backgrounds 64 5.2.5 Participants’ General Attitudes toward Cultural Instruction and Their Culturally Relevant Backgrounds 64 6. Conclusion 67 6.1 Summary of the Findings 67 6.2 Pedagogical Implications 67 6.3 Limitations and Problems of the Study 69 6.4 Suggestions for Teachers and Further Research 71 References 74 Appendix 86 I The Cultural Assessment 86 II The Attitude Tendency Questionnaire of the Comic Strip-aided 91 Cultural Learning | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0919510202 | en_US |
| dc.subject (關鍵詞) | culture learning | en_US |
| dc.subject (關鍵詞) | comic strips | en_US |
| dc.title (題名) | 文化學習: 漫畫帶進國中英語 學 習 效 益 探 究 | zh_TW |
| dc.title (題名) | Culture Learning: An Exploratory Study of the Effect of Bringing Comic Strips into English Learning in Junior High School | en_US |
| dc.type (資料類型) | thesis | en |
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