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題名 國小校園中英語環境中之印刷文字佈置成效調查研究:以台北縣某國小為例
A Study on the Effectiveness of Elementary School`s Environmental Print: A Case Study of One Taipei County Elementary School
作者 鄧嘉雯
Teng, Chia-wen
貢獻者 葉潔宇
Yeh, Leah C.Y.
鄧嘉雯
Teng, Chia-wen
關鍵詞 英語環境印刷文字佈置
學習環境
與腦相容的學習
自主學習
environmental print
learning environment
brain-based/compatible learning
learner autonomy
日期 2009
上傳時間 19-Sep-2009 13:05:53 (UTC+8)
摘要 近年來台灣政府積極推動「營造英語生活環境行動方案」，再加上「國小英語課程」的實施，使得國小校園中充斥各種英語印刷文字佈置。本研究旨在了解這些校園英語環境印刷文字佈置之設計與成效及如何有效運用這些英語教學資源。
     本研究對象來自於台北縣一國小九位教職員(其中包括四位行政人員和五位英語教師)以及622位三到六年級的學童。資料收集主要來源為訪談及問卷。收集的資料(主要採用描述性統計及卡方檢定)分別進行分析比較。
     本研究主要的發現如下:
     1.校園英語環境印刷文字佈置設計規劃主要由教育主管機關以及學校行政人員決定和負責。
     2.英語教師參與校園英語環境印刷文字佈置設計規劃的程度會影響她們是否使用這些英文印刷文字進行教學的意願。
     3.80%以上的受訪學生都注意到校園中的英語環境印刷文字佈置，也顯示高度的學習意願。但是由於多數英語教師未使用這些英語環境印刷文字於教學，這些校園英語環境印刷文字佈置對於學生英語學習幫助不明顯。
     4.大部分的受訪者贊同校園中英語環境印刷文字佈置的必要性，並提出建議。
     本研究有助於初步瞭解校園中英語環境印刷文字佈置的設計使用情形和成效。文末作者進一步提供英語環境印刷文字佈置設計和應用之相關建議，作為未來校園英語環境印刷文字佈置設計之參考。
In Taiwan, with the policy of creating an English-friendly environment and new elementary school English curriculum, different kinds of environmental print (EP) such as English signs and English learning related posters can be seen in nearly every elementary school. It is important to have a clear idea about the effectiveness of elementary school’s environmental print (ESEP) and how to make use of ESEP. The purpose of the present study is to investigate the design of the ESEP and its effect in language learning and teaching.
     Participants of the study were nine school staff and 622 students sampled from the third grade to the sixth grade in one elementary school in Taipei county. Two sets of interviews and questionnaires were employed to collect data. Both qualitative analysis of interviews and quantitative statistical analysis (descriptive statistics focusing on frequency and percentage examination, and chi-square test) of the questionnaire were employed.
     The major findings are summarized as follows. First, the design of ESEP is primarily a top-down process. The educational authority and the school’s administrative staff directed the design of ESEP. Second, the degree of the involvement of the design of ESEP influenced English teachers’ willingness to conduct ESEP instruction. Third, more than 80% of the students noticed the existence of ESPE and showed high interest in learning about ESEP. However, without English teachers’ instruction, the effectiveness of ESEP in students’ language learning was not obvious. Fourth, most participants appreciated the existence of ESEP, and they gave suggestions for future ESEP development. Finally, some implications and suggestions for future research were discussed.
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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
94951020
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951020
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Leah C.Y.en_US
dc.contributor.author (Authors) 鄧嘉雯zh_TW
dc.contributor.author (Authors) Teng, Chia-wenen_US
dc.creator (作者) 鄧嘉雯zh_TW
dc.creator (作者) Teng, Chia-wenen_US
dc.date (日期) 2009en_US
dc.date.accessioned 19-Sep-2009 13:05:53 (UTC+8)-
dc.date.available 19-Sep-2009 13:05:53 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:05:53 (UTC+8)-
dc.identifier (Other Identifiers) G0094951020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37299-
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) 94951020zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 近年來台灣政府積極推動「營造英語生活環境行動方案」，再加上「國小英語課程」的實施，使得國小校園中充斥各種英語印刷文字佈置。本研究旨在了解這些校園英語環境印刷文字佈置之設計與成效及如何有效運用這些英語教學資源。
     本研究對象來自於台北縣一國小九位教職員(其中包括四位行政人員和五位英語教師)以及622位三到六年級的學童。資料收集主要來源為訪談及問卷。收集的資料(主要採用描述性統計及卡方檢定)分別進行分析比較。
     本研究主要的發現如下:
     1.校園英語環境印刷文字佈置設計規劃主要由教育主管機關以及學校行政人員決定和負責。
     2.英語教師參與校園英語環境印刷文字佈置設計規劃的程度會影響她們是否使用這些英文印刷文字進行教學的意願。
     3.80%以上的受訪學生都注意到校園中的英語環境印刷文字佈置，也顯示高度的學習意願。但是由於多數英語教師未使用這些英語環境印刷文字於教學，這些校園英語環境印刷文字佈置對於學生英語學習幫助不明顯。
     4.大部分的受訪者贊同校園中英語環境印刷文字佈置的必要性，並提出建議。
     本研究有助於初步瞭解校園中英語環境印刷文字佈置的設計使用情形和成效。文末作者進一步提供英語環境印刷文字佈置設計和應用之相關建議，作為未來校園英語環境印刷文字佈置設計之參考。		zh_TW
dc.description.abstract (摘要) In Taiwan, with the policy of creating an English-friendly environment and new elementary school English curriculum, different kinds of environmental print (EP) such as English signs and English learning related posters can be seen in nearly every elementary school. It is important to have a clear idea about the effectiveness of elementary school’s environmental print (ESEP) and how to make use of ESEP. The purpose of the present study is to investigate the design of the ESEP and its effect in language learning and teaching.
     Participants of the study were nine school staff and 622 students sampled from the third grade to the sixth grade in one elementary school in Taipei county. Two sets of interviews and questionnaires were employed to collect data. Both qualitative analysis of interviews and quantitative statistical analysis (descriptive statistics focusing on frequency and percentage examination, and chi-square test) of the questionnaire were employed.
     The major findings are summarized as follows. First, the design of ESEP is primarily a top-down process. The educational authority and the school’s administrative staff directed the design of ESEP. Second, the degree of the involvement of the design of ESEP influenced English teachers’ willingness to conduct ESEP instruction. Third, more than 80% of the students noticed the existence of ESPE and showed high interest in learning about ESEP. However, without English teachers’ instruction, the effectiveness of ESEP in students’ language learning was not obvious. Fourth, most participants appreciated the existence of ESEP, and they gave suggestions for future ESEP development. Finally, some implications and suggestions for future research were discussed.		en_US
dc.description.tableofcontents Acknowledgments....................................iv
     Chinese Abstract...........................................ix
     English Abstract........................................xi
     Chapter One: Introduction............................1
     Background and Motivation................1
     Purpose of the Study...........................2
     Research Questions...........................2
     Significance of the Study.......................3
     Definition of Terms………………………………………………3
     Chapter Two: Literature Review........................4
     Brain-based/compatible Learning Theory………………………………4
     Brain-based/brain-compatible Learning……………………………4
     Principles of Designing Brain-compatible Learning Environment.....6
     Learning Environment……………………………………10
     Literacy-rich Environment……………………………………13
     Environmental Print…………………………………………15
     Learner Autonomy……………………………………………………19
     Learner Autonomy in Language Learning…………………19
     Teachers’ Role in Autonomous Language Learning...........20
     Conclusion…………………………………………………………………24
     Chapter Three: Methodology..........................25
     Participants………………………………………………………25
     Instruments…………………………………………………………27
     Interview…………………………………………………………30
     Questionnaire………………………………………………………31
     Procedure………………………………………………………………………32
     The Design of the Interview and Questionnaire………………32
     Pilot Study………………………………………………………32
     Main Study……………………………………………34
     Data Analysis………………………………………………………34
     Questionnaires …………………………………………34
     Interviews………………………………………………………35
     Chapter Four: Results.....................................36
     Ideas about the Design of ESEP……………………………………37
     The Rationale behind the Design of ESEP…………………37
     The Process of the Design of ESEP…………………39
     Who is Involved in the Design of ESEP……………………41
     The Format of ESEP……………………………………………………43
     The Criteria of Designing the Content of ESEP……………44
     Maintenance of ESEP……………………………………………47
     Teaching and ESEP……………………………………………………………48
     Teachers’ Opinions about ESEP and Elementary School English Curriculum…………………………………………………48
     Teachers’ Attitudes towards ESEP as a Teaching Material…………48
     What Content of ESEP was Included into the Teaching Material……50
     Opinions about ESEP as a Teaching Material……………………52
     Teaching Activities and Review Activities………………………55
     Evaluation on ESEP………………………………………………60
     Learning and ESEP……………………………………………………………64
     Students’ Reactions towards ESEP………………………………64
     What Do Students Learn from ESEP………………………………70
     Learning and ESEP (Results from Chi-square Tests)…………74
     Teachers’ and Students’ Suggestions for Future ESEP Development…....84
     Designers of ESEP………………………………………………85
     The Content of ESEP…………………………………………………86
     The Format of ESEP……………………………………………………87
     Maintenance of ESEP………………………………………………88
     Summary…………………………………………………………………90
     Chapter Five: Discussion and Conclusion………………………93
     Discussion of the Findings……………………………………………93
     Ideas about the Design of ESEP………………………………93
     Teaching and ESEP…………………………………………………95
     Learning and ESEP…………………………………………………99
     Teachers’ and Students’ Suggestions for Future ESEP Development...106
     Limitations …………………………………………………110
     Implications………………………………………………………………111
     Suggestions for the Design of ESEP……………………………111
     Suggestions for Teaching and Learning of ESEP………………112
     Suggestions for Future Research……………………………………113
     Conclusion……………………………………………………………………114
     References………………………………………………………………115
     Appendixes……………………………………………………………………125
     A. Interview about the Design of ESEP (Interview 1)......125
     B. Interview for Teachers about the Actual Use of ESEP (Interview 2)............128
     C. Questionnaire for Teachers (Questionnaire T)……………130
     D. Questionnaire for Students (Questionnaire S)……………137
     E. Comparison of Revised Items in Questionnaire T…………141
     F. Comparison of Revised Items in Questionnaire S…………142		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951020en_US
dc.subject (關鍵詞) 英語環境印刷文字佈置zh_TW
dc.subject (關鍵詞) 學習環境zh_TW
dc.subject (關鍵詞) 與腦相容的學習zh_TW
dc.subject (關鍵詞) 自主學習zh_TW
dc.subject (關鍵詞) environmental printen_US
dc.subject (關鍵詞) learning environmenten_US
dc.subject (關鍵詞) brain-based/compatible learningen_US
dc.subject (關鍵詞) learner autonomyen_US
dc.title (題名) 國小校園中英語環境中之印刷文字佈置成效調查研究:以台北縣某國小為例zh_TW
dc.title (題名) A Study on the Effectiveness of Elementary School`s Environmental Print: A Case Study of One Taipei County Elementary Schoolen_US
dc.type (資料類型) thesisen
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