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題名 Shi-Shi國中八年級學生英文學習障礙分析
The evaluation of the eighth graders` english learning difficulty in Shi-Shi Junior High School
作者 莊信賢
貢獻者 劉小蘭
莊信賢
關鍵詞 英文學習困難
English learning difficulty
日期 2010
上傳時間 29-九月-2011 18:57:05 (UTC+8)
摘要 This study was conducted to investigate the eighth graders’ English learning difficulty in the Shi-Shi Junior High School. Based on the previous researchers’ similar points of view, it is concluded that students’ learning difficulty is associated with three dimensions, including the school factors, personal factors, and family factors. The three dimensions were related to students’ English learning difficulty.
      The research methods incorporated qualitative such as in-depth interviewing and quantitative methods such as descriptive statistics and T-test. 120 students participated in the survey, and ten students and three teachers took part in the in-depth interviewing. According to the result, such factors as the teachers’ teaching and explaining ways and their shortage of interest in English have led to students’ English learning difficulty. Female students are bombarded with more English learning difficulty associated with emotional problems such as their bias toward their English teachers and parents’ expectation. Students retrogressing in the junior high school encounter more English learning difficulty, including the gap between their English learning in the elementary school and that in the junior high school and their parents’ expectation. Too many exams, the usage of the present English textbook, the learning gap, students’ shortage of interest in English learning, their previous learning experience of failure, and their learning pressure contributed to the English learning difficulty of students with lower achievement.
     Suggestions are offered based on the research consequence.
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描述 碩士
國立政治大學
亞太研究英語碩士學位學程(IMAS)
98926011
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098926011
資料類型 thesis
dc.contributor.advisor 劉小蘭zh_TW
dc.contributor.author (作者) 莊信賢zh_TW
dc.creator (作者) 莊信賢zh_TW
dc.date (日期) 2010en_US
dc.date.accessioned 29-九月-2011 18:57:05 (UTC+8)-
dc.date.available 29-九月-2011 18:57:05 (UTC+8)-
dc.date.issued (上傳時間) 29-九月-2011 18:57:05 (UTC+8)-
dc.identifier (其他 識別碼) G0098926011en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51128-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 亞太研究英語碩士學位學程(IMAS)zh_TW
dc.description (描述) 98926011zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) This study was conducted to investigate the eighth graders’ English learning difficulty in the Shi-Shi Junior High School. Based on the previous researchers’ similar points of view, it is concluded that students’ learning difficulty is associated with three dimensions, including the school factors, personal factors, and family factors. The three dimensions were related to students’ English learning difficulty.
      The research methods incorporated qualitative such as in-depth interviewing and quantitative methods such as descriptive statistics and T-test. 120 students participated in the survey, and ten students and three teachers took part in the in-depth interviewing. According to the result, such factors as the teachers’ teaching and explaining ways and their shortage of interest in English have led to students’ English learning difficulty. Female students are bombarded with more English learning difficulty associated with emotional problems such as their bias toward their English teachers and parents’ expectation. Students retrogressing in the junior high school encounter more English learning difficulty, including the gap between their English learning in the elementary school and that in the junior high school and their parents’ expectation. Too many exams, the usage of the present English textbook, the learning gap, students’ shortage of interest in English learning, their previous learning experience of failure, and their learning pressure contributed to the English learning difficulty of students with lower achievement.
     Suggestions are offered based on the research consequence.
en_US
dc.description.tableofcontents TABLE OF CONTENTS
     ABSTRACT....................I
     TABLE OF CONTENTS...........II
     LIST OF TABLES AND FIGURES...........V
     CHAPTER ONE INTRODUCTION...........1
     1. INTRODUCTION OF THE BACKGROUND...........1
     1.1 The importance of learning English...........1
     1.2 The background of the English education in Taiwan...........1
     1.3 My research motivation...........5
     2. THE SIGNIFICANCE OF THIS RESEARCH...........7
     3. RESEARCH QUESTIONS...........7
     CHAPTER TWO LITERATURE REVIEW...........9
     1. THE DEFINITION OF THE SPECIFIC TERMS...........9
     1.1 The definition of learning...........9
     1.2 The definition of learning difficulty...........10
     1.3 Theories related to learning difficulty...........10
     2. PREVIOUS RELATED RESEARCH...........27
     CHAPTER THREE RESEARCH METHODS...........31
     1 PARTICIPANTS...........31
     2 LEARNING DIFFICULTY...........33
     3 RESEARCH METHOD AND TOOL...........33
     3.1 In-depth interviewing:To gather information from the survey candidates...........34
     3.2 Descriptive statistics...........34
     3.3 Sampling frame...........34
     3.4 Independent Sample T-test...........35
     4 PROCEDURE OF THIS RESEARCH...........35
     CHAPTER FOUR RESULTS...........37
     1. RESULTS FROM THE QUESTIONNAIRES...........37
     1.1 Results related to students’ personal background...........37
     1.2 Reasons responsible for students’ learning difficulties...........40
     1.3 The difference of English learning difficulty between male and female students...........45
     1.4 What kind of English learning difficulty have those students whose English retrogress in the junior high school encountered?...........51
     1.5 Do the students with different English academic performance suffer from different English learning difficulty?...........55
     2. RESULTS FROM INDEPENDENT SAMPLE T-TEST...........66
     3. RESULT FROM THE IN-DEPTH INTERVIEWING...........71
     3.1 Results from the in-depth interviewing with the teachers...........71
     3.2. Results from the in-depth interviewing with the students...........79
     4. THE RELATIONSHIP BETWEEN SURVEY CONSEQUENCE AND IN-DEPTH INTERVIEWING...........92
     4.1 Reasons behind the factors contributing to students’ English learning difficulty...........92
     4.2 REASONS BEHIND THE FACTORS RESPONSIBLE FOR FEMALE STUDENTS’ ENGLISH LEARNING DIFFICULTY...........95
     4.3 Reasons behind the factors responsible for students retrogressing in the junior high school...........97
     4.4 Reasons behind the factors responsible for students’ with different academic achievement English learning difficulty...........99
     CHAPTER FIVE DISCUSSION AND RECOMMENDATION...........104
     1 RESEARCH CONSEQUENCE...........104
     1.1 Discussion and finding of the first research question...........105
     1.2 Discussion and finding of the second research question...........106
     1.3 Discussion and finding of the third research question...........107
     1.4 Discussion and finding of the fourth research question...........108
     1.5 Discussion and finding of the fifth research question...........110
     2 SUGGESTIONS FOR THE ENGLISH EDUCATION IN TWELVE-YEAR INTEGRATED CURRICULUM AND FOR ENGLISH TEACHERS’ TEACHING...........111
     2.1 Suggestions for English teachers...........111
     2.2 Suggestions for the Twelve-Integrated Curriculum...........112
     2.3 Suggestions for the textbook compilation...........113
     3 LIMITATIONS OF THIS STUDY...........114
     4 SUGGESTIONS FOR FUTURE STUDY...........115
     REFERENCES...........117
     APPENDIX 1 QUESTIONNAIRE...........123
     APPENDIX 2 INTERVIEWING QUESTIONS FOR ENGLISH TEACHERS...........124
     APPENDIX 3 INTERVIEWING QUESTIONS FOR STUDENTS...........125
     APPENDIX 4 CONSEQUENCE OF TEACHER A’S IN-DEPTH INTERVIEWING...........126
     APPENDIX 5 CONSEQUENCE OF TEACHER B’S IN-DEPTH INTERVIEWING...........128
     APPENDIX 6 CONSEQUENCE OF TEACHER C’S IN-DEPTH INTERVIEWING...........130
     APPENDIX 7 CONSEQUENCE OF STUDENT A’S IN-DEPTH INTERVIEWING...........133
     APPENDIX 8 CONSEQUENCE OF STUDENT B’S IN-DEPTH INTERVIEWING...........136
     APPENDIX 9 CONSEQUENCE OF STUDENT C’S IN-DEPTH INTERVIEWING...........138
     APPENDIX 10 CONSEQUENCE OF STUDENT D’S IN-DEPTH INTERVIEWING...........140
     APPENDIX 11CONSEQUENCE OF STUDENT E’S IN-DEPTH INTERVIEWING...........142
     APPENDIX 12 CONSEQUENCE OF STUDENT F’S IN-DEPTH INTERVIEWING...........143
     APPENDIX 13 CONSEQUENCE OF STUDENT G’S IN-DEPTH INTERVIEWING...........144
     APPENDIX 14 CONSEQUENCE OF STUDENT H’S IN-DEPTH INTERVIEWING...........145
     APPENDIX 15 CONSEQUENCE OF STUDENT I’S IN-DEPTH INTERVIEWING...........146
     APPENDIX 16 CONSEQUENCE OF STUDENT J’S IN-DEPTH INTERVIEWING...........149
zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098926011en_US
dc.subject (關鍵詞) 英文學習困難zh_TW
dc.subject (關鍵詞) English learning difficultyen_US
dc.title (題名) Shi-Shi國中八年級學生英文學習障礙分析zh_TW
dc.title (題名) The evaluation of the eighth graders` english learning difficulty in Shi-Shi Junior High Schoolen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 【1】Briton B, Fujiki M, Motague E, and Hanton J. (2000). Children with language impairment in cooperative work groups: A pilot study. Language, Speech, and Hearing Services in Schools 31: 252-64.zh_TW
dc.relation.reference (參考文獻) 【2】Carroll J. (1973). Implications of aptitude test research and psycholinguistic theory for language teaching. International Journal of Psycholinguistic, 2, 5-14.zh_TW
dc.relation.reference (參考文獻) 【3】Denzin, N.K., V Lincoln , Y.S. (1998). The Landscape of Qualitative Research: Theories and Issue. London : Sage Publication.zh_TW
dc.relation.reference (參考文獻) 【4】Ferrari M. and Palladino, P. (2007). Foreign Language Learning Difficulties in Italian Children: Are They Associated with Other Learning Difficulties? Journal of learning disabilities. 40 (3), 256-269.zh_TW
dc.relation.reference (參考文獻) 【5】Gagne, R.M.(1985). The Conditions of learning and theory of instruction(4th ed.).New York:Holt, Rinehart and Winston.zh_TW
dc.relation.reference (參考文獻) 【6】Ganschow L., Sparks R., Anderson R., Javorsky J., Skinner S. and Patton J. (1994). Differences in anxiety and language performance among high and low anxious college foreign language learners. Modern Language Journal, 78, 41-55.zh_TW
dc.relation.reference (參考文獻) 【7】Ganshow L., Myer B., and Roger K. (1989). Foreign language policies and procedures for students with specific learning disabilities. Learning disabilities focus, 5, 50-58.zh_TW
dc.relation.reference (參考文獻) 【8】Ganshow L., Sparks R., Javorsky J., Pohlman J., and BishopMaebury A. (1991). Identifying native language difficulties among foreign language learners in college: A “foreign” language learning disabilities? Journal of Learning Disabilities, 24, 530-541.zh_TW
dc.relation.reference (參考文獻) 【9】Ganschow L., Sparks R., and Javorsky J. (1998). Foreign language learning difficulties: An historical perspective. Journal of Learning Disabilities. 31(3), 248-258.zh_TW
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