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題名 國小新移民學童英語學習成就、學習態度及學習挑戰之研究
A study on new immigrant children`s English learning achievement, learning attitude and learning challenge in elementary school
作者 陳薇文
Chen, Wei Wen
貢獻者 葉潔宇
Yeh, Chieh Yue
陳薇文
Chen, Wei Wen
關鍵詞 新移民學童
英語學習成就
英語學習態度
英語學習挑戰
New Immigrant Children
English Learning Achievement
English Learning Attitude
English Learning Challenge
日期 2011
上傳時間 30-十月-2012 11:11:49 (UTC+8)
摘要 由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。
本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。
根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。
With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning.
The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning.
Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.
參考文獻 Bajaj, C. S., (2009). Home-school conflicts and barriers to the academic achievement of children of Latin American Immigrants. Perspectives on Urban Education, Spring, 5-19.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education, Inc.
Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L., and Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. Journal of Advanced Academics, 22, 130-156.
Carhill, A., Suarez-Orozco, C., & Paez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155-1179.
Chen, C. H. (2004). Learning and self-adaptation of the children of newly immigrant feminines at schools in Peng-hu. Unpublished master’s thesis, National Sun Yat-sen University, Taiwan.
Chen, C. Y. (2004). A study of English learning attitudes of elementary school students in Taichung City. Unpublished master’s thesis, National Taichung University, Taiwan.
Chien, T. H. (2004). A Study on the learning attitudes of the Southeast Asia Spouse’s Children in Penghu County, Taiwan. Unpublished master’s thesis, National University of Tainan, Taiwan.
Cheng, H. C. (2004). A comparison of first graders` intelligence, language ability and school achievements between children of immigrant mothers and children of native Taiwanese mothers. Unpublished master’s thesis, National University of Tainan, Taiwan.
Cochran, J. L., McCallum, R. S., & Bell, S. M. (2010). Three A’s: How do attributions, attitudes, and aptitude contribute to foreign language learning? Foreign Language Annals, 43(4), 566-582.
Hao, L., and Bonstead-Bruns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71(3), 175-198.
Harmer, J. (2007). How to teach English (2nd ed.). Edinburgh Gate: Pearson Education Limited.
Hsang, C. H. (2003). A study of the academic achievement of migrant brides’ offspring in Taiwan And of decisive factors influencing the children’s performance. Unpublished master’s thesis, National University of Tainan, Taiwan.
Hsiao, T. C. (2005). A study of social status and academic achievement of 1st-and-2nd-grade children of female immigrant spouses in Taichung County. Unpublished master’s thesis, Chaoyang University of Technology, Taiwan.
Hsieh, H. M. (2007). An investigation of the immigrant women`s children of Yunlin county in mathematics performance－take the third grade students in the elementary school for example. Unpublished master’s thesis, National Chiayi University, Taiwan.
Huang, C. J. (2005). A study on new immigrant children’s academic achievement and learning attitude in elementary in Hsinchu County. Unpublished master’s thesis, National Hsinchu University of Education, Taiwan.
Huguet, A. (2006). Attitude and motivation versus language achievement in cross-linguistic settings: What is cause and what effect? Journal of Multilingual and Multicultural Development, 27(5), 413-429.
Jones, W. R. (1949). Attitudes toward Welsh as a second language: A preliminary investigation. British Journal of Educational Psychology, 19, 44-52.
Kao, C. H. (2005). English literacy proficiency of third grade elementary school students: A study on three ethnic groups in Pingtung County. Unpublished master’s thesis, National Pingtung Institute of Commerce, Taiwan.
Ko, S. H. (2004). A comparative study on academic achievements for immigrant brides’ children at an elementary school in Keelung. Unpublished master’s thesis, National Taipei University of Education, Taiwan.
Lee, J. C. (2006). Research of Chinese learning achievements of the first-grade students with Southeast Asian mothers - Case of Jhubei and Jhudong. Unpublished master’s thesis, Chung Hua University, Taiwan.
Liao, C.H. (2007). English reading and writing proficiency of Southeast Asian immigrant’s children in urban and rural areas: A study on third grade students of elementary schools, Taichung County. Unpublished master’s thesis, National Chi Nan University, Taiwan.
Lin, C. P. (2003). Newly risen minority student in Taiwan - Study of the adaptation condition of the children of brides with foreign nationality at school. Unpublished master’s thesis, National Taitung University, Taiwan.
Liu, S. Y. (2002). A study on foreign spouses’ family environment and their children’s development under cross-cultural adjustment shock. Unpublished master’s thesis, National Chung Cheng University, Taiwan.
Lu, S. F. (2004). A study on foreign spouse’s children’s family environment and school life adaptation. Unpublished master’s thesis, National Chengchi University, Taiwan.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53(1), 123-163.
Mendieta, G. (2006). Improving the teaching and learning culture of mathematics for immigrant children. Noticias de Todos, 2, 1-2.
Ministry of Education. (2012). The statistics of the probable distribution of foreign spouses’ children who enrolled in elementary school and junior high schools. Taipei, Taiwan.
New immigrant children face most difficulties in learning math. (2010, June 9). Liberty Times, p. A14.
Nunan, D. (1992). Research method in language learning. New York: Cambridge University Press.
Olsen, L., (2000). Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 196-202.
Onchwari, G., Onchwari, J. A., & Keengwe, J. (2008). Teaching the immigrant child: Application of child development theories. Early Childhood Education Journal, 36, 267-273.
Tsai, C. C. (2005). The research on learning adaptation and scholastic achievement of foreign spouses’ children. Unpublished master’s thesis, National Hsinchu University of Education, Taiwan.
Yang, Y. F. (2009). The correlation of family factors to new immigrant children’s English learning attitude and English learning achievement in Taoyuan County. Unpublished master’s thesis, National Taipei University of Education, Taiwan.
Yeh, Y. L. (2005). A study on relationships among home literacy environment, academic achievement and learning attitude of the children of immigrant brides. Unpublished master’s thesis, National Taipei University of Education, Taiwan.
Wang, S. Y., Weng, M. L., Shieh, Y. H., Huang, J. L., Chen, Y. J., Chen, H. Y., et al. (2006). A study on New Immigrant Children’s learning achievement. Bimonthly of Education Information and Research, 68(1), 137-170.
描述 碩士
國立政治大學
英語教學碩士在職專班
97951011
100
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951011
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (作者) 陳薇文zh_TW
dc.contributor.author (作者) Chen, Wei Wenen_US
dc.creator (作者) 陳薇文zh_TW
dc.creator (作者) Chen, Wei Wenen_US
dc.date (日期) 2011en_US
dc.date.accessioned 30-十月-2012 11:11:49 (UTC+8)-
dc.date.available 30-十月-2012 11:11:49 (UTC+8)-
dc.date.issued (上傳時間) 30-十月-2012 11:11:49 (UTC+8)-
dc.identifier (其他 識別碼) G0097951011en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54504-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 97951011zh_TW
dc.description (描述) 100zh_TW
dc.description.abstract (摘要) 由於國小新移民學童的逐年增加，研究新移民學童的學習情況有其必要性。本研究主旨在專門調查中台灣一所國民小學新移民學童的英語學習狀況。研究主要在探討：(1)新移民學童的英語學習成就；(2)新移民學童的英語學習態度；(3)新移民學童的英語學習成就與其英語學習態度之關係；(4)新移民學童學習英語所面臨的挑戰；(5)新移民學童對自己英語學習的看法；以及(6)教學現場的英語教師對新移民學童英語學習的看法。
本研究的研究對象為十四名五、六年級的新移民學童，並以六十名台灣學童做為比照。研究比較七十四名學童的英語成績，且所有七十四名學童完成一份英語學習態度量表。十四名新移民學童則參與一次訪談，兩名教學現場的英語教師也經歷一次訪談。研究所收集的資料經統計分析及質性分析後，所得的結果如下：(1)大部分新移民學童的英語學習成就不佳；(2)大部分新移民學童英語學習態度是正面的；(3) 新移民學童的英語學習成就與其英語學習態度並無相關性；(4)新移民學童面臨的英語學習挑戰不少，包括他們對不同英語老師的教學風格的適應能力、他們上英語課時產生的焦慮感及緊張感、他們不易牢記英語生字、他們不會寫英語作業、他們沒有辦法去上英語補習班等；(5)新移民學童大部分對自己的英語學習持樂觀看法；(6)英語教師對新移民學童的英語學習則持較悲觀看法。
根據本研究的發現，研究者在本研究報告最後提出數點建議及未來相關研究的研究方向。		zh_TW
dc.description.abstract (摘要) With the increasing of New Immigrant Children in elementary schools, studies to understand New Immigrant Children’s learning conditions become imperative. The purpose of this study was to investigate New Immigrant Children’s English learning conditions in an elementary school in central Taiwan. The study focused on exploring: (1) New Immigrant Children’s English learning achievement; (2) New Immigrant Children’s English learning attitudes; (3) The relationship between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children’s English learning challenges; (5) New Immigrant Children’s own perspectives about their English learning; (6) English teachers’ perspectives about New Immigrant Children’s English learning.
The participants in this study included 14 New Immigrant Children in fifth and sixth grades, with 60 Taiwanese Children working as comparison. These 74 children’s English scores were compared, and they all responded to an English learning attitude scale. The 14 New Immigrant Children then underwent a group interview. Two English teachers were also interviewed. The data collected were then analyzed with statistical and qualitative analyses. The following results were drawn: (1) Most New Immigrant Children were English low-achievers; (2) New Immigrant Children’s English learning attitudes were generally positive; (3) No correlation was found between New Immigrant Children’s English learning achievement and their learning attitudes; (4) New Immigrant Children faced several challenges in learning English, including their adaption to different English teachers’ teaching styles, their feelings of anxiety and nervosity during English classes, their problems to memorize new words and do English homework, their not being able to go to English cram-schools, etc.; (5) New Immigrant Children in general were optimistic about their English learning; (6) English teachers in general were pessimistic about New Immigrant Children’s English learning.
Based on the findings of this study, some implications were provided and several suggestions for further studies were offered at the end of the report.		en_US
dc.description.tableofcontents Acknowledgment.……………………………………………………………….……iii
Table of Contents………………...…………………………………………………....v
List of Tables………………………………………………………………….………xi
Chinese Abstract…………………………………………………………………….xiii
English Abstract…………………………………………………………………... ...xv
Chapter One: Introduction…………………………………………………………..1
Background and Motivation of the Study……………………………………….1
Purpose of the Study……………………………………………………….........3
Research Questions……………………………………………………………...3
Definition of Terms……………………………………………………………...4
Chapter Two: Literature Review……………………………………………………7
Language Learning Attitude and Learning Achievement……………………….7
Language Learning Attitude………………………………………………7
Language Learning Achievement…………………………………………7
Relationship between Language Learning Attitude and
Language Learning Achievement…………………………………………8
Immigrant Students’ Language Learning Condition in the USA………………..8
Immigrant Students’ English Learning Condition……………………...…9
Immigrant Students’ English Proficiency and
General Academic Achievement………………………………………...10
Academic Achievement of NIC………………………………………………..11
NIC’s General Academic Achievement………………………………….11
NIC’s Academic Achievement in the Area of Language Art…………….12
NIC’s Achievement in Language Course………………………….13
NIC’s Achievement in English…………………………………….14
Learning Attitude of NIC………………………………………………………15
NIC’s Learning Attitude toward General Learning Areas…………….…15
NIC’s Learning Attitude toward English………………………………...15
Purpose of This Study………………………………………………………….16
Chapter Three: Methodology………………………………………………………17
Participants…………………………………………………………………….17
Instruments…………………………………………………………………….18
Participants’ Background Questionnaire………………………………...18
NIC’s Parents’ Educational Background and Their Careers………19
NIC’s Mothers’ Nationalities………………………..…………….20
NIC’s Languages Spoken at Home………………………..…...….21
NIC’s English Learning Background……………………………...23
The English Scores…………………………………………………..…..24
English Learning Attitude Scale………………………………………....24
Group Interview for New Immigrant Children……………………...…..25
Interview for English Teachers……………………………………….….26
Procedure………………………………………………………………………27
Data Analysis…………………………………………………………………..30
Chapter Four: Results……………………………………………………………....33
Participants’ English Performances: NIC’s vs. TC’s……………...…………...34
Participants’ English Scores……………………………………………..34
t-test Comparison of NIC’s and TC’s English Scores………………..….34
NIC’s English Learning Attitude: NIC’s vs. TC’s……………………………..36
A Summary of the Attitude Scale Results……….....................................42
Correlation between NIC’s English Achievement and Learning Attitude……..43
Results of NIC’s Group Interview………………………………………..……44
NIC’s Perception toward Learning English……………………………...44
NIC’s English Learning Environment at Home……………………..…..47
Challenges NIC Face in Learning English at School……………………48
Results of the Interview for the Two English Teachers…………….………….55
Two English Teachers’ English Teaching Experiences………………….55
NIC’s Learning Attitude in English Classes……………………………..56
NIC’s English Learning Achievement…………………………………...57
Challenges NIC Usually Face…………………………………………...60
Feasible Ways to Help NIC……………………………………………...63
Summary of Research Discoveries…………………………………………….65
NIC’s English Learning Conditions……………………………………..65
NIC’s Own Perspectives on Their English Learning……………………66
English Teachers’ Perspectives on NIC’s English Learning………...…..68
Chapter Five: Conclusion and Discussion…………………………………………71
Major Findings and Discussions……………………………………………….71
NIC’s English Achievement……………………………………………..72
NIC’s Attitudes toward Learning English……………………………….73
NIC’s English Learning Attitude vs. TC’s English Learning Attitude… .74
Correlation between NIC’s English Achievements and
Learning Attitudes……………………………………………………….74
NIC’s Perspectives about Their English Learning Conditions…………..75
NIC’s Perception toward Learning English……………………….75
NIC’s English Learning Environment at Home…………………...76
Challenges NIC Face in Learning English at School……………...77
English Teachers’ Perspectives about NIC’s English
Learning Condition………………………………………………………79
NIC’s English Learning Attitudes…………………………………79
NIC’s Learning Achievement in English………………………….79
English Learning Challenges NIC Face…………………………...80
Feasible Ways to Help NIC Improve Their English…………...….81
Implications of the Findings…………………………………………………...82
NIC’s Perspectives vs. English Teachers’ Perspectives…………………83
English Teachers’ Role in NIC’s English Learning……………………..83
NIC’s Families May Have the Most Direct Impact
on Their English Learning Conditions……………………………..……84
Positive Attitude May Not Simply Contribute to Better Achievement….84
Limitations of This Study and Recommendations for Further Studies………..85
References………………………………………………………………………........89
Appendices…………………………………………………………………………...95
Appendix A: Participants’ Background Questionnaire………………………...95
Appendix B: English Learning Attitude Scale…………………………………97
Appendix C: Interview Questions for NIC…………………………………...101
Appendix D: Interview Questions for English Teachers…………………......107
Appendix E: Participants’ Parents’ Consent Form……………………………111
Appendix F: Participants’ Original English Scores…………………………..113
Appendix G: Internal Consistency Reliability of
the English Learning Attitude Scale…………………………...115
Appendix H: Average Score of Each Question on
English Learning Attitude Scale……………………………….117
Appendix I: Partial Verbatim Transcription of NIC’s Group Interview……...121
Appendix J: Partial Verbatim Transcription of English Teachers’ Interview…131		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097951011en_US
dc.subject (關鍵詞) 新移民學童zh_TW
dc.subject (關鍵詞) 英語學習成就zh_TW
dc.subject (關鍵詞) 英語學習態度zh_TW
dc.subject (關鍵詞) 英語學習挑戰zh_TW
dc.subject (關鍵詞) New Immigrant Childrenen_US
dc.subject (關鍵詞) English Learning Achievementen_US
dc.subject (關鍵詞) English Learning Attitudeen_US
dc.subject (關鍵詞) English Learning Challengeen_US
dc.title (題名) 國小新移民學童英語學習成就、學習態度及學習挑戰之研究zh_TW
dc.title (題名) A study on new immigrant children`s English learning achievement, learning attitude and learning challenge in elementary schoolen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bajaj, C. S., (2009). Home-school conflicts and barriers to the academic achievement of children of Latin American Immigrants. Perspectives on Urban Education, Spring, 5-19.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education, Inc.
Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L., and Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. Journal of Advanced Academics, 22, 130-156.
Carhill, A., Suarez-Orozco, C., & Paez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155-1179.
Chen, C. H. (2004). Learning and self-adaptation of the children of newly immigrant feminines at schools in Peng-hu. Unpublished master’s thesis, National Sun Yat-sen University, Taiwan.
Chen, C. Y. (2004). A study of English learning attitudes of elementary school students in Taichung City. Unpublished master’s thesis, National Taichung University, Taiwan.
Chien, T. H. (2004). A Study on the learning attitudes of the Southeast Asia Spouse’s Children in Penghu County, Taiwan. Unpublished master’s thesis, National University of Tainan, Taiwan.
Cheng, H. C. (2004). A comparison of first graders` intelligence, language ability and school achievements between children of immigrant mothers and children of native Taiwanese mothers. Unpublished master’s thesis, National University of Tainan, Taiwan.
Cochran, J. L., McCallum, R. S., & Bell, S. M. (2010). Three A’s: How do attributions, attitudes, and aptitude contribute to foreign language learning? Foreign Language Annals, 43(4), 566-582.
Hao, L., and Bonstead-Bruns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71(3), 175-198.
Harmer, J. (2007). How to teach English (2nd ed.). Edinburgh Gate: Pearson Education Limited.
Hsang, C. H. (2003). A study of the academic achievement of migrant brides’ offspring in Taiwan And of decisive factors influencing the children’s performance. Unpublished master’s thesis, National University of Tainan, Taiwan.
Hsiao, T. C. (2005). A study of social status and academic achievement of 1st-and-2nd-grade children of female immigrant spouses in Taichung County. Unpublished master’s thesis, Chaoyang University of Technology, Taiwan.
Hsieh, H. M. (2007). An investigation of the immigrant women`s children of Yunlin county in mathematics performance－take the third grade students in the elementary school for example. Unpublished master’s thesis, National Chiayi University, Taiwan.
Huang, C. J. (2005). A study on new immigrant children’s academic achievement and learning attitude in elementary in Hsinchu County. Unpublished master’s thesis, National Hsinchu University of Education, Taiwan.
Huguet, A. (2006). Attitude and motivation versus language achievement in cross-linguistic settings: What is cause and what effect? Journal of Multilingual and Multicultural Development, 27(5), 413-429.
Jones, W. R. (1949). Attitudes toward Welsh as a second language: A preliminary investigation. British Journal of Educational Psychology, 19, 44-52.
Kao, C. H. (2005). English literacy proficiency of third grade elementary school students: A study on three ethnic groups in Pingtung County. Unpublished master’s thesis, National Pingtung Institute of Commerce, Taiwan.
Ko, S. H. (2004). A comparative study on academic achievements for immigrant brides’ children at an elementary school in Keelung. Unpublished master’s thesis, National Taipei University of Education, Taiwan.
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