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題名 主題式教學法對台灣國小學生英語口說溝通能力之成效研究
The effects of theme-based instruction on oral communicative competence of EFL young learners in Taiwan
作者 蕭雅慈
貢獻者 許炳煌
蕭雅慈
關鍵詞 主題式口語說教學法
口說溝通能力
theme-based oral instruction
oral communicative competence
日期 2010
上傳時間 4-Sep-2013 14:55:14 (UTC+8)
摘要 本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。
The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI.
Two fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively.
The findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951020
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951020
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.author (Authors) 蕭雅慈zh_TW
dc.creator (作者) 蕭雅慈zh_TW
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 14:55:14 (UTC+8)-
dc.date.available 4-Sep-2013 14:55:14 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:55:14 (UTC+8)-
dc.identifier (Other Identifiers) G0096951020en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60024-
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) 96951020zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。zh_TW
dc.description.abstract (摘要) The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI.
Two fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively.
The findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications.		en_US
dc.description.tableofcontents Acknowledgement……………………………………………………………………iii
Table of Contents……………………………………………………………………..iv
List of Tables..………………………………………………………………………..vii
List of Figures..……………………………………………………………………...viii
Chinese Abstract………………………………………………………………………ix
English Abstract……………………………………………………………………….x
Chapter One: Introduction………………………..……………………………………1
Background and Motivation……..……………………………………………….1
Purpose of the Study……………...………………………………………………5
Research Questions………………………………......……………………….….6
Significance of the Study………...……………………………………………….6
Definition of Important Terms……………………………………………………7
Chapter Two: Literature Review………..……………………………………………..9
The Origins of Theme-Based Instruction (TBI)………………………………….9
Theoretical Foundations..……………………………………..………………...10
Key Elements of TBI………….………………………………...………………14
The Benefits of TBI………………………………...……………………….…..17
Related Studies on TBI………………………………….……….……………...19
Critiques on the Previous Research……………………….……….……………22
Chapter Three: Methodology……………...…………………………………………24
Subjects…………………………………………….………………….………..24
Instruments………………………………………….…………………….…….25
English Oral Proficiency Test……………………………………………..25
English Learning Attitudes and Motivation Questionnaire………………..27
Procedure……………………………………………………………………..…29
Theme-Based Oral Instruction (TBOI) for EG………………………………....31
Instruction Procedure...……………………………………………………31
Teaching Process……...……………………...……………………………32
Traditional Oral Instruction for CG…………….……….………………………40
Data Analysis…………………….………………….…………………………..41
Chapter Four: Results………………………….……………………………………..42
The Effects of TBOI and Traditional Oral Instruction on Learners’ Communicative Competence……………………………………………….42
The Comparison of the Learners’ Attitudes and Motivation towards English Learning…………………………………………………………………….43
The Results of the Three Components of the Learning Attitudes Factor…45
The Results of the Anxiety Factor…………………………………………53
The Results of Instrumental Factor………………………………………..54
Chapter Five: Discussion…………….…….……..…………………………………57
Research Question 1: What are the Effects of Theme-Based Instruction on oral Communicative Competence for EFL Elementary School Students? ........................................................................................................57
Research Question 2: Are There Any Changes in Learners’ Attitudes and Motivation towards English Learning After the Implementation of Theme-Based Instruction? If Yes, in What Ways? …………………………60
Learning Attitudes Factor…………………………………………………..61
Anxiety Factor………………………………………………………………63
Instrumental Motivation Factor……………………………………………..63
Chapter Six: Conclusion……………………………………………………………...65
Pedagogical Implication of the Study...……………………………..…………..65
Limitation of the Study…………………………………...………….………….66
Suggestions for the Future Research……………………………….…………..67
References……………………………………………………………………………69
Appendixes…………………………………………………………………………...79
Appendix A: English Oral Proficiency Test……………..……………………...79
Appendix B: English Oral Proficiency Test Scoring Criteria……..……………81
Appendix C: English learning Attitudes and Motivation Questionnaire (Chinese Version)……………................................................................82
Appendix D: English learning Attitudes and Motivation Questionnaire (English Version) …………………………………………..………….84
Appendix E: The Categories of Three Factors for the 25 Questionnaire Items..86
Appendix F: Materials of the Pilot Study………………………………………88		zh_TW
dc.format.extent 1559840 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951020en_US
dc.subject (關鍵詞) 主題式口語說教學法zh_TW
dc.subject (關鍵詞) 口說溝通能力zh_TW
dc.subject (關鍵詞) theme-based oral instructionen_US
dc.subject (關鍵詞) oral communicative competenceen_US
dc.title (題名) 主題式教學法對台灣國小學生英語口說溝通能力之成效研究zh_TW
dc.title (題名) The effects of theme-based instruction on oral communicative competence of EFL young learners in Taiwanen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Anderson, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In Anderson, R. C., Spiro, R. J. & Montague, W. E. (Eds). Schooling and the Acquisition of Knowledge (pp. 415-431). Hillsdale, NJ: Lawrence Erlbaum.
Armbruster, B. (1996). Schema theory and the design of content-area textbook. Educational Psychologist, 21, 253-276.
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. New York: Oxford University Press.
Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.
Berry, C. F., & Mindes, G. (1993). Planning a Theme-Based Curriculum: Goals, Themes, Activities, and Planning Guides for 4’s and 5’s. Glenview, IL: Goodyear.
Bowler, B., & Parminter (2002). Mixed-level teaching: Tiered tasks and bias tasks. In Richards, J.C., & Renandya, W. A. (Eds) Methodology in Language Teaching (pp. 59-63). Cambridge: Cambridge University Press.
Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-Based Second Language Instruction. Boston, MA: Heinle & Heinle.
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). New York: Addison Wesley Longman, Inc.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Addison Wesley Longman, Inc.
Bruner, J. S. (1983). Child`s Talk: Learning to Use Language. New York: Norton.
Bruner, J. S. (1985). Models of the learner. Educational Researcher, 14(6), 5-8.
Cadavid, C. (2003). Teaching English in primary school through a spiral thematic curriculum. Ikkala, Revista de Lenguaje y Cultura, 8(14), 81-97.
Cameron, L. (2008). Teaching Languages to Young Learners (10th ed.). New York: Cambridge University Press.
Can, S. (2009). An Investigation of the Effectiveness of Theme-Based Syllabus on the Motivation of Freshman Students at Atilim University. Unpublished master’s thesis, Atilim University, Atilim, Turkey.
Canal, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Carreira, M. J. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. The Japan Association for Language Teaching Journal, 28(2), 135-158.
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