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題名 不同教學模式對於台中市國中生的聽力及閱讀理解之研究
A study of the effects of different teaching modes on junior high school students` listening and reading comprehension
作者 張心瑜
貢獻者 許炳煌
張心瑜
關鍵詞 聽力
閱讀
教學模式
教學輔助
英語學習雜誌
listening
reading
teaching modes
pre-activities
English learning magazines
日期 2010
上傳時間 4-Sep-2013 14:55:58 (UTC+8)
摘要 本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響，採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助，分別為：一、獨立回答學習單的問題；二、老師給予單字及背景知識的教學；三、學生分成小組回答問題，而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效，也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助，然後收聽30分鐘英語學習雜誌，學生接受10次教學，實驗進行十週。實驗結果發現三組學生經歷不同教學模式後，他們的閱讀成績有顯著的差異，其中「學生分成小組回答問題」對閱讀能力幫助最大，而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外，「學生分成小組回答問題」能有效提昇聽力及閱讀成績，「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助，但未達顯著水準。本研究建議老師在教學前，將學生分為小組討論並回答學習內容相關的問題，以提升學生的學習及理解力。
The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.
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描述 碩士
國立政治大學
英語教學碩士在職專班
97951005
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951005
資料類型 thesis
dc.contributor.advisor 許炳煌zh_TW
dc.contributor.author (Authors) 張心瑜zh_TW
dc.creator (作者) 張心瑜zh_TW
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 14:55:58 (UTC+8)-
dc.date.available 4-Sep-2013 14:55:58 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:55:58 (UTC+8)-
dc.identifier (Other Identifiers) G0097951005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60028-
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) 97951005zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響，採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助，分別為：一、獨立回答學習單的問題；二、老師給予單字及背景知識的教學；三、學生分成小組回答問題，而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效，也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助，然後收聽30分鐘英語學習雜誌，學生接受10次教學，實驗進行十週。實驗結果發現三組學生經歷不同教學模式後，他們的閱讀成績有顯著的差異，其中「學生分成小組回答問題」對閱讀能力幫助最大，而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外，「學生分成小組回答問題」能有效提昇聽力及閱讀成績，「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助，但未達顯著水準。本研究建議老師在教學前，將學生分為小組討論並回答學習內容相關的問題，以提升學生的學習及理解力。zh_TW
dc.description.abstract (摘要) The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.en_US
dc.description.tableofcontents ABSTRACT (CHINESE)…..……………………………………..………………………….. viii
ABSTRACT (ENGLISH) …………………………………………………………………….. ix
CHAPTER ONE: INTRODUCTCON 1
1.1 Background and Motivation 1
1.2 Purpose of the Study and the Research Questions 4
1.3 Significance of the Study 5
1.4 Definition of Important Terms 6
CHAPTER TWO: LITERATURE REVIEW 8
2.1 Comprehension 8
2.1.1 Bottom-up Process 10
2.1.2 Top-down Process 11
2.1.3 Interactive Process 11

2.2 Pre-activities and Comprehension 12
2.2.1 Four Kinds of Class Organizaion for Pre-activities 13
2.2.2 Types of Pre-activities 16
2.2.3 Related Studies on Pre-activities and Comprehension 22
2.2.4 Critiques on the Previous Research 25

CHAPTER THREE: METHODOLOGY 28

3.1 Research Design 28
3.2 Subjects 29
3.3 Instrument 30
3.3.1 Comprehension Test 30
3.3.2 Questionnaire 31

3.4 Main study 32
3.4.1 Treatment 32
3.4.2 Teaching Procedures 33
3.4.3 Teaching Materials 35

3.5 Procedures 36
3.6 Data Analysis 38

CHAPTER FOUR: RESULTS 39
4.1 Results of the Comprehension Test 39
4.1.1 The Progress of the Groups Undertaking Different Pre-listening Activities 39
4.1.2 The Effects of Different Pre-listening Activities on Comprehension 41

4.2 Results of the Questionnaires 42
4.2.1 Attitude toward Learning English 42
4.2.2 Attitude toward English-Learning Materials 44
4.2.3 Attitude toward the English Teaching Activities 47
4.2.4 Comparison of the Three Classes` Attitude toward Learning English, English-learning Materials, and the English Teaching Activities……………………………………..49
4.2.5 The Short Responses to the Fourth Part of the Questionnaires 52

4.3 Summary of Chpater Four 54
CHAPTER FIVE: DISCUSSION 55
5.1 The Performance of the Participants’ Listening Comprehension 55
5.2 The Performance of the Participants’ Reading Comprehension 59
5.3 The Participants’ Attitude toward English Learning, the Learning Materials, and the Pre-activities 61
5.3.1 The Participants’ Attitude toward English Learning 61
5.3.2 The Participants’ Attitude toward the Learning Materials 62
5.3.3 The Participants’ Attitude toward the Pre-activities 63
CHAPTER SIX: CONCLUSION 65
6.1 Research Findings 65
6.2 Pedagogical Implication 66
6.3 Limitation of the Study and Suggestions for Future Research 68
REFERENCES 69
APPENDIX 78
Appendix A: ELM Handouts 78
Appendix B: Sample Teaching Procedures for TC 83
Appendix C: Pre-Questions for GW 84
Appendix D: 10 Selected Units from the ELM 85
Appendix E: Comprehension Test 102
Appendix F: Pre-Questionnaire (English) 104
Appendix G: Pre-Questionnaire (Chinese) 105
Appendix H: Post-Questionnaire (English) 106
Appendix I: Post-Questionnaire (Chinese) 107		zh_TW
dc.format.extent 65489211 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/#G0097951005en_US
dc.subject (關鍵詞) 聽力zh_TW
dc.subject (關鍵詞) 閱讀zh_TW
dc.subject (關鍵詞) 教學模式zh_TW
dc.subject (關鍵詞) 教學輔助zh_TW
dc.subject (關鍵詞) 英語學習雜誌zh_TW
dc.subject (關鍵詞) listeningen_US
dc.subject (關鍵詞) readingen_US
dc.subject (關鍵詞) teaching modesen_US
dc.subject (關鍵詞) pre-activitiesen_US
dc.subject (關鍵詞) English learning magazinesen_US
dc.title (題名) 不同教學模式對於台中市國中生的聽力及閱讀理解之研究zh_TW
dc.title (題名) A study of the effects of different teaching modes on junior high school students` listening and reading comprehensionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abraham, P. (2000). Skilled reading: Top-down, bottom-up. Field Notes, 10(2), 6-8.
Alderson, J. C. (1996). The testing of reading. In C. Nuttall (Ed.), Teaching Reading Skills in a Foreign Language (pp. 212-227). Oxford: Macmillan Education.
American Council on the Teaching of Foreign Languages (1986). ACTFL Proficiency Guidelines. Hatings-on-Hudson, NY: ACTFL.
Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
Anderson, N. (1999). Exploring Second Language Reading. Boston, MA: Heinle & Heinle.
Antonacci, P. A. (1991). Students search for meaning in the text through semantic mapping. Social Education, 55, 174-175.
Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. NY: Grune & Stratton.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. NY: Holt, Rinehart, and Winston.
Barlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.
Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.
Bejarnao, Y. (1987). A cooperative small-group methodology in the language classroom. TESOL Quarterly, 21(3), 483-504.
Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania,78(2), 316-329.
Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.
Brougham, D. (Ed.) (2010, November). Let’s Talk in English. Taipei, Taiwan: Studio Classroom.
Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge, England: Cambridge University Press.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd edition). NY: Addison Wesley Longman.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. NY: Longman.
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