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題名 一個國中生體驗晚期英語浸潤式教學的個案研究
A Case Study of a Junior High School Student’s Initial Learning Experiences in a Late English Immersion Program
作者 趙婉君
貢獻者 葉潔宇<br>Chieh-yue Yeh
趙婉君
關鍵詞 晚期英語浸潤式教學
學習適應
自我效能
late immersion program
learning adjustment
self-efficacy
日期 2013
上傳時間 1-Jul-2014 12:01:37 (UTC+8)
摘要 本研究探討一個國中生在晚期英語浸潤式教學中的體驗，研究議題包括學習者的學習歷程、學習者所遇到的困難、造成困難的因素、以及學習者如何面對並解決困難的過程。
本研究方法採用質性個案研究，研究工具為日記，訪談，以及研究筆記。研究結果發現，學習者很快就適應沉浸式教學的環境。此研究中指出，學習者把英文視為工具而非學科的的態度，她優異的英文能力，她對環境以及課程內容的熟悉度，以及她的課程學習與她的期待相符，這些因素與她良好的適應狀況習習相關。然而，本研究也發現，在非語言課程中某些老師使用英文授課之能力對學生的學習帶來負面影響，例如：老師的口音以及老師在使用英文授課時的能力不足為兩個影響學習者學習語言之因素；除此之外，學習者對於寫功課的負面情緒也影響了學習的品質。儘管如此，學習者卻能將這些挑戰迎刃而解，本研究發現學習者與同儕間合作學習的互動模式，以及學習者的高度自我效能與學習策略應用的能力，成功使該學習者克服上述的學習困難。唯一令學習者不滿的是她的母語課程，研究結果顯示重覆的課本內容、偏向背誦式的教學方式與考試取向與學習者期待不符合，進而造成她對於自己的母語發展不甚滿意。
本研究最後針對未來有興趣進入沉浸式教學中的學生、學生家長、以及在教育端的老師與課程設計者提供意見，以期能使學生在沉浸式教學環境中的學習更加豐富。

 
The present study explores a junior high school student’s initial learning experiences in a late English immersion program, and it discusses the learner’s learning process, the encountered difficulties, factors leading to the difficulties, and coping strategies.
A qualitative research method was employed in this case study. Data were collected through diary entries, interviews, and research notes. Results of the study indicate that the learner made rapid adjustment to the immersing context, and the finding suggests that factors like regarding English as a tool rather than a subject, having a high level of English proficiency, being familiar with the learning environment and the course contents, learning in an environment that matches the learner’s expectation are facilitative factors leading to the learner’s effective adjustment. On the other hand, the present study also finds that inadequate level of some non-language-course teachers’ English proficiency is hindering to the learner’s adjustment. For instance, the teacher’s accent and the ability to explain a concept through comprehensible language are two language problems hindering learning acquisition. In addition, the learner’s negative emotion toward homework also poses a threat to the learning. Nonetheless, the cooperative and collaborative interaction between the learner and the peers, and her high sense of self-efficacy coupled with her flexible learning strategies are influential in helping the learner overcome the above challenges. However, the mismatched expectation of the learner’s L1 development in the Chinese course remains a problem. The overlapped content in the textbook and the requirement of rote learning in teaching and testing result in the learner’s dissatisfaction of L1 development.
Lastly, implications and suggestions developed from the discussions were provided for students, parents, teachers, and curriculum designers to make immersion programs more fruitful for students.
參考文獻 Bailey, K. M. (1980). An introspective analysis of an individual`s language learning experience. In Scarcella, R. C., & Krashen, S. D. (Eds.). Research in Second Language Acquisition: Selected Papers of the Los Angeles Second Language Acquisition Research Forum.(PP.58-65). Rowley, MA, Newbury House.
Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science. Second language acquisition studies, 188-198.
Baker, C. (2011). Foundations of bilingual education and bilingualism. Tonawanda, N.Y.: Multilingual matters.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York : W.H. Freeman.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 41(3), 586.
Bournot-Trites, M., & Reeder, K. (2001). Interdependence revisited: Mathematics achievement in an intensified French immersion program. Canadian Modern Language Review, 58(1), 27-43.
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251-269.
Cazden, C., & Snow, C. (1990). English Plus: Issues in bilingual education. Newbury Park, CA: Sage.
Chen, A.-h. (2013). An Evaluation on Primary English Education in Taiwan: From the Perspective of Language Policy. English Language Teaching, 6(10), 158-165.
Chen, Y.-L. (2006). The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures. The Asian EFL Journal Quarterly, 8(1),7-40.
Cummins, J. (1978). The Cognitive Development of Children in Immersion Programs. Canadian Modern Language Review, 34(5), 855-883.
Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE journal, 4(3), 25-59.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy: College-Hill Press San Diego, CA.
Cummins, J. (1987). Immersion programs: Current issues and future directions. Contemporary educational issues: The Canadian mosaic. Toronto, Copp Clark Pitman, 192-206.
Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. In M. R. Childs & R. M. Bostwick (Eds.). Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Katoh Gakuen, Japan.
Cummins, J., Baker, C., & Hornberger, N. H. (2001). An introductory reader to the writings of Jim Cummins. Buffalo, N.Y.: Multilingual Matters.
Cummins, J., & Swain, M. (1986). Bilingualism in education: Aspects of theory, research and practice. New York : Longman.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31(1), 182-204.
De Courcy, M. (2002). Learners` experiences of immersion education: Case studies of French and Chinese. England: Multilingual Matters.
Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press.
Fortune, T. W., & Tedick, D. J. (2008). One-way, two-way and indigenous
immersion: A call for cross-fertilization. In Fortune, T. W., & Tedick, D. J. (Eds.) Pathways to multilingualism: Evolving perspectives on immersion education (pp.3-21). Clevedon; Buffalo: Multilingual Matters.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, U.K.: Wiley-Blackwell Pub.
García, O., & Baker, C. (2007). Bilingual education: An introductory reader. Buffalo, N.Y.: Multilingual Matters.
Genesee, F. (1985). Second language learning through immersion: A review of US programs. Review of educational research, 55(4), 541-561.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Boston, Mass. : Heinle & Heinle
Hoare, P. (2008). Late immersion in Hong Kong: Still stressed or making progress? In Fortune, T. W., & Tedick, D. J. (Eds.) Pathways to multilingualism: Evolving perspectives on immersion education (pp.245-259). Clevedon; Buffalo: Multilingual Matters.
Johnson, R. K., & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap in late immersion. Language and Education, 8(4), 211-229.
Johnstone, R. (2007). Processes of Immersion Education. In García, O., & Baker, C.(Eds.). Bilingual education in the 21st century: A global perspective(pp.165-175 ). Oxford, U.K.: Wiley-Blackwell Pub.
Kong, S. (2009). Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? Canadian Modern Language Review, 66(2), 233-267.
Kong, S., & Hoare, P. (2012). The Development of Academic Language Proficiency: Challenges for Middle School Immersion in Hong Kong and Xi`an. International Education, 41(2), 88-109.
Krashen, S. (2003). Dealing with English fever. Paper presented at the twelfth international symposium on English teaching. English Teachers` Association, ROC, Taipei
Krashen, S. D. (1984). Immersion: Why it works and what it has taught us. Language and Society, 12(1), 61-64.
Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Rowley, Mass.: Newbury House Publishers.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York : Oxford university press.
Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. Canadian Modern Language Review, 63(5), 605-627.
Li, B. (2008). Preparing Students for Late Immersion in L2--An Experience from a Language Enrichment Programme in Post-colonial Hong Kong. Asia-Pacific Education Researcher, 17(2), 121-141.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam ; Philadelphia : John Benjamins.
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Marsh, H. W., Hau, K.-T., & Kong, C.-K. (2000). Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects. Harvard Educational Review, 70(3), 302-347.
Ministry of Education, Taiwan. (2009). Public educational expenditures by
governments.Taipei: Ministry of Education.
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Scarcella, R. C., & Krashen, S. D. (1980). Research in Second Language Acquisition: Selected Papers of the Los Angeles Second Language Acquisition Research Forum. Rowley, Mass: Newbury House.
Snow, M. A. (2001). Content-based and immersion models for second and foreign language teaching. Teaching English as a second or foreign language, 3, 303-318.
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Stella Kong, S. K. (2008). Late Immersion in Hong Kong: A Pedagogical Framework for Integrating Content-Language Teaching and Learning. The Journal of Asia TEFL, 5(3), 107-132.
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Swain, M., & Lapkin, S. (1982). Evaluating Bilingual Education: A Canadian Case Study. Clevedon, Avon, England: Multilingual Matters.
Swain, M., & R.K. Johnson (1997). Immersion education: a category within bilingual
education. In R.K. Johnson and M. Swain (eds.), Immersion education:
international perspectives(pp.1-16). New York: Cambridge University Press.
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描述 碩士
國立政治大學
英國語文學研究所
100551018
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100551018
資料類型 thesis
dc.contributor.advisor 葉潔宇<br>Chieh-yue Yehzh_TW
dc.contributor.author (Authors) 趙婉君zh_TW
dc.creator (作者) 趙婉君zh_TW
dc.date (日期) 2013en_US
dc.date.accessioned 1-Jul-2014 12:01:37 (UTC+8)-
dc.date.available 1-Jul-2014 12:01:37 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2014 12:01:37 (UTC+8)-
dc.identifier (Other Identifiers) G0100551018en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67065-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 100551018zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究探討一個國中生在晚期英語浸潤式教學中的體驗，研究議題包括學習者的學習歷程、學習者所遇到的困難、造成困難的因素、以及學習者如何面對並解決困難的過程。
本研究方法採用質性個案研究，研究工具為日記，訪談，以及研究筆記。研究結果發現，學習者很快就適應沉浸式教學的環境。此研究中指出，學習者把英文視為工具而非學科的的態度，她優異的英文能力，她對環境以及課程內容的熟悉度，以及她的課程學習與她的期待相符，這些因素與她良好的適應狀況習習相關。然而，本研究也發現，在非語言課程中某些老師使用英文授課之能力對學生的學習帶來負面影響，例如：老師的口音以及老師在使用英文授課時的能力不足為兩個影響學習者學習語言之因素；除此之外，學習者對於寫功課的負面情緒也影響了學習的品質。儘管如此，學習者卻能將這些挑戰迎刃而解，本研究發現學習者與同儕間合作學習的互動模式，以及學習者的高度自我效能與學習策略應用的能力，成功使該學習者克服上述的學習困難。唯一令學習者不滿的是她的母語課程，研究結果顯示重覆的課本內容、偏向背誦式的教學方式與考試取向與學習者期待不符合，進而造成她對於自己的母語發展不甚滿意。
本研究最後針對未來有興趣進入沉浸式教學中的學生、學生家長、以及在教育端的老師與課程設計者提供意見，以期能使學生在沉浸式教學環境中的學習更加豐富。

 		zh_TW
dc.description.abstract (摘要) The present study explores a junior high school student’s initial learning experiences in a late English immersion program, and it discusses the learner’s learning process, the encountered difficulties, factors leading to the difficulties, and coping strategies.
A qualitative research method was employed in this case study. Data were collected through diary entries, interviews, and research notes. Results of the study indicate that the learner made rapid adjustment to the immersing context, and the finding suggests that factors like regarding English as a tool rather than a subject, having a high level of English proficiency, being familiar with the learning environment and the course contents, learning in an environment that matches the learner’s expectation are facilitative factors leading to the learner’s effective adjustment. On the other hand, the present study also finds that inadequate level of some non-language-course teachers’ English proficiency is hindering to the learner’s adjustment. For instance, the teacher’s accent and the ability to explain a concept through comprehensible language are two language problems hindering learning acquisition. In addition, the learner’s negative emotion toward homework also poses a threat to the learning. Nonetheless, the cooperative and collaborative interaction between the learner and the peers, and her high sense of self-efficacy coupled with her flexible learning strategies are influential in helping the learner overcome the above challenges. However, the mismatched expectation of the learner’s L1 development in the Chinese course remains a problem. The overlapped content in the textbook and the requirement of rote learning in teaching and testing result in the learner’s dissatisfaction of L1 development.
Lastly, implications and suggestions developed from the discussions were provided for students, parents, teachers, and curriculum designers to make immersion programs more fruitful for students.		en_US
dc.description.tableofcontents Dedication Page........................................................................................................iii Acknowledgements...................................................................................................iv
Chinese Abstract........................................................................................................v
English Abstract.......................................................................................................vii
Chapter One: Introduction.....................................................................................1
Chapter Two: Literature Review............................................................................5
2.0. Introduction.....................................................................................................5
2.1. An Introduction to Immersion Education........................................................5
2.2. Variation of Immersion Programs...................................................................7
2.3. Learning Outcome of Immersion Programs....................................................9
2.4. Proficiency Gap and Immersion Programs...................................................13
2.5. Conclusion ....................................................................................................16
Chapter Three: Methodology ...............................................................................19
3.0. Introduction...................................................................................................19
3.1. Criteria of Choosing the Participant..............................................................19
3.2. The Context ..................................................................................................20
3.3 The Participant...............................................................................................22
3.4. Method..........................................................................................................24
3.4.1. Diary ..................................................................................................25
3.4.2. Interview.............................................................................................26
3.4.3. Informal Interview/Conversation ......................................................27
3.5. Procedures.....................................................................................................28
3.6. Data Analysis ...............................................................................................30
Chapter Four: Results ..........................................................................................31
4.0. Introduction ..................................................................................................31
4.1. The First Stage: “I Am awesome.” ...............................................................34
4.1.1. Enjoying the New Environment ........................................................34
4.1.1. Fitting in the Community ...............................................................35
4.1.3. Shelly’s English Proficiency .............................................................37
4.2. The Second Stage: “Not backing off, I Am Still Awesome.”.......................43
4.2.1. Challenging Moments: The Social Studies and Math Class…..........44
4.2.2. Delightful Events: The Science Class ...............................................49
4.2.3. Obligated Routine: Numerous Homework, Quizzes, and Tests.........51
4.3. The Third Stage: Unresolved Conflicts－Concerns for L1 Development....54
4.3.1. The Goals and the Focuses of the International School Curriculum...................................................................................................54
4.3.2. Shelly’s Opinions to the Contents of the Chinese Course.................56
4.3.3. Shelly’s Responses to the Evaluation Method in the Chinese Course ..........................................................................................................58
4.3.4. Mr. Chen’s Teaching Philosophy.......................................................61
4.4. Summary of the Findings .............................................................................67
Chapter Five: Discussion and Conclusion...........................................................69
5.0. Introduction ..................................................................................................69
5.1. Factors Leading to Good Adjustment ..........................................................70
5.1.1. The Attitude toward and the Proficiency of English.........................70
5.1.2. Familiarity toward the Environment and the Academic Content.......73
5.1.3. Learning Dynamics…………………………………………………75
5.1.4. Self-Efficacy, Challenges, and Coping Strategies …………….........77
5.2. Factors Hindering the Adjustment ...............................................................80
5.3. Implication of This Study…………………..................................................83
5.4. Limitation of This Study.. ……………........................................................87
5.5. Recommendation for Future Research ………………………………….....88
5.6. Conclusion ....................................................................................................89
References ...............................................................................................................91


LIST OF TABLES

Table 1. Data Collecting Procedures…………………………………………………29		zh_TW
dc.format.extent 6483173 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/#G0100551018en_US
dc.subject (關鍵詞) 晚期英語浸潤式教學zh_TW
dc.subject (關鍵詞) 學習適應zh_TW
dc.subject (關鍵詞) 自我效能zh_TW
dc.subject (關鍵詞) late immersion programen_US
dc.subject (關鍵詞) learning adjustmenten_US
dc.subject (關鍵詞) self-efficacyen_US
dc.title (題名) 一個國中生體驗晚期英語浸潤式教學的個案研究zh_TW
dc.title (題名) A Case Study of a Junior High School Student’s Initial Learning Experiences in a Late English Immersion Programen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Bailey, K. M. (1980). An introspective analysis of an individual`s language learning experience. In Scarcella, R. C., & Krashen, S. D. (Eds.). Research in Second Language Acquisition: Selected Papers of the Los Angeles Second Language Acquisition Research Forum.(PP.58-65). Rowley, MA, Newbury House.
Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science. Second language acquisition studies, 188-198.
Baker, C. (2011). Foundations of bilingual education and bilingualism. Tonawanda, N.Y.: Multilingual matters.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York : W.H. Freeman.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 41(3), 586.
Bournot-Trites, M., & Reeder, K. (2001). Interdependence revisited: Mathematics achievement in an intensified French immersion program. Canadian Modern Language Review, 58(1), 27-43.
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251-269.
Cazden, C., & Snow, C. (1990). English Plus: Issues in bilingual education. Newbury Park, CA: Sage.
Chen, A.-h. (2013). An Evaluation on Primary English Education in Taiwan: From the Perspective of Language Policy. English Language Teaching, 6(10), 158-165.
Chen, Y.-L. (2006). The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures. The Asian EFL Journal Quarterly, 8(1),7-40.
Cummins, J. (1978). The Cognitive Development of Children in Immersion Programs. Canadian Modern Language Review, 34(5), 855-883.
Cummins, J. (1980). The entry and exit fallacy in bilingual education. NABE journal, 4(3), 25-59.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy: College-Hill Press San Diego, CA.
Cummins, J. (1987). Immersion programs: Current issues and future directions. Contemporary educational issues: The Canadian mosaic. Toronto, Copp Clark Pitman, 192-206.
Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. In M. R. Childs & R. M. Bostwick (Eds.). Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Katoh Gakuen, Japan.
Cummins, J., Baker, C., & Hornberger, N. H. (2001). An introductory reader to the writings of Jim Cummins. Buffalo, N.Y.: Multilingual Matters.
Cummins, J., & Swain, M. (1986). Bilingualism in education: Aspects of theory, research and practice. New York : Longman.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles. Annual Review of Applied Linguistics, 31(1), 182-204.
De Courcy, M. (2002). Learners` experiences of immersion education: Case studies of French and Chinese. England: Multilingual Matters.
Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press.
Fortune, T. W., & Tedick, D. J. (2008). One-way, two-way and indigenous
immersion: A call for cross-fertilization. In Fortune, T. W., & Tedick, D. J. (Eds.) Pathways to multilingualism: Evolving perspectives on immersion education (pp.3-21). Clevedon; Buffalo: Multilingual Matters.
García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, U.K.: Wiley-Blackwell Pub.
García, O., & Baker, C. (2007). Bilingual education: An introductory reader. Buffalo, N.Y.: Multilingual Matters.
Genesee, F. (1985). Second language learning through immersion: A review of US programs. Review of educational research, 55(4), 541-561.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Boston, Mass. : Heinle & Heinle
Hoare, P. (2008). Late immersion in Hong Kong: Still stressed or making progress? In Fortune, T. W., & Tedick, D. J. (Eds.) Pathways to multilingualism: Evolving perspectives on immersion education (pp.245-259). Clevedon; Buffalo: Multilingual Matters.
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