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全英語教學對國小學生英語聽力能力影響之研究 = A Study of the Effects of English-Only Instruction on Elementary Students’ English Listening Comprehension

郭伊潔 國立臺南大學 民106[2017

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  • 題名:
    全英語教學對國小學生英語聽力能力影響之研究 = A Study of the Effects of English-Only Instruction on Elementary Students’ English Listening Comprehension
  • 著者: 郭伊潔
  • 國立臺南大學
  • 主題: 全英語教學 國小英語教學 英語聽力能力; English-onlyinstruction elementaryEnglishteaching Englishlisteningcomprehension
  • 描述: 本研究旨在探討全英語教學對國小學生英語聽力能力之影響，以供教師本身、學校或家長於欲培養學生之英語聽力能力之際在教師教學方式的選擇上能有所依據與參考，亦能成為制訂教育目標之參考。本研究採準實驗研究不等組前後測設計，選擇台南市學甲區棒棒國小之二年級學生為研究對象，選擇一班為實驗組進行全英語教學，並選擇另一班為對照組進行傳統母語輔助之英語教學。本研究進行每週三堂，為期兩個月的實驗教學，分別於教學實驗前後進行英語聽力能力前後測，並以獨立樣本t檢定及相依樣本t檢定分析兩組學生於英語聽力能力方面之情形；實驗教學結束後，對實驗組學生進行全英語教學滿意度問卷調查，並於「教師教學」、「課程內容」、「學習環境」、「學習成果」四構面進行平均數及標準差之描述統計量化分析，亦對實驗組學生進行半結構式訪談，進而與實驗教學之研究結果作比對分析，以增進研究實施成效分析的品質。 本研究結論如下： 一、接受全英語教學之學生英語聽力能力優於接受傳統母語輔助英語教學之學生，但後測低分群學生仍無法完全聽懂英語 二、接受全英語教學的學生英語聽力能力之進步程度高於接受傳統母語輔助英語教學的學生之進步程度，但母語輔助之英語教學亦能提升學生之英語聽力能力 三、學生對全英語教學持滿意之態度，且全英語教學亦獲得學生之喜愛、認同與肯定 根據以上研究結果，分別對教學者及未來研究提出具體建議，以供實施相關教學或後續研究之參考。.
    The purpose of this study was to explore the effects of English-only instruction on elementary students’ English listening comprehension and also to make a reference on developing students’ English listening comprehension for teachers, schools, and parents. This study employed quaised-experimental method of nonequivalent pretest-posttest control group design. Participants were second grade students of Bang-Bang Elementary School in Xue-Jia district, Tainan City. Participants of this study were divided into experimental group and control group. During the two-month instructional experiment with three periods of class per week, the experimental group received English-only instruction, and the control group received traditional English teaching with assistance of mother tongue explanation. Before the experimental teaching, the two groups of students had pre-test of English listening comprehension. After two months of experimental teaching, the two groups of students had post-test on the same test. The data was analyzed with independent-sample T test and paired-sample T test. Questionnaire of teaching satisfaction was used on experimental group after teaching and was analyzed in four facets-teacher’s teaching, course content, learning environment, and learning effect. This study was supplemented by experimental group students’ interview as qualitative data. The followings were the conclusions of this study: 1.Students received English-only instruction significantly outperformed students received traditional English teaching with assistance of mother tongue explanation on English listening comprehension, but students with lower score on the post-test still couldn’t understand all of the English. 2.Students received English-only instruction significantly outperformed students received traditional English teaching with assistance of mother tongue explanation on English listening comprehension progressing, but the assistance of mother tongue could
  • 出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.105學年度
  • 建立日期: 民106[2017
  • 格式: 139葉 : 圖 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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