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題 名 | 評估整合式語言教學運用於大二英文課程之可行性--以長榮管理學院為例=Evaluating the Feasibility of Integrated Language Approach Upon Sophomore English at Chang Jung University |
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作 者 | 蘇雅珍; 陳怡學; 李敏瑜; 胡瑛玿; 侯曉憶; 許瓊文; 吳孟爵; | 書刊名 | 長榮學報 |
卷 期 | 4:2 2001.01[民90.01] |
頁 次 | 頁195-202 |
分類號 | 525.38051 |
關鍵詞 | 整合式語言教學; 大專英文; 能力分班; Integrated language approach; College english; Ability grouping; |
語 文 | 中文(Chinese) |
中文摘要 | 融合聽、說、讀、寫四項語言技能的整合式教學,在今日的第一及第二語言教學中不只扮演舉足輕重的地位,也同時為臺灣的大學教育開啟了嶄新的一頁。為提昇大學生的英文能力,本校除了必修課程的大一英文外,也規定大二學生更須再修習大二英文課程。而班級之編排則是採取能力分班,分為A(高級)、B(中級)、C(初級)三級。 本研究旨在藉由觀察大二英文的課程設計及教學活動,來探討大學英文教師實施整合式語言教學的可能性。同時,學生對課程的反應及師生互動等現象也將被記錄並加以分析,藉此探討此整合式教法的預期成效。 在能力分班的前提下,本計畫將自A(高級)、B(中級)、C(初級)三種不同等級的班級中各選兩班,以為觀察對象,透過課堂觀察及問卷調查等方式進行。師生問卷調查的結果也將有助於了解整合式教學在臺灣大學英文教育的可行性。本計畫希望能透過此項議題的研究,對於將聽、說、讀、寫融合的教學方式,應用於我國英語教學當中,是否會因我民族性、文化差異和學生研究動機及目的等不同因素而有不同成效,並對以後的教學及研究有正面幫助。 |
英文摘要 | The integrated approach which incorporates four language skills, i.e., reading, writing, speaking, and listening, has not only become a dominant trend toward L1/L2 teaching but has also opened a new page for college instruction in Taiwan. Due to the focus of school policy on promoting students' English proficiency, all sophomore students in Chang-Jung College are required to take sophomore English courses on the basis of ability grouping after completing Freshman English courses, i.e., basic level, intermediate level, and advanced level. The purpose of this study involves investigating the practicability of college English teacher's fulfillment of incorporating four language skills via their instructional design as well as teaching strategies for sophomore English courses. In the meantime, students' responses to their classes as well as their interactions with the instructor will also be assessed, serving as an aid to evaluate the fulfillment of this integrated language approach. Under the premise of ability grouping, two classes from each level will be adopted as the subjects in this study. The methodology will focus on classroom observation and questionnaire survey by both sides of instructors & students. Answers from the questionnaires by both teacher's and students' perceptions of an integrated approach will provide an explanation for the feasibility of this approach in college English instruction in Taiwan. It is ultimately hoped that this study can work effectively for the relative research in the future, in evaluating the influence of factors of cultural differences, social-economic differences, and learning motivation upon the implementation of an integrated language approach. |
本系統中英文摘要資訊取自各篇刊載內容。