第1筆 /總和 1 筆
/ 1 筆
頁籤選單縮合
題名 | The Role of Peer-Editing in Helping ESL Vocational College Freshmen Reduce Their Grammatical Errors in Writing English Compositions=同儕相互批閱在技職大學院校一年級新生減低英文寫作文法錯誤的角色 |
---|---|
作者 | 廖原德; | 書刊名 | 高餐通識教育學刊 |
卷期 | 3 民95.06 |
頁次 | 頁49-70 |
分類號 | 524.38051 |
關鍵詞 | 傳統文法教學; 以學生為中心的教學; 協助推動者; Grammar translation method; Student-centered teaching; Facilitator; |
語文 | 英文(English) |
中文摘要 | 本研究目的在於探討技職大學院校新生在傳統文法教學法與合作學習法下的英文寫作課文法進步情形。透過一學期實驗組與控制組平均每月進行英文寫作一篇共四篇英文作文的相互比較,發現合作學習法對減少學生的英文文法錯誤、雖沒有達到全面性的顯著差異,但合作學習法對於學生的心理調適與學習動機卻有許多正面的影響。 |
英文摘要 | This study investigated two English language-teaching methods used in National Kaohsiung Hospitality College. They are Grammar Translation Method (GTM) and Cooperative Language Learning (CLL). The participants, composed of students from different departments, were all freshmen. A total of 97 participants were divided into two classes, depending on their scores of Language Training and Testing Center (LLTC). LEVEL 1 had the highest scores; while LEVEL 6 had the lowest. Inside the two classes, there were a control group and a treatment group, which both GTM and CLL were applied to in writing a total of four English compositions (one for each month). The findings of this study were as follows: on the whole, participants at both levels demonstrated a lower rate of errors under the CLL teaching method in comparison to GTM even though the difference at both levels was not substantially significant after one semester. Moreover, in accordance with the outcome of the questionnaire in chapter five, CLL psychologically exercised a great impact on these participants after one semester. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。