查詢結果分析
相關文獻
- Bridging Reading and Writing: A Collaborative Task-Based English Instruction
- Categorization of Negotiations of the Peer Response Groups in an EFL Writing Class--Language Functions and Content
- 溝通式教學觀與文法教學法
- Applicability of the Advertisements in English Magazines in the EFL Classroom
- 結構--功能大綱:我國傳統外語教學經驗的總結、理論的昇華
- 素質教育與外語教學
- 後設認知閱讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究
- 語言教學--由理論基礎到實踐
- Alles Lernen ist Netzwerk
- 語言、文化與外語教師
頁籤選單縮合
題名 | Bridging Reading and Writing: A Collaborative Task-Based English Instruction=英語寫作融入閱讀教學:任務導向整合式英語教學法 |
---|---|
作者 | 陳璧清; 成建英; | 書刊名 | 黃埔學報 |
卷期 | 49 民94.10 |
頁次 | 頁349-366 |
分類號 | 521.598051 |
關鍵詞 | 外語教學; 任務導向教學法; 閱讀態度; 寫作融入閱讀態度; 同儕互閱; English as a foreign language; EFL; Task-based instruction; Reading attitude; RA; Reading-to-writing attitude; RWA; Peer tutoring; |
語文 | 英文(English) |
中文摘要 | 為了積極地創造一個更有效且互動良好的英語學習環境是當今台灣各層級英語教育者的重要研究主題。本研究旨在探究國中生對任務導向之閱讀與習作整合式英語教學的學習成效,並探討學生對該教學法的學習態度。參與本研究之學生乃選自台南某英語學習中心的37 位國中學生。為瞭解中學生對英語寫作融入閱讀教學的態度,本研究採用「英語寫作融入閱讀教學態度問卷(SORWA)」蒐集相關研究資料。經SPSS 統計套裝軟體分析,發現中學生對以任務導向整合式英語教學法將英語寫作融入閱讀教學的英文學習活動具有相當正面的態度。 |
英文摘要 | Actively creating a more interactive and collaborative instructional environment is a crucial research topic for EFL instructors and educators in all levels of the educational system in Taiwan. The purpose of the study was to examine the effectiveness by using a collaborative task-based approach in the teaching of reading and to explore EFL learners’ attitudes toward reading-to-writing English instruction. The study sample was 37 junior high school students randomly selected from an English learning language center in the Tainan City. This qualitative and quantitative study included both an experimental reading-to-writing instruction and a questionnaire survey, The Scale of Reading and Writing Attitudes (SORWA). The finding showed that EFL learners expressed fairly positive attitudes toward the collaborative task-based reading-to-writing English instruction. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。