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題名 | CD與DVD情境輔助教學對提昇國中生英語聽力與學習態度之研究=A Study on CD and DVD-aided Situated Teaching Enhances English Listening Skills and Learning Attitudes for Junior High School Students |
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作者 | 凃保民; 林玲巧; | 書刊名 | 康大學報 |
卷期 | 7 2017.06[民106.06] |
頁次 | 頁99-119 |
分類號 | 521.534 |
關鍵詞 | DVD情境輔助教學; 英語聽力成就; 英語學習態度; 雙峰現象; 全民英檢初級聽力測驗; DVD-aided situated teaching; English listening achievement; English learning attitudes; Bimodal distribution; General English proficiency test; GEPT; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在從學習成效與學習態度探討CD與DVD情境輔助教學對國中生英語聽力成就提昇之影響。本研究採準實驗研究法,教學時間為16 週,教學內容為《大家說英語》2014年9 月雜誌十個單元,研究對象為台南市某國中八年級兩個班級共61 人,實驗組為30 人,採DVD 情境輔助教學法;控制組為31 人,採CD 教學法。兩組學生事前接受「全民英檢初級聽力測驗」及英語學習態度量表問卷之前測,並且於課程實施之後接受「全民英檢初級聽力測驗」與英語學習態度量表問卷之後測。在實驗後,實驗組與控制組之間:(1)學生的英語聽力成就有顯著差異;(2)高與低分群學生的英語聽力成就有顯著差異;(3)學生的英語學習態度有顯著差異;(4)高與低分群學生的英語學習態度有顯著差異。在實驗後也發現實驗組的英語聽力成就呈現雙峰現象,這個問題未來值得進一步研究。 |
英文摘要 | This study aimed to explore how CD and DVD-aided situated teaching enhances English listening skills of junior high school students, with their attitudes investigated. In compliance with a quasi-experimental design, this study was supported by a teaching session of sixteen weeks; meanwhile, the teaching materials consisted of ten units in the September issue of Let's Talk in English, 2014. The participants, i.e., two classes of eighth-graders, were recruited from a junior high school in Tainan. Thirty participants in the experimental group (EG) learned English by the DVD-aided situated learning method while the control group (CG) had thirty-one participants, who followed a CD-aided method. As a pretest before the experiment, both the EG and the CG took an elementary-level listening test of General English Proficiency Test (GEPT), and answered a Likert-scale questionnaire about English learning attitudes. As a posttest after the experimental programs were implemented, both groups again received the elementary-level listening test of GEPT and completed a Likert-scale questionnaire about English learning attitudes. With between-group comparison conducted after the experiment, the following results were discovered: (1) There was a significant difference in English listening achievement. (2) The high-performance and low-performance students showed a significant difference in English listening achievement. (3) There was a significant difference in English learning attitudes. (4) The high-performance and low-performance students showed a significant difference in English learning attitudes. After the experiment, EG shows bimodal distribution, and this issue deserves further study in the future. |
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