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研究生： 王莉莉
Li-li Wang
論文名稱： 大學生在電腦輔助語言學習中心之文化學習觀感
EFL College Students’ Perceptions of Culture Learning at a CALL Center
指導教授： 林至誠
Lin, Chih-cheng
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2006
畢業學年度： 94
語文別： 英文
論文頁數： 141
中文關鍵詞： 電腦輔助多媒體學習中心 、學生觀點 、語言學習軟體 、文化學習
英文關鍵詞： CALL self-learning center, student perceptions, language learning programs, EFL culture learning
論文種類： 學術論文
相關次數： 點閱：210  下載：35 
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    • 中文摘要
    文化教學的目標是為了培養學生具備跨文化意識。文化學習大多決定於學生自己。如果教師指導文化學習能適當地引起學生動機，學習者將會自我引導學習。影片有一種能讓聲音文字顯示幫助學生理解及培養學生思辨之能力。關於學生如何看待將多媒體學習軟體整合入課堂上的學習的研究是很重要的。大部分研究也指出仔細的吸取學生的反應是有效教學的基礎。文獻也顯示欣賞文化相關的影片有助於培養學生語言學習的動機。因此本研究主要希望了解大學生對於透過欣賞自學中心的電影來學習語言中關於文化學習及語言能力的看法。
    參與本研究的學生是九十三學年度的26班913位大學一年級學生。配合「大學英語文課程模式之建構與實踐」計畫，師大在第四年度中(九十三年度)，於自學中心新增「經典電影」、「莎士比亞動畫」此二項目，因電影、文學亦屬文化範疇之一，因此本研究欲從學生的觀點來分析透過「經典電影」、「莎士比亞動畫」學習英文時，針對語言及文化學習部分之影響。研究問題為(一)學生對於使用經典影片來學習英文的看法。(二)學生對於透過影片學習語言中的文化語言及語言學習之觀感。
    本研究採線上問卷調查法，前面1至7題屬量性，第8題為質性來分析符合上下學期都有看過指定的四部電影的篩選標準之151位學生的語言和文化學習。另外從這 151位學生中再篩選出上學期及下學期前往自學中心超過40次以上的學生，用訪談法來進一步了解其動機及語言、文化學習。質性和量性同時並重的分析是為了更了解學習者使用影片學習語言的行為及從特定影片中所得的文化學習。
    研究發現，此種透過富含文化的電影學習英文方式提高學生前往自學中心學習英文的動機。學生認為經由電影裡的情境可建構基本的文化知識，透過描述、比較，可以啟發其內在思考；而透過文化價值觀的傳遞，可學習到社會化及如何欣賞不同的文化。至於語言能力的培養，大部分學生除了認為電影最能助於聽力(38.69%)外，對寫(35.97%)及說(11.44%)的表達能力也有助益。此外，高級班的同學對透過影片學習英文的觀感相對於中級、初級同學都較高；且，在回答開放式問題時，高級班的同學多針對「文化」部分作答，而中級、初級班的同學多針對「語言技巧」部分及「看法」部分作答。就針對文化部分作答中，高級和中級的同學可觸及到文化學習較深的第三層面—文化認同，而初級同學的文化學習部分中只觸及到第一層—文化事實和第二層—文化比較。另外，在訪談的同學中，六位符合篩選的標準中就有三位是高級班的同學，其針對文化學習提出了更深入的看法。研究的結果看出，此種透過影片自我學習英文的方法吸引較多的高級班同學。
    研究建議，為了提升學生的文化學習，老師應該整合和課堂所學相關的影片，同時也準備一些問題讓學生可以反思。觀賞電影後的線上作答題目應再針對文化議題進行更深入之探討，或引導學生分組出題蒐集成資料庫，且可由師長帶領觀賞特定電影觀賞，並於觀賞後討論學習單。

    ABSTRACT
    The instructional goal of culture is to equip learners with intercultural proficiency, cultural competence and cross-culture awareness. Culture learning depends in large part on student themselves. If well-motivated by the ways teachers instruct culture, learners will be willing to self-direct to further discovery. Films had a function that allowed audio texts to be visually displayed which aids comprehension and develops learners’ intuitive and creative thinking. Research concerning the students' perspectives of integrated use of multimedia programs in the classroom is crucial. And it was asserted that serious elicitation of student feedback is a fundamental feature of effective teaching. It was also assumed that viewing culture-related films would better motivate students toward language learning. Therefore, this research mainly aims to explore college students’ perceptions of culture elements and language skills involved in viewing films in the English learning process at a CALL self-learning center.
    The subjects of this study were freshmen enrolled in thirty-three English classes during the academic year 2004. The instrument included one on-line survey questionnaire and focused interviews. There are seven quantitative questions and one open-ended question in the on-line questionniare while there are seven interview questions. The quantitative and qualitative analyses were to investigate 151 selected students’ perceptions of viewing films, and their culture learning from specific film content.
    The findings showed that affectively, their motivation of heading for the self-learning center is increased. In terms of cultural competence, students construct culture knowledge more effectively, and their critical thinking was also cultivated from viewing films which could be validated from on-line feedback and interview. And with culture values conveyed to students, they learn how to appreciate different cultures. In terms of language development, not surprisingly, 38.69% of the students’ responses showed that their listening ability was improved. Furthermore, there were 35.97% and 11.44% of the participants reponding to the improvement of written abilities and oral skills. In terms of different perceptions among the three proficiency levles, it showed that compared with other two proficiency levels, high-level students held the most positive attitude toward using culture-related films to learn English. The difference mainly occurred between high-level studnets and mid-level students. In addition, high-level students commented more on “Culture” when answering open-ended question while low-level and mid-level students commented more on “Language” and “Opinion” these two categories. Besides, low-level students’ responses to the open-ended question were only related to culture learning levels 1 and 2, that is, cultural facts and understanding, while mid-level and high-level studnets could discuss deeper into culture learning level 3, that is, cultural identity.
    The pedagogical implications are that in order to maximize students’ culture learning and langauge skills, teachers can integrate related films into their curriculum and simultaneously prepare guided questions for students to reflect upon. The Center can establish a quiz database in which each film can have quizzes and culture-related testing items to investigate participants’ language and culture learning.

    TABLE OF CONTENTS 中文摘要 i ABSTRACT iii ACKNOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF TABLES ix CHAPTER I INTRODUCTION 1 1.1 Background 1 1.2 The Purpose of the Study 2 1.3 The Significance of the Study 3 1.4 Research Questions 4 CHAPTER II LITERATURE REVIEW 5 2.1 Culture Learning 5 2.1.1 Cross-Cultural Awareness 7 2.1.2 Film-based Learning Approach 8 2.2 Advantages of The CALL Center 11 2.2.1 Learner Autonomy 12 2.2.2 Individualization 12 2.2.3 Learning Performance Records 13 2.2.4 Feedback 14 2.3 Students’ Perceptions of Applying CALL Activities to EFL Learning 15 2.3.1 Students’ Perceptions of Applying CALL Activities to EFL Learning in Improving EFL Students’ Language Skills 16 2.3.2 Students’ Perceptions of Applying CALL Activities to EFL Learning in Developing Cross-cultural Awareness 17 2.3.3 Students’ Perceptions of Applying CALL Activities to EFL Learning in Enhancing Motivation 20 2.4 Instructors’ Roles 23 2.5 Summary 25 CHAPTER III METHODOLOGY 26 3.1 Participants 26 3.1.1 Initial Participants 26 3.1.2 Interviewees 28 3.2 Activities 28 3.2.1 Types of Materials 29 3.2.2 Schedule for Designated films 29 3.3 Procedures 30 3.3.1 Instructional Design of the Project 31 3.3.2 Interaction of the Center and Freshmen English Curriculum 31 3.4 Research Instruments 32 3.5 Data Analysis 33 3.5.1 The On-line Questionnaire 34 3.5.2 Focused Interviews 35 CHAPTER IV RESULTS AND DISCUSSION 37 4.1 Results 37 4.1.1 Students’ Responses to Questions 1 to 7 on the on-line Questionniare 38 4.1.2 Students’ Perceptions of “What I have learned” in terms of Culture, Language Skills and Opinion on the on-line Questionnaire 53 4.2 Discussion 58 4.2.1 The Students’ Perceptions of Culture-related Film and Animation 58 4.2.2 The Students’ Reactions to Culture-related Films in terms of Culture and Language Skills 68 4.2.3 Summary 85 CHAPTER V CONCLUSION 86 5.1 Findings 86 5.1.1 Students’ Positive Perceptions of Culture-related Films 86 5.1.2 Students’ Reactions to Culture Learning and Language Skills 87 5.2 Pedagogical Implications 89 5.3 Limitation of the Thesis 90 5.3.1 Self-reported Nature 90 5.3.2 Lack of Integration of Self-learning at the Center into Class Instruction 90 5.4 Suggestions for Future Research 91 5.4.1 Deciding on Films 91 5.4.2 Keeping Learning Log 92 5.4.3 Adapting Survey Questionnaire 92 References 95 Appendix A-1 The Schedule of the First Semester 100 Appendix A-2 The Schedule of the Second Semester 101 Appendix B-1 Hamlet Quiz Items 102 Appendix B-2 Romeo & Juliet Quiz Items 103 Appendix B-3 Roman Holiday Quiz Items 104 Appendix B-4 Little Women Quiz Items 105 Appendix C On-line Survey Questionnaire 103 Appendix D Semi-structured Interview Questions 106 Appendix E Background Information of Students’ Visits of the Center in Full Year 107 Appendix F Background Information of Visits in Each Department 108 Appendix G Responses of Questions 1 to 7 to the Four Films among Three Levels 109 Appendix H-1 T-Test of Means of Responses to Old Movies and Animations 110 Appendix H-2 Paired Samples Test of Responses to Roman Holiday and Little Women 111 Appendix H-3 Paired Samples Test of Responses to Hamlet and Romeo & Juliet 112 Appendix I-1 One-way Analysis of Variance for Three Levels on Seven Questions 113 Appendix I-2 Multiple Comparisons of the Three Levels in Questions 1, 2, 5, and 7 114 Appendix J-1 Students’ Responses of “What I have learned” to Roman Holiday 116 Appendix J-2 Students’ Responses of “What I have learned” to Hamlet 118 Appendix J-3 Students’ Responses of “What I have learned” to Romeo & Juliet 120 Appendix J-4 Students’ Responses of “What I have learned” to Little Women 123 Appendix K-1 Summary of Interview Transcript of S17 (High-level) 125 Appendix K-2 Summary of Interview Transcript of S66 (Mid-level) 127 Appendix K-3 Summary of Interview Transcript of S5 (High-level) 130 Appendix K-4 Summary of Interview Transcript of S99 (Mid-level) 133 Appendix K-5 Summary of Interview Transcript of S18 (High-level) 136 Appendix K-6 Summary of Interview Transcript of S131 (Low-level) 139 Appendix L The Top Ten Films Viewed at the Center 141

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