研究生: |
馬祥銘 Ma, Hsiang-Ming |
---|---|
論文名稱: |
影片融入文法教學對臺灣八年級生英文文法知識及文法表現之效益研究 The Effects of Video-Aided Grammar Instruction on Taiwanese Eighth Graders' English Grammatical Knowledge and Grammatical Performance |
指導教授: |
王宏均
Wang, Hung-Chun |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2021 |
畢業學年度: | 109 |
語文別: | 英文 |
論文頁數: | 141 |
中文關鍵詞: | 文法教學 、文法覺識 、影片輔助教學 、影片教學技巧 |
英文關鍵詞: | grammar instruction, grammatical awareness, video-aided instruction, video-teaching techniques |
DOI URL: | http://doi.org/10.6345/NTNU202100202 |
論文種類: | 學術論文 |
相關次數: | 點閱:210 下載:9 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討影片融入文法教學相較於傳統文法教學,對於台灣八年級生在英文文法知識及文法表現上之成效是否有所不同。本研究對象為北台灣某國中兩班八年級生,共五十七名學生。實驗教學為期六週,每週一至二次。研究者對其中一班實施影片融入文法教學,運用短片及影片教學技巧,輔助文法學習;另一班實施傳統文法教學,教師講述文法規則後搭配例句練習造句。在教學前後分別實施教師自編的文法成就測驗,內容包括文法理解測驗以及文法應用測驗,以評量學生理解及應用目標文法結構的能力。此外,實驗教學後,研究者亦以問卷調查實驗組同學對於影片融入教學的看法。
研究結果顯示,首先,影片融入文法教學與傳統文法教學,無論對學生整體文法成就、文法知識及文法表現,兩組之間並無顯著差異;再者,兩組學生無論在整體學習、理解及運用目標文法結構上的前後測,其組內差異都達到顯著,足見影片融入文法教學與傳統文法教學均能有效協助學生學習文法。此外,透過問卷回饋,實驗組學生高度肯定影片融入文法教學,並表示此教學方式非常有趣且對其語言學習大有助益。有些學生更明確指出影片融入文法教學的特色,例如多元類型的影片內容、有趣的教學方式、結合電子產品以及實用的學習單,這些特色讓此課程更具成效。
根據量化研究及質性分析,本論文在實務教學上有兩貢獻。第一,影片融入文法教學與傳統文法教學均能有效協助學生學習文法,但有鑑於影片融入文法教學能有效提升學生學習興趣,影片融入文法教學值得英語教師於文法課實施。第二,本論文發現課堂活動涉及猜測、科技融入以及分組活動,可以增進學生參與,顯示融合此三元素於英語課堂中的重要性。總括而言,本論文除了證實影片融入文法教學對於台灣八年級生英文文法知識及文法表現之成效之外,本研究提供教師在文法教學時的另一選擇,希望藉此能激發學生對文法學習的興趣。
This study aimed to investigate whether the video-aided instruction (VAI) had different effects from the conventional instruction (CI) on Taiwanese eighth graders’ grammatical knowledge and grammatical performance. A group of 57 eighth graders (aged from 13 to 14) from two intact classes in a junior high school in northern Taiwan participated in the experiment for six weeks, once or twice a week. The experiment group (27 students) was instructed by the VAI in which target grammar structures were learned with the aid of video clips and video-viewing techniques, while the control group (30 students) was taught by the CI in which grammar rules were explicitly explained before practice and production activities. A self-made grammar achievement test (GAT) composed of a comprehension test and a production test was conducted before and after the instruction to assess the students’ grammatical abilities regarding the target grammar structures. After the six-week instruction, a VAI evaluation survey was distributed to the experiment group so as to explore their perceptions of the VAI.
The results show that firstly, with respect to between-group comparisons, no statistically significant differences were found between the VAI and the CI groups in the participants’ development in their overall grammatical achievements, grammatical knowledge and grammatical performance. Secondly, as for within-group comparisons, either the VAI group or the CI group made statistically significant progress from the pretest to the posttest in terms of the GAT, the comprehension test and the production test, suggesting that both the VAI and the CI were conducive to the students’ grammar learning. Moreover, the students’ feedback from the experimental group further demonstrates that they felt highly affirmative with the VAI; they also considered the VAI to be interesting and beneficial for facilitating their language learning. In addition, some students specified that the features of the VAI, including the diverse genres of video clips, interesting techniques applied, novel electronic product used, and practical worksheets devised, contributed to its success.
According to the quantitative and qualitative analyses, this thesis may have the pedagogical implications as follows. First of all, the results show that the VAI and the CI can both benefit the students’ grammar learning. Considering those benefits the VAI can offer to students, such as promoting their interest in grammar learning, it is worthwhile for English teachers to implement the VAI in their grammar lessons. Secondly, prediction, technology, and group discussion were the important stimulators for students’ engagement in the VAI. Class activities involving the three elements were popular with the students, suggesting the importance of incorporating the three elements into grammar lessons. In short, this thesis demonstrated the effectiveness of the VAI on Taiwanese eighth graders’ grammatical knowledge and grammatical performance. It is hoped that this study can provide English teachers with an alternative approach to teaching grammar, and to further igniting students’ interest in learning grammar.
Abukhattala, I. (2016). The use of technology in language classrooms in Libya. International Journal of Social Science and Humanity, 6(4), 262-267. doi:10.7763/ijssh.2016.v6.655
Ahmadzai, S., & Katawazai, R. (2019). The use of deductive and inductive approaches in teaching grammar for Afghan University students of English and literature studies. International Journal of Engineering and Advanced Technology Conference, 8(5C), 1230-1235. doi:10.35940/ijeat.e1175.0585c19
Andrews, S. (1999). 'All these like little name things': A comparative study of language teachers' explicit knowledge of grammar and grammatical terminology. Language Awareness, 8(3-4), 143-159. doi:10.1080/09658419908667125
Benitez-Correa, C., Gonzalez-Torres, P., Ochoa-Cueva, C., & Vargas-Saritama, A. (2019). A comparison between deductive and inductive approaches for teaching efl grammar to high school students. International Journal of Instruction, 12(1), 225-236. doi:10.29333/iji.2019.12115a
Berk, R. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1–21.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle River, NJ: Prentice Hall Regents.
Çakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. Tojet - The Turkish Online Journal of Educational Technology, 5(4), 67–72
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Beverly Hills, CA : Sage.
Chang, J.-H. (2010). The effects of story grammar approach on EFL students’ speaking performances: A preliminary study (Unpublished master’s thesis). National Yunlin University of Science and Technology, Yunlin, Taiwan.
Chang, P.-C. (2011). The use of animated films in vocabulary learning: a case study of children’s learning attitudes and motivation (Unpublished master’s thesis). National Tsing Hua University, Hsinchu, Taiwan.
Chase, C.I. (1978). Measurement for educational evaluation. Reading, MA: Addison-wesley.
Chen, J.-Y. (2014). The integration of multimedia English songs into the English grammar instruction to enhance junior high school students' English learning achievement and learning motivation (Unpublished master’s thesis). University of Kang Ning, Taipei, Taiwan.
Chen, Y.-R. (2016). The effects of captioning on the incidental vocabulary acquisition of EFL junior high school students (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Chen, Y.-T. (2017). Effects of VoiceTube practice on EFL learners’ vocabulary acquisition and listening comprehension (Unpublished master’s thesis). National Taiwan University of Science and Technology, Taipei, Taiwan.
Chien, L.-C. (2009). A Study of using films to promote cultural knowledge in an EFL elementary school classroom (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.
Decoo, W. (1996). The induction-deduction opposition: Ambiguities and complexities of the didactic reality. IRAL - International Review of Applied Linguistics in Language Teaching, 34(2), 95-118. doi:10.1515/iral.1996.34.2.95
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107. doi:10.2307/40264512
Gombert, J. E. (1992). Metalinguistic development. London: Harvester Wheatsheaf.
Greenbaum, S., & Nelson, G (2002). An introduction to English grammar (2nd). London: Pearson Education Limited.
Hadijah, S. (2016). Teaching by using video: Ways to make it more meaningful in EFL classrooms. Proceedings of the Fourth International Seminar on English Language and Teaching ISELT-4, October, 307–315. https://doi.org/10.1038/sj.tpj.6500393
Haghverdi, H. R. (2015). The effect of song and movie on high school students language achievement in Dehdasht. Procedia - Social and Behavioral Sciences, 192, 313-320. doi:10.1016/j.sbspro.2015.06.045
Harmer, J. (1991). The practice of English language teaching. New York: Longman.
Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
Harmer, J. (2007). The practice of English language teaching. Harlow: Longman.
Hou, K., & Na-Thalang, S. S. (2013). The role of grammar awareness in learning English Wh-Movement by Chinese L2 Learners. English Language and Literature Studies, 3(3), 56-68. doi:10.5539/ells.v3n3p56
Hsu, T.-C. (2015). The effectiveness of English cartoon-teaching instruction on Taiwanese 5th graders’ English word recognition and world cultural knowledge (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.
Huang, C.-Y. (2018). A study of exploring the learning intention of multimedia applied on English grammar teaching (Unpublished master’s thesis). Wufeng University, Chiayi, Taiwan.
Huang, H.-C. (2008). A case study of using inductive grammar instruction in the English class (Unpublished master’s thesis). Southern Taiwan University of Science and Technology, Tainan, Taiwan.
Kabilan, M. K., Ahmad, N., & Abidin, M. J. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187. doi:10.1016/j.iheduc.2010.07.003
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. doi:10.1177/001316447003000308
Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 279–96). Boston, MA: Heinle and Heinle Publishers.
Lee, S.-M. (2013). The effects of English e-books instruction on the English learning attitude and sentence pattern development (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.
Lin, C.-C. (2011). A musical-assisted English grammar e-learning system: A case study of the musical “Cats” (Unpublished master’s thesis). Asia University, Taichung, Taiwan.
Lin, C.-F., & Sung, C.-C. (Eds.). (2020). IEnglish book3. Taipei: Joy.
Lin, H.-T. (2018, June 11). Learning grammar by rote is learning it ineffectively. The United Daily News. Retrieved from https://ubrand.udn.com/ubrand/story/11817/3192087
Lin, H.-Y. (2016). A study on English learning motivation and efficiency by integrating English song into grammar teaching: A case of 9th-grade students of happiness junior high school in Taoyuan city (Unpublished master’s thesis). Ming Chuan University, Taoyan, Taiwan.
Lu, H.-L. (2009). An action research on the effects of story grammar instruction on Taiwanese students’ perceptions and ability of telling picture-based stories (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Lu, Y.-F. (2016). Exploring English language learners’ experiences of intentional vocabulary learning with online videos (Unpublished master’s thesis). National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan.
Male, H. (2016). Understanding inductive and deductive approaches in teaching grammar in EFL context. Jurnal Dinamika Pendidikan (JDP), 9(1), 19-24.
Mart, C. (2013). Teaching grammar in context: Why and how?. Theory and Practice in Language Studies. 3(1), 124-129. doi: 10.4304/tpls.3.1.124-129
Marzulina, L., Mukminin, A., Erlina, D., Astrid, A., Ajriyah, N., Holandiyah, M., & Habibi, A. (2019). The grammatical awareness of student teachers: The case of an English education study program in Indonesia. University Journal of Educational Research, 7(9), 1847-1859. doi: 10. 13189/ujer.2019.070902
Mayer, R. E. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
Metruk, R. (2018). Extensive listening practice of EFL learners with authentic English videos. Teaching English with Technology, 18(4), 3–19.
Muslem, A., Zulfikar, T., Ibrahim, I. H., Syamaun, A., Saiful, & Usman, B. (2019). The impact of immersive strategy with English video clips on EFL students’ speaking performance: An empirical study at senior high school. Teaching English with Technology, 19(4), 90–103.
National Academy for Educational Research (2018). Curriculum outlines for the Twelve-Year Curriculum for Basic Education (Primary schools, middle schools and ordinary senior high schools): Language field–English [十二年國民基本教育課程綱要(國民中小學暨普通型高級中等學校):語文領域–英語文]. Retrieved on May 10, 2019 from: https://www.naer.edu.tw/files/15-1000-14379,c639-1.php?Lang=zh-tw
Obeidat, M. M., & Alomari, M. A. (2020). The effect of inductive and deductive teaching on efl undergraduates’achievement in grammar at the Hashemite University in Jordan. International Journal of Higher Education, 9(2), 280-288. doi:10.5430/ijhe.v9n2p280
Peng, L.-W. (2012). The impacts of DVD films on EFL learners’ listening comprehension (Unpublished master’s thesis). Ming Chuan University, Taoyan, Taiwan.
Purpura, J. E. (2004). Assessing grammar. Cambridge, U.K: Cambridge University Press.
Saeedi, Z., & Biri, A. (2016). The application of technology in teaching grammar to EFL learners: The role of animated sitcoms. Teaching English with Technology, 16(2), 18–39.
Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar matters: Teaching grammar in adult ESL programs. New York, NY: Cambridge University Press.
Shie, B.-R.( 2011). An experimental study of the effect of visual content presentation on English learning (Unpublished master’s thesis). Kainan University, Taoyuan, Taiwan.
Shih, J.-Y. (2008). Effects of inductive and deductive approaches in grammar instruction for junior high school students of differing English proficiency (Unpublished master’s thesis). National Pingtung University, Pingtung, Taiwan.
Shojamanesh, V., Tan, K. H., & Salehuddin, K. (2018). The temporal role in grammatical performance of foreign language learners of English. 3L The Southeast Asian Journal of English Language Studies, 24(4), 57-70. doi:10.17576/3l-2018-2404-05
Shuib, M. (2009). Grammatical awareness primary school English language teachers. GEMA Online Journal of Language Studies, 9(1), 35-46. Retrieved from http://ejournal.ukm.my/gema/article/view/162
Svalberg, A. M. L. (2007). Language awareness and language learning. Language Teaching, 40(04), 287-308. http://dx.doi.org/10.1017/S0261444807004491
Tsai, I.-C. (2020). Integrating English electronic picture books into English grammar teaching to improve the English learning effectiveness of underachievers in the seventh grade (Unpublished master’s thesis ). Wufeng University, Chiayi, Taiwan.
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital videos. Computer Assisted Language Learning, 14(3-4), 305-319.
Tseng, Y.-F. (2011). The effects of multimedia annotations on EFL young adults’ incidental vocabulary learning with a focus on unfamiliar concepts (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Tunde, K. (2007). Adaptation of language awareness test: A focus of cognitive-linguistic and cultural factors in predicting reading development (Unpublished master’s thesis). Oslo University. Norway. Retrieved from https://www.duo.uio.no/bitstream/handle/10852/31920/Master_tunde.pdf?sequence=1
Wang, H.-C. (2019). Fostering learner creativity in the English L2 classroom: Application of the creative problem-solving model. Thinking Skills and Creativity, 31, 58-69. doi:10.1016/j.tsc.2018.11.005
Wang, M.-C. (2003). A case study on multimedia in TEFL (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.
Wang, Y.-S. (2013). The application of grammar-teaching through picture books for elementary school student: An example of textual analysis (Unpublished master’s thesis). National Dong Hwa University, Hualien, Taiwan.
Wang, Z. (2014). An analysis on the use of video materials in college English teaching in China. International Journal of English Language Teaching, 2(1), 23–28. https://doi.org/10.5430/ijelt.v2n1p23
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 6(4), 200. https://doi.org/10.5296/ijl.v6i4.5870
Wu, C.-H. (2018). An action research of applying English video clips from VoiceTube to improving 8th graders’ English listening comprehension (Unpublished master’s thesis). National University of Tainan, Tainan, Taiwan.
Wu, M.-H. (2012). The effects of grammar instruction with games on Taiwanese 6th graders’ learning of English past tense (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.
Wu, Y.-J. (2006). The interpretation of English class by junior high school students: An ethnographic study of a class (Unpublished master’s thesis). National Taiwan Normal University, Taipei, Taiwan.
Yang, C.-H. (2013). The effects of inductive and deductive grammar instruction: A comparative analysis (Unpublished master’s thesis). National Dong Hwa University, Hualien, Taiwan.