研究生: |
趙媺娟 Chao Mei-chuan |
---|---|
論文名稱: |
台北市國中生使用英語補充教材之情況調查研究 A Study of the Attitudes and Reflections of Taipei Junior High School Students in Using Three English Supplementary Learning Materials |
指導教授: |
周中天
Chou, Chung-Tien |
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: | 222 |
中文關鍵詞: | 英文課外閱讀 、英文補充教材 、參考書 、英語學習雜誌 、英文課外閱讀測驗 、廣泛閱讀 、精讀 |
英文關鍵詞: | English outside reading materials, English supplementary learning materials, Tsan Kao Shu, English learning magazines, English reading comprehension tests, Extensive reading, Intensive reading |
論文種類: | 學術論文 |
相關次數: | 點閱:376 下載:47 |
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 |
中 文 摘 要
本研究的主要目的在調查台北市國中學生使用三種英文補充教材(英文參考書,英文學習雜誌,英文課外閱讀測驗)的情形與使用後的觀感。本研究的對象是台北市十所國中學生共944人, 他們填寫由研究者設計的問卷(包括國中生使用三種英文補充教材相關問題)。問卷經由百分比分析與卡方檢定,獲得以下主要發現:
1.大部分學生的確使用英文補充教材。多數學生都能理解英文補充教材對於提升英文能力有幫助,但是他們大多數還是為了考試或功課才研讀或做練習。
2.學生們能使用英文補充教材的時間極為有限;一方面,其他科目也有許多作業需待完成,另一方面,不少學生放學後仍須參加課外補習。
3.大多數英文老師們都很認真講解英文補充教材的重點。而多數學生們希望老師們上課能以課本為主,英文補充教材為輔。
4.多數學生認為教導閱讀最有效的方法是老師帶領全班逐句閱讀,仔細講解文法重點,並檢討測驗題答案。
5.女生、七年級學生、參加過全民英檢初級的學生,以及父母親非常關心子女英語教育的學生,最認真使用英文補充教材。女生學習較男生主動,同時較偏愛傳統教學方式,ㄧ切按部就班。相反的,男生較被動,學習上較偏愛有彈性、有創意的學習方式,合作學習、小組討論是他們喜愛的方式。
6.學生的英語成績與語文能力與他強烈的內在學習動機、積極的學習態度、按部就班的讀書方式、以及父母親關心的程度有極大的相關性。
根據本研究的主要發現,提供下列建議作為參考:
1.英文老師們應挑選適合且適量的英文補充教材,並充分使用它們,務使物盡其用。老師應依照學生不同的資質、天賦因材施教,以激發學生自動學習的興趣,並得到實質的幫助。 同時,應教導學生適當的閱讀技巧,使其往後能自主學習。
2.父母親應多關心孩子,並配合學校英語教育實施計劃,適度督促、要求自己子女。 親師應攜手合作,以達成最佳學習效果。
3.英文參考書應重質不重量。英文學習雜誌應聘請相關學者專家與有經驗的老師ㄧ起製作生動、有趣、且實用的教材,循序漸進、有系統的將文法觀念與重要單字融入文章。此外,應多出版分級數的英文閱讀測驗,以單字出現的頻率為依準,分別出版300字、500字、1000字、1500字等不同級數的閱讀測驗教材,並加強閱讀測驗題目的製作,除基本理解題目外,能測驗出學生綜合、分析、應用與批判能力的試題亦應加入,以訓練學生思考與組織的能力。
Abstract
The main purpose of this study is to investigate the attitudes and reflections of utilizing three kinds of English supplementary learning materials (SLM), English Tsan Kao Shu (TKS), English learning magazines (ELM), English reading comprehension tests (ERCT) among students in Taipei junior high schools.
The subjects of this study were 944 students from ten different junior high schools in Taipei. They were required to fill in the questionnaires designed by the researcher. Later, the questionnaires were collected and used for data analysis.
The major findings of this study are summarized as follows:
(1) Most of the students do use SLM. In many students’ views, the chief advantage of using SLM is to facilitate their English abilities. While, the majority of them use it mainly because of the tests or finishing their homework. The reason why they don’t like it because it adds to their extra burdens.
(2) Students have very limited time to utilize SLM partly because there are assignments from other courses at school and partly because most of them have to go to cram school at night.
(3) Most teachers explain the key points of SLM in detail. Many students hope that the teachers can utilize the textbooks as the major teaching materials, and SLM as supplementary ones.
(4) More students consider the most effective way of teaching reading is that the teacher leads the whole class to read line by line, explains the grammatical rules in detail and checks the answers to the reading comprehension questions.
(5) Girls, the seventh graders, those who took the elementary level of GEPT and the ones whose parents pay much attention to their English education are most likely to use SLM diligently. Girl students are more active than boys in learning English and they would rather learn things step by step. Boy students, on the contrary, are more passive in learning English and they prefer more flexible
instruction and cooperative learning.
(6) Students’English language proficiency level is in proportion to their strong intrinsic motivation, positive learning attitudes, efficient ways of learning English, and parents’ concern.
Based on the main findings of this study, some suggestions are provided.
1. English teachers should select proper and appropriate SLM and make the best use of it to bring its merits into full play. They should teach according to students’ varied abilities to stimulate their interests in learning automatically. In addition, they are suggested to provide students with appropriate reading strategies to make them become independent readers in learning English.
2. Parents should pay more attention to their children and make proper requests for their learning English. They had better be in tune with the school English education; teachers and parents should cooperate with each other.
3. Publishers are advised to put more emphasis on quality instead of quantity in the content of TKS. The ELM publishers are suggested to invite related TESOL experts as advisors and experienced teachers to form an editorial team and make them introduce essential grammatical points and related vocabulary information systematically. There is the need to publish more graded English supplementary reading comprehension tests according to word frequency. In addition, the quality of the test items should be improved so as to be able to measure students’ analytical, synthetic, applied, and critical abilities.
參考文獻 (References)
中文部分 (Chinese)
水心 (1977)。國民中學學生課外閱讀興趣研究。教育輔導月刊,
27 (10), 2-15。
毛高文 (1992)。毛部長給國中家長的一封信。高市文教,45。
呂清培 (1957)。如何實施「減輕學生課業負擔方案」。教育輔導月 刊,7 (3),7-10。
余霖、李逸洋、祁明輝、許淵國 (1995)。督學來了,參考書怎麼 辦?「開放參考書、測驗卷之可行性」座談會紀錄。人本教育札 記,71,97-105。
周中天 (2002)。 英語學習勿強求速效。敦煌英語教學雜誌, 34, 48-50。
周中天 (2003)。 搶先學習英語的迷思。師德會訊,15,6-8。
林照真 (1986)。用迂迴戰術化解參考書難題─國立編譯館熊先館 長專訪。師友月刊,75,9。
沈珮君 (1986)。參考書是禁書嗎?(訪問師大教育系謝文全教授、政 大教育系黃炳煌教授等) 。 師友月刊,75,9,11-13。
尚華 (1986)。禁,就該得徹底。(訪問國、高中家長)。師友月 刊,75,9,19。
王萬清、田春枝、晴嵐、旭怡 (1986)。我思、我見、我言。(訪問教 師、家長、學生)。師友月刊,75,9,20-23。
郭迺真 (1986)。出版業的霸主。(訪問國內主要的出版業重鎮)。師 友月刊,75,9,24-26。
林政忠 (2005,8月28日)。ㄧ綱多本後遺症─參考書上千,海削國中 生。聯合晚報,1版。
袁世忠 (2005,8月28日)。參考書保平安?老師:不如多看課外讀 物。聯合晚報 3版。
陳伯璋 (1988)。讀書與書毒。文星,119,24-25。
陳榮華 (1989)。如何減輕國民中小學學生課業之負擔。高市文 教,38,8-21。
陳榮華 (1992)。教學正常化的意義及其重要性。高市文教,45。
張春興 (1982)。參考書問題的聯想。中國論壇,15 (6),4-5。
張壽山 (1986)。國中學生使用參考書及測驗紙現況之調查研究。教 育資料文摘,18 (4),169-175。
黃木蘭 (1990)。課外讀物與學習的關係─參考書的魅力。國教園 地,33,12-15。
黃秀孟 (1982)。升學主義是國民教育發展的絆腳石。教育資料文 摘,71,11。
黃政傑 (1986)。光禁不是辦法─論中小學參考書問題。師友月刊, 231,1-2。
曾喜城 (1986)。資優學生看不看參考書?師友月刊,231,14-16。
蔡俊傑 (1994)。該不該禁止學生使用參考書。師友月刊,323,50- 51。
論壇 (1972)。減輕國中學生課業負擔的關鍵。教育輔導月刊,22 (12),2
劉志仁 (1983)。消除惡性補習、禁用坊間參考書及試卷之我見。教 育雜誌,21 (12),8-9。
潘慧娥 (2002)。台灣英語學習雜誌觀察。敦煌英語教學雜誌,34, 33-36。
鍾吉雄 (1993)。「教學正常化」聞、見、思。中國語文,73 (1), 47-53。
英文部分 (English)
Anderson, N. (1999). Exploring second language reading:
Issues and strategies. Newbury House Teacher
Development.
Anderson, R. C., & Pearson, P. D. (1984). A schema-
theoretic view of basic processes in reading
comprehension. In P. D. Pearson (Ed.), Handbook of
reading research (pp.252-295).
Barnett, M. A. (1989). More than meets the eye: Foreign
language reading: Theory and practice. Prentice Hall
Regents Englewood Cliffs, New Jersey 07632.
Bernhardt, E. B. (1986 c). Reading in the foreign
language. In B. H. Wing (Ed.), Listening, reading,
and writing: Analysis and application (pp.93 – 115).
Middlebury, VT: Northeast Conference.
Blue, G. (1992). Reading in a foreign language: A self-
access approach. Perspectives on Reading. CLE working
papers 2.
Bogwasi, B. (2005). An insatiable desire to talk about and
share books. Orana, 41(1), 19-27.
Brown, H. D. (2001). Teaching by principles: An
interactive approach to language pedagogy (2nd,ed.).
White Plains, NY: Longman.
Buswell, G. T. and Judd, C. H. (1922). Silent reading. A
study of the various types. Chicago University of
Chicago Press, xiii + 598 p.
Carrell, P. L. & Carson, J. G. (1997). Extensive and
intensive reading in an EAP setting. English for
Specific Purposes, 16 (1), 47-60.
Carver, R. (1973 - 78). Toward a theory of reading
comprehension and rauding. Reading Research Quarterly,
13, 8-64.
Chen, C. Y. (陳憬儀) (2003). Reading instruction in junior
high school: How do junior high school English
teachers instruct reading? (Master thesis, National
Taiwan Normal University, English Department).
Chen, H. J. (陳浩然) (1999). Second language acquisition
research and multimedia CD-ROM evaluation. The
proceedings of the Eighth International Symposium on
English Teaching. English Teachers’ Association/ROC,
Taipei.
Chen, Y. L. (陳祐莉), & Huang, C. P. (黃秋萍) (2001).
Incorporating English CD-ROM use for technology college
students. Selected papers from the Tenth International
Symposium on English Teaching. English Teachers's
Association/ROC Taipei.
Day, R. R., & Bamford, J. (1998). Extensive reading in the
second language classroom. United Kingdom: Cambridge
University Press.
De Sauze, E. B. (1945). Unit in ‘intensive reading.’
Modern Language Journal, 29(4): 260-269 [Journal
Detail]
Elley, W. B. (1991). Acquiring literacy in a second
language: The effect of book-based programs. Language
Learning, 41, 375-411.
Goodman, K. S. (1967). Reading: a psycholinguistic
guessing game. Journal of the Reading Specialist, 6,
126-135.
Gough, P. B. (1972). One second of reading. In J. F.
Kavanagh & I. G. Mattingly (Eds.), Language by ear and
by eye (pp.331-358). Cambridge, MA: MIT Press.
Grabe, W. (1995, March). Why is it so difficult to make
extensive reading the key component of L2 reading
instruction? Presentation (and handout) at the
Research Colloquium, Annual TESOL Convention, Long
Beach, CA.
Green, J. M. & Oxford, R. (1995). A closer look at
learning strategies, L2 proficiency, and gender. TESOL
Quarterly, 29 (2), 261-297.
Harris, A. J., & Sipay, E. R. (1985). How to increase
reading ability: A guide to developmental and remedial
methods. New York: Longman.
Hayes, B. L. (Editor) (1991). Effective strategies for
teaching reading. MA: Simon & Schuster.
Heinich, R., Molenda, M., Russell, J.D., Smaldino, S.E.
(2002). Instructional media and technologies for
learning (7th, ed.). Merrill Prentice Hall.
Hsu, S. C. (許素卿) (2004). Reading comprehension
difficulties and reading strategies of junior high
school EFL students in Taiwan. (Master thesis,
National Kaohsiung Normal University, English
Department)
Huang, S. C. (黃詩琦) (2004). Washback effects of the
basic competence English test on EFL teaching in junior
high school in Taiwan. (Master thesis, National Yun-
Lin University of Science and Technology, Applied
Foreign Language Department).
Kamil, M. L. (1986). Reading in the native language. In
B. H. Wing (Ed.), Listening, reading, and writing:
Analysis and application (pp. 71-91). Middlebury, VT:
North-east Conference.
Kao, Y. M. (高郁茗) (2004). A study of using extensive
reading as a supplement in a senior high school
English curriculum. (Master thesis, National Ching Hua
University, Foreign Language Department).
Krashen, S. (1982). Principles and practice in second
language acquisition. Pergamon Institute of English.
Krashen, S. (1989). We acquire vocabulary and spelling by
reading: Additional evidence for the input
hypothesis. Modern Language Journal, 73, 440-464.
Krashen, S. (1993). The case for free voluntary reading.
The Canadian Modern Language Review, 50, 72-82.
Krashen, S. (1994 a). The input hypothesis and its
rivals. In N. C. Ellis (Ed.), Implicit and explicit
learning of languages (pp.299-322). Washington, DC:
Georgetown University Press.
Krashen, S. (1994 b). The pleasure hypothesis. In J.
Alatis (Ed.), Georgetown University Round Table on
Language and Linguistics (pp.299-322). Washington, DC:
Georgetown University Press.
Krashen, S. (2004). The Power of Reading. Insights from
the Research (2nd, ed.). Portsmouth, N.H.:
Heinemann. LaBerge, D. & Samuels, S. J. (1974). Toward
a theory of automatic information processing in
reading. Cognitive Psychology, 6, 293-323.
Larsen-Freeman, D. & Long M. H. (1991). An Introduction to
Second Language Acquisition Research. London: Longman.
Lutrario, C. (1990). Hooked on Books: Children Reading
Fiction. London: Harcourt Brace.
Maxwell, R. J. & Meiser, M. J. (2001). Teaching English in
Middle and Secondary Schools (3rd. ed.). Upper Saddle
River: Merrill/Prentice Hall.
Nuttall, Christine. (1996). Teaching Reading Skills in a
Foreign Language. Second Edition. Oxford: Heinemann.
Puchta, H. & Schratz, M. (1993). Teaching Teenagers.
Pilgrims, Longman.
Rumelhart, D. E. (1977 a). Toward an interactive model of
reading. In S. Dornic (Ed.), Attention and Performance
VI (pp.573-603). Hillsdale, NJ: Lawrence Erlaum.
Ryder, R. J., & Graves, M. F. (1998). Reading and learning
in content areas (2nd, ed.). Upper Saddle River,
NJ: Prentice Hall. Perfetti, C. A. (1985).
Smith, F. (1982). Understanding reading. (3rd. ed.). New
York: Holt, Rinehart & Winston.
Stanovich, K. E. (1980). Toward an interactive -
compensatory model of individual differences in the
development of reading fluency. Reading Research
Quarterly, 16, 32-71.
Stanovich, K. & Cunningham, A. (1993). Where does
knowledge come from? Specific associations between
print exposure and information acquisition. Journal of
Educational Psychology, 85, 211-229.
Williams, E. & Moran, C. (1989). Reading in a foreign
language at intermediate and advanced levels with
particular reference to English. Language Teaching,
22, 217-228.