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| Title: | 以任務導向式英語教學作為補救教學的施行過程: 一個質性個案研究
Implementing Task-based English Teaching as Remedial Instruction: A Qualitative Case Study |
| Authors: | 林均穎
Lin, Chun-Ying |
| Contributors: | 招靜琪
Chao, Chin-Chi
林均穎
Lin, Chun-Ying |
| Keywords: | 任務導向語言教學(TBLT)
英文補救教學
母語使用
課堂競賽活動
Task-based Language Teaching (TBLT)
Remedial English Instruction
L1 Use
Competitions |
| Date: | 2024 |
| Issue Date: | 2024-09-04 13:55:52 (UTC+8) |
| Abstract: | 本研究探討了任務導向語言教學（TBLT）作為臺灣北部六名國中生的補救教學方法。透過問卷、學生撰寫日誌、教師課堂觀察、訪談和非正式談話等方式收集的質性資料，本研究分析了為期十二週的學生學習過程。最初，學生對於教學指令和發音感到困難，但透過增加練習時間和允許學生使用母語（L1），學生的表現有所改善。在第二階段，學生順利完成了資訊互補課堂活動 (Information-gap activity)，但對口頭發表成果階段感到乏味。為了解決這個問題，本研究在第三階段帶入了遊戲化學習環境，此舉顯著提高了學生的參與度和自信心。
研究結果顯示，在英語課堂中允許學生使用母語（L1））有助於促進學習成果，而將遊戲成分加入TBLT的教學可以更幫助學生投入課堂活動。此研究還強調了在教學設計中考慮學生的學習者身份，以學生的個體需求設計教學環節。總體而言，學生在對英文學習的態度上有明顯的改善，更願意學習此語言，同時增加了他們的自信心和學習動機。儘管教學時間有限，此TBLT教學法展現了在臺灣英語補救教學課堂上，學生參與度能有所提升的巨大潛力。
This study examined the implementation of task-based language teaching (TBLT) as remedial instruction for six junior high school students in northern Taiwan. The implementation lasted twelve weeks and covered four TBLT designs. Using qualitative data from questionnaires, student journals, teaching observations, interviews, and informal talks, the research focused on analyzing the learning processes divided into three instructional stages. In the first stage, students struggled with rules and pronunciation but showed improvements with increased practice time and the allowance of L1 use. In the second stage, students performed a comparison task fluently but found the presentation phase unengaging. This issue was addressed by creating competitions between students in the third stage, which significantly increased engagement and confidence.
The findings suggest that allowing L1 use in the remedial English classroom can facilitate learning outcomes, while competitions can make the final presentation of the TBLT activity more engaging. The study also highlights the importance of considering students' personalities in teaching design to better meet their individual needs. Overall, the implementation of TBLT facilitated improvements in students’ attitudes towards English, making the language more approachable and boosting their confidence and motivation. Despite challenges such as limited instructional time, the TBLT approach demonstrated significant potential for enhancing student motivation and providing effective remedial instruction in Taiwan. |
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| Description: | 碩士
國立政治大學
英國語文學系
107551015 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107551015 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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