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    题名: 文化學習: 漫畫帶進國中英語 學 習 效 益 探 究
    Culture Learning: An Exploratory Study of the Effect of Bringing Comic Strips into English Learning in Junior High School
    作者: 唐瓊芝
    贡献者: 余明忠
    Yu, Ming chung
    唐瓊芝
    关键词: culture learning
    comic strips
    日期: 2004
    上传时间: 2009-09-18 16:42:17 (UTC+8)
    摘要: 文化教學對於語言教學乃不可或缺且有益，然而，仍然只有相當少數的文化相關教材及文化教學被使用及實踐於國中英語課堂上。
    本研究旨在了解 1 ) 利用英語漫畫帶入國中英語文化概念教學之效果，以及 2)學生們對英語漫畫輔助文化教學之態度, 是否與其文化概念學習成效有相互關連性。
    研究對象為基隆市一所國中二年級學生。實驗組施予口說加上漫畫輔助教學。而控制組則只單獨施以口說教學。實驗研究共進行八週，實驗前給予兩組學生美國文化概念背景測驗，實驗後兩組學生再進行同一份文化概念測驗。其後，並由實驗組學生填寫漫畫輔助文化教學態度問卷。
    本研究結果顯示：英語漫畫輔助學習確實能促進文化概念學習，問卷結果亦顯示出學生們整體上對於漫畫輔助教學持有正面態度，然而學生們對漫畫輔助學習之態度與其文化學習成效, 整體上, 並無顯著關聯。
    Culture learning is inevitable during, and beneficial to, language learning. Regrettably, comparatively few target culture materials are found or target culture teaching is practiced in the junior high English class, though both were considered important and interesting by a majority of junior high school students. The aim of this study was to find out if comic strips can help facilitate students’ culture learning and if students’ positive attitude toward comic strip-aided cultural instruction can affect their learning performance. Two groups of junior high second graders of similar background were treated as experimental and control group respectively; the former was instructed by way of culture relevant comic materials, and the latter, teacher’s narration alone. The result indicated comic strip-aided instruction indeed can better promote participants’ culture learning. A positive attitude from the subjects toward comic-aided cultural instruction was also found. In conclusion, comic aids contributed, to a significant degree, to students’ improved performance in culture learning, and, though students’ attitude toward their introduction and effects was positive, it did not significantly correlate with improvements in students’ performance.
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