数据加载中.....
|
请使用永久网址来引用或连结此文件:
https://nccur.lib.nccu.edu.tw/handle/140.119/81601
|
| 题名: | 任務型教學活動對國小學童英語閱讀理解之成效
The Effects of Task-Based Activities on Elementary Students` English Reading Comprehension |
| 作者: | 陳瑛芬
Chen, Ying Fen |
| 贡献者: | 余明忠
Yu, Ming Chung
陳瑛芬
Chen, Ying Fen |
| 关键词: | 任務型教學
閱讀理解
英語學習態度
task-based teaching
reading comprehension
English learning attitudes |
| 日期: | 2016 |
| 上传时间: | 2016-03-01 10:55:42 (UTC+8) |
| 摘要: | 本研究旨在探討任務型教學活動對國小學童英語閱讀理解以及學習態度的影響。本研究對象為五十位來自台北市某公立小學四年級學生。他們分為實驗組和對照組。兩組無論在人數、性別、先前正式英語課程學習經驗及實驗前的閱讀理解測驗表現和英語學習態度問卷結果皆相似。實驗組採用任務型教學而對照組實施傳統PPP教學。兩組學生接受每週八十分鐘的教學。經過十二週教學後，兩組學生皆實施閱讀理解測驗之後測和英語學習態度問卷之後測。所有自兩組學生蒐集到的閱讀理解測驗之分數以及學習態度問卷之後測分數皆以獨立樣本t檢定來進行統計分析。研究結果顯示實驗組學生和對照組學生在閱讀理解測驗及英語學習態度皆有顯著差異。接受任務型教學的實驗組學生之閱讀理解測驗成績明顯優於實施傳統PPP教學的對照組學生。另外，實驗組學生比對照組學生持有更正向的英語學習態度。希望此研究結果可以提供英語老師們一些如何使用任務型教學活動來增進國小學童的閱讀能力的實務上建議。 最後，也提供未來的研究一些方向和建議。
This study investigated the effects of task-based activities on elementary students’ English reading comprehension and their attitudes towards English learning.
The participants were fifty fourth-grade students from a public elementary school in Taipei. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English Learning Attitudes. The students in the experimental group received TBLT instruction while the students in the control group received PPP instruction. Both groups received 80 minutes instruction per week. After a twelve-week instruction, the post-test of the revised reading comprehension test (RRCTCYLE) and the post-study English Learning Attitudes Questionnaire (ELA) were administered to both groups. The mean scores gathered from the post-test of the RRCTCYLE test, and those of the post-study ELA questionnaire were analyzed through independent samples t-tests. The results showed the students in the experimental group performed significantly better on the post-test than the students in the control group. The experimental group also demonstrated more positive attitudes towards English learning than the control group. It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to use task-based activities to improve students’ reading abilities. Last, some suggestions for future research were also offered.
Keywords: task-based teaching, reading comprehension, English learning attitudes |
| 參考文獻: | REFERENCES
Allport, G.W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology. Worcester, Mass: Clark University Press.
Anderson, N. A. Teaching Reading as a Life Skill. The Reading Teacher, 42 (October 1988), 92.
Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp.67-86). New York: Mc.Graw Hill Publishers.
Astika G. (2005). A task-based approach to reading English for specialized purposes. EA Journal 22(2), 22-35.
Barnet, M. (1989). What do first language reading theory and research mean for foreign language readers. In M. Barnet, More Than Meets the Eye, pp 1-35.
Brewster, J. & Ellis G with Girard D. (2002). The Primary English Teacher’s Guide, Pearson Education Limited.
Brown, H. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK: Longman.
Cairney, T.H. (1990). Teaching reading comprehension: Meaning makers at work. Milton Keynes (UK): Open University Press.
Candlin, C. (2001). Afterword: taking the curriculum to task. In M. Bygate, P. Kehan, & M. Swain (Eds.), Researching pedagogic tasks: second language learning, teaching and testing (p229-243). Essex: Pearson Education.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.
Carless, D. R. (2002). Implementing task-based learning with young learners. English Language Teaching Journal, 56(4), 389-396.
Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary school. System, 31(4), 485-500.
Carless, D. R. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639-622.
Carless, D. R. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35 (4), 595-608.
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. English Language Teaching Journal, 62(4), 331-338.
Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language teaching, 19, 49-66.
Carless, D. (2012). TBLT in EFL settings: looking back and moving forward. In A. Shehadeh & C. Coombe (Eds.), Task-based Language Learning and Teaching in EFL Contexts: Research and Implementation. Amsterdam/Philadelphia: John Benjamins.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17, 553-73.
Chall, J.S. and Jacobs, V.A. (2003). Poor Children`s Fourth-Grade Slump. American Educator, Spring, 2003. Retrieved Oct. 24, 2007, from http://www.aft.org/pubs-reports/american_educator/spring2003/chall.html.
Chastain, K. (1988). Developing second-language skills theory and practice (3rd ed.). FL: Harcourt Brace Jovanovich.
Chen, C-Y. (2006). An Exploratory Study of How EFL Junior High School Students Develop L2 Literacy through Task-Based Reading-to-Writing Instruction, (Master’s thesis), National Cheng Kung University, Taiwan, R.O.C.
Chen, Y-F. (2004). Reading Module, Elementary English Teacher’s Resource Pack (Ed.), Taipei Education Bureau & British Council (pp. 9-48)
Chou, P-Y. (2007). A Research on Developing Young EFL Learners’ L2 Literacy through Task-Based Reading-to-Writing Instruction (Master’s thesis). National Cheng Kung University, Taiwan, R.O.C.
Chu, H-M. (2003). Teaching Beginning English L2 Readers: Looking into English Curricula in East Asian countries. Unpublished thesis, National Taiwan Normal University. Taiwan, Taipei.
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman & R.R. Jordan (Eds.), Reading in a second language (pp. 5-12). Rowley, MA: Newbury House.
Crookes, G. (1986). `Task classification: a cross-disciplinary review.` Technical Report No. 4, Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawaii.
Curriculum Development Council. (1997). Syllabuses for primary schools: English language primary 1-6. Hong Kong SAR, China: Government Printer.
Curriculum Guidelines of Elementary English Language Teaching and Learning (2010). The Department of Education, Taipei City Government, Taiwan, R.O.C.
Department of Education of Taipei City (2007). English Curriculum Guidelines of Elementary Schools in Taipei City. Taipei, Taiwan: Department of Education
Ediger, A. (2001). Teaching Children Literacy Skills in a Second Language. In Celce-Murcia M.(Eds.), Teaching English as a Second or Foreign Language, (3rd ed.).
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 3-4
Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 19(3):221-246
Fan Chiang, Y-C. (2005). The Effectiveness of Implementing Task-Based Instruction in a Primary School in Taiwan. (Unpublished Master’s thesis), Yuan-Ze University, Taiwan, R.O.C.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323
Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart, and Winston.
Gardner, R.C. (1985). Social Psychology and Second Language Learning: The role of Attitudes and Motivation. London: Edward Arnold.
Goodman, K. (1967). Reading: A psycholinguistic guessing game. In Gollasch, F.V. (Ed.). Language and literacy: The selected writings of Kenneth S. Goodman. Boston: Routledge & Kegan Paul.
Goodman K. S. (1971). Psycholinguistic universals in the reading process. In The psychology of second language learning. Cambridge: Cambridge University Press. 135.
Grabe, W.(1991). Current developments in second language reading research. TESOL Quarterly 25(3):375-406.
Green, C. (2005). Integrating extensive reading in the task-based curriculum, ELT Journal 59 (4), 306-311.
Grellet, F.(1981). Developing Reading Skills. Cambridge: Cambridge University Press.
Gove, M. (1983) “Clarifying Teachers’ Beliefs About Reading.” The Reading Teacher, 37, 261-268.
Harris, A. J., & Sipay, E.R.(1985). How to increase reading ability: A guide to developmental and remedial method. New York: Longman.
Hsu, N-H. (2003). The impacts of the Internet Task-Based Activity on the Development of Students’ Reading and Writing Ability in an Elementary School Classroom. (Unpublished MA Thesis), National Taipei University of Education, Taiwan.
Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32 (1), 1-25.
James, M. O. (1987). ESL reading pedagogy: Implication of schema-theoretical research. In J. Devine, O. L. Carrel & D. E. Eskey (Eds.), Research in reading in English as a second language (p177-88). Washington, D.C.: Teachers of English to Speakers of Other Language.
Keyvanfar A. & Modarresi M. (2009). The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Level. The Journal of Applied Linguistics, 2.1, 81-102
Lai, J. (1997). Reading Strategies: a study guide. Hong Kong: Chinese University of Hong Kong.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.
Lee, S-M. (2005). The pros and cons of task-based instruction in elementary English classes. English Teaching 60.2, 185-205
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249.
Long, M. (1985). `A role for instruction in second language acquisition: task-based language teaching` in K. Hyltenstam and M. Pienemann (eds.): Modelling and Assessing Second Language Acquisition. Clevedon: Multilingual Matters.
Murphy, J. (2003). Task-based learning: The interaction between tasks and learners. ELT Journal, 57 (4), 352-360.
Ministry of Education (Taiwan) (undated). General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education. http://english.moe.gov.tw/public/Attachment/66618445071.doc.
Nahavandi , N. (2011). The Effect of Task-based Activities on EFL Learners` Reading Comprehension. Advances in Language and Literary Studies, 2, 56-69. doi:10.7575/aiac.alls.v.2n.1p.56
Nunan, D. (1989). Designing tasks for the communicative classroom. London: Cambridge University Press.
Nunan D. (1999). Second language teaching and learning. Boston: Heinle & Heinle. Nunan, D. (2001). What is task-based language teaching? English Teacher’s Association. 16-18, 66-72.
Nunan, D. (2003). The impact of English as a global language on education policies And practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
Nunan, D. (2004). Task-based language teaching. London: Cambridge University Press.
Nunnally, J. C. & Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). New York: McGraw-Hill, Inc.
Nuttall, C (1996). Teaching Reading Skills in a foreign language. Macmillan Publishers Limited.
Pica, T. (1994). Research on Negotiation: What does it reveal about second language learning conditions, processes, and outcomes? Language Learning, 44(3), 493 – 527.
Prabhu, N. (1987). Second language pedagogy: A perspective. New York: Oxford University Press.
Richards, J. C. & Rogers, T. S. (2001). Approaches and Methods in Language Teaching (2nd Ed.). Cambridge: Cambridge University Press.
Roe, B. D. & Smith, S. H. & Burns, P. C. (2005). http://www.amazon.com/Teaching-Reading-Todays-Elementary-Schools/dp/0618349006/ref=dp_ob_title_bk - # Teaching Reading in Today`s Elementary Schools (9th ed.). Houghton Mifflin.
Schwarz, N. and Bohner, G. (2001) The Construction of Attitudes, in Blackwell Handbook of Social Psychology: Intraindividual Processes (eds A. Tesser and N. Schwarz), Blackwell Publishers Inc., Malden, Massachusetts, USA. doi: 10.1002/9780470998519.ch20
Schneider, D.(2004). Reading and TOEIC Test Preparation: A Task-based Approach for Underprepared Learners, Journal of Aomori Public College. 9(2) pp.57-83
Seedhouse, P. (1999). Task-based interaction. ELT Journal, 53(3):149-156.
Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics 18: 268–86
Skehan, P. (2003). Task-based Instruction. Language Teaching. Cambridge: Jan 2003. Vol. 36, Iss. 1; p. 1-14.
Scott. W. A. & Ytreberg. L. H. (1990A). Teaching English to Children. Longman: London Newyork.
Swaffar, J. K. (1988). Readers, texts, and second languages: The interactive process.
Modern Language Journal, 72, 123-149.
Swaffar, J., Arens, K., and Byrones, H. (1991). Reading for Meaning: an integrated approach to language learning. Englewood Cliffs, NJ: Prentice Hall.
Tilfarlioglu F.Y. & Basaran S. (2007). Enhancing Reading Comprehension Through Task-Based Writing Activities: An Experimental Study. The Reading Matrix. 7(3)
Tsai, H-Y. (2007) A Study on the Influence of Task-Based Learning on Primary Students in English Vocabulary Learning, (Master’s thesis), University of Taipei, Taiwan, R.O.C.
Tseng, C-Y. (2006). A Study of the Effect of Task-based Instruction on Primary School EFL Students, (Master’s thesis), National Chung Cheng University, Taiwan, R.O.C.
Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. London and New York: Longman.
Wallace, C. (1992). Reading: Oxford:Oxford University Press
Weir, C. J. & Urquhart, A. H. (1998). Reading in a Second Language: Process, Product and Practice. New York: Addison Wesley Longman.
Willis, J. (1996). A framework for Task-based Learning. Harlow: Longman Person Education.
Willis, D. & Willis, J. (2007). Doing Task-based Teaching. New York: Oxford University Press.
李佳容(1997)。創造性英語教學策略對國小學童英語學習態度之影響。國立台南師範學院 國民教育研究所，未出版
臺北市政府教育局(2011) 臺北市國民小學99年度基本學力檢測計畫成果報告書臺北市政府教育局中華民國100年7月編印 |
| 描述: | 碩士
國立政治大學
英語教學碩士在職專班
96951005 |
| 資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0096951005 |
| 数据类型: | thesis |
| 显示于类别: | [英語教學碩士在職專班] 學位論文
|
文件中的档案:
| 档案 |
大小 | 格式 | 浏览次数 |
|---|
| 100501.pdf | 2258Kb | Adobe PDF2 | 838 | 检视/开启 |
|
在政大典藏中所有的数据项都受到原著作权保护.
|
