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    題名: 由實境學習觀點探討英語課堂中的電影配音活動
    Toward an Understanding of the Use of Film Dubbing Activities in the EFL Classroom through Situated Learning Perspectives
    作者: 李路得
    Lee, Lu De
    貢獻者: 林伯英
    招靜琪
    Lin, Po Ying
    Chao, Chin Chi
    李路得
    Lee, Lu De
    關鍵詞: 英語口語溝通
    電影
    低程度英語學習者
    電影配音
    設計型研究
    實境學習觀點
    English oral communication
    feature films
    lower-level EFL learners
    film dubbing
    design-based research
    situated learning
    日期: 2009
    上傳時間: 2016-05-09 11:21:29 (UTC+8)
    摘要: 本論文探討以實境學習觀點來培訓技職校院學生英語口語溝通能力的教學設計與實施。由於技職校院學生英語程度較弱，乃根據實境學習理論中的認知學徒見習期 (cognitive apprenticeship)的二個階段:觀察期(observation)及實作期(practice)來設計教學。在觀察期階段中，藉由觀賞英文電影讓學生觀察英語母語使用者之真實口語溝通情境及技巧；在實作期階段中，則指導學生為電影片段配音，目的在以影片做為前導與幫助(scaffold)，使學生在真實語言情境中建立英語口語溝通能力。本研究設計採用設計型研究（Design-based research）探討學生在此電影教學中的知覺及反應，研究結果顯示學生對電影配音活動的反應良好，例如能在其中觀摩英語母語使用者之口語技巧，較容易記得影片中英文單字及句子，以及建立開口說英語的自信與勇氣。
    This study is a design-based research focusing on the application of situated learning perspectives to the EFL classroom for the development of English oral communicative competence. Situated learning theory features cognitive apprenticeship, a learning process in which an apprentice learns a skill or knowledge from a master through the observation of expert process and practice with scaffolds (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). In this study, a teaching project based on film dubbing activities was designed and implemented to 39 vocational college students, who were classified as lower-level EFL learners due to their limited English proficiency, with the purpose of developing their English oral communicative competence through cognitive apprenticeship. Film clips were viewed and instructed in class to provide the students with access to the social context of oral communication by native English speakers. After the students observed the expert process in the film clips, they were instructed to execute film dubbing tasks, in which they practiced oral skills with the scaffolds of the audio-visual presentation in the film clips. As a qualitative case study, the purpose of this study is to explore the students’ learning experiences, including their perceptions and reactions, in the teaching project. The research results reveal the students’ overall positive reactions to the film dubbing activities; for example, they were impressed by the opportunities to make close observation of real English use by native English speakers; they found it easier to remember English vocabulary and sentences through film dubbing activities; and they became more confident in speaking English.
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    描述: 博士
    國立政治大學
    英國語文學系
    91551505
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0915515051
    資料類型: thesis
    顯示於類別:[英國語文學系] 學位論文

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