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    题名: 早期英語學習經驗與國小課室互動觀察之個案研究
    A Case Study on Children`s Early English Learning Experiences and their Classroom Interaction
    作者: 余黛君
    Yu, Tai-Chun
    贡献者: 招靜琪
    Chao, Chin-Chi
    余黛君
    Yu, Tai-Chun
    关键词: 英語學ˋ習經驗
    課室互動
    可供性
    父母
    生態語言教育觀
    Experiences
    Interaction
    Affordance
    Parents
    Ecological
    日期: 2018
    上传时间: 2018-07-30 15:02:26 (UTC+8)
    摘要: 此研究旨在探究三位國小二年級學童早期的英語學習經驗。藉由觀察課室互動，探討其早期英語學習經驗於課室英語學習上的可供性，分析可供性形成的因素及有助於建構英語學習經驗的生態語言環境。
    研究初期，由筆者(亦即該班之級任兼英語教師)針對英語學習狀況，進行班級焦點對談、班親會討論以及班級問卷調查後，選出三位學習經驗迥異的學生為研究對象。個案英語學習經驗的建構過程，則透過與其父母的半結構式一對一面談以及學生的非正式訪談進行了解和驗證。二年級期間的課室互動經由錄影、學生學習日記、形成性及總結性評量、教師教學日誌進行觀察和紀錄，過程中以生態語言教育觀的可供性進行綜合分析。
    研究討論依縱軸和橫軸兩方向進行: 縱軸為課室活動、可供性與學童感知之間的衍生情況；橫軸為學童、可供性與課室環境之間的交互關係。研究分析顯示，課室互動中學童能覺察到的可供性，因其早期英語學習經驗的不同而有所差異。本研究因此進而建議:(一)、教師可依學童不同的早期英語學習經驗，創造多樣的可供性，營造優質的生態語言課室環境。(二)、學童可能因完全沒有或較少的英語學習經驗，在課室互動過程中顯得相對弱勢，需要教師敏銳地關注，給與更多的支持，維持平衡的課室互動學習生態。（三）、教師可提供父母便於使用的資源管道，增加其子女於課外接觸英語的機會，建構多樣化的英語學習生態環境。
    As a global language, English represents a powerful medium of various resources that many parents in Asian EFL countries would like their children to access to as early as possible. Parents in Taiwan are no exceptions. In turn, children`s early English learning experiences are varied before the formal English learning begins at the elementary school level. These diverse EFL learning experiences inevitably interplay with the learners’ classroom interaction; however, most empirical EFL research focused on the results of learners’ academic achievements, relatively little is known about how EFL young learners’ English learning experiences are constructed, what their classroom interaction are, and the interrelationship between the two.
    The aim of this research is to investigate three second graders’ early English learning experiences. In particular, it explores what affordances they perceived during the classroom interaction, analyzes how their early English learning experiences played a role in these affordances, which in turn gains a better understanding of constructing a balanced ecology of children’s early English learning.
    The study followed a multi-data approach combining with two phases of resources. Phase I: In order to determine the three focused participants with varied early English learning experiences, this phase included: (1) a class discussion as a group interview, (2) the discussion during the parent-teacher meeting, and (3) a questionnaire with the class’s 24 parents. Phase II included: (4) semi-structured interviews with three focused participants’ parents, (5) informal interviews and conversations with the three participants, (6) video recorded classroom activities observation and field notes, (7) learning journals kept by the three focused participants, and (8) documentation such as worksheets and assignments. The social constructionist grounded theory proposed by Charmaz (2008) and the ecological approach developed by van Lier (2004) were adopted to analyze data.
    The results revealed that the affordances learners could perceive during classroom interaction varied with their early English learning experiences. Cross-case analysis and discussion were presented in two different directions: (a) classroom activities, affordance, and perceptions and (b) agent (learner), affordance, and EFL class.
    In conclusion, this study highlights the importance of constructing EFL children’s early English learning experiences both at and after school. Implications of the findings are: (1) EFL educators could apply the idea of affordance to provide learners of various experiences perceivable learning opportunities from the ecological perspective, (2) EFL young learners with little or no English learning experiences prior to elementary school need teachers’ attention for them during classroom interaction, and (3) EFL educators could provide parents with approachable access and resources for their children to access to a variety of English, constructing a balanced ecology of English learning outside school.
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    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    102951015
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0102951015
    数据类型: thesis
    DOI: 10.6814/THE.NCCU.ETMA.002.2018.A07
    显示于类别:[英語教學碩士在職專班] 學位論文

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