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| Title: | 運用英語歌曲融入文化主題課程增進台灣國中生文化覺知之行動研究
An Action Research Study on Integrating English Songs into Theme-Based Cultural Instruction: Increasing Cultural Awareness for Taiwanese Junior High School Students |
| Authors: | 廖雅平
Liao, Ya-Ping |
| Contributors: | 黃怡萍
Huang, Yi-Ping
廖雅平
Liao, Ya-Ping |
| Keywords: | 文化覺知
主題式文化課程
歌曲教學
Cultural awareness
Thematical cultural instruction
Song-based learning |
| Date: | 2024 |
| Issue Date: | 2024-08-05 14:38:17 (UTC+8) |
| Abstract: | 文化理解培養學生的文化敏感度，珍惜自身和他國文化，以便學生實現有效的跨文化交流。儘管這概念在教學上十分重要，但研究者發現她的學生對於他國有錯誤的文化假設，不關心世界議題，並且教學中不願學習不同文化的觀點。因此，研究者在北臺灣一所國中的某班進行這項行動研究，並於七年級英語彈性課程實施文化課程，以提升台灣國中生的跨文化覺知。本研究提出兩個研究問題: (1)如何運用英語歌曲進行主題式文化教學課程在國中英語課程中，並提升學生的文化覺知？(2)本課程的學習者在兩個研究循環中，對這項課程有何反應？
為了回應研究主題，行動研究採用兩個循環，並以歌曲、主題式和文化教學為基礎的教學框架，運用英語歌曲為主題進行文化主題課程。研究者透過學生需求分析調查、文化覺知試卷的前後測、影音記錄、實地筆記、教學日誌、學生反思表及焦點團體訪談法等方式進行資料蒐集，並透過描述性統計和主題分析對學生文化覺知發展歷程進行分析。本研究結果如下: (1)歌曲教學可以幫助學生深入理解社會文化的意涵，(2)主題選擇能提高學生參與感和減少刻板印象方面是相當重要，(3)媒體資源可以建立真實的文化背景，並通過模擬理解跨文化互動，(4)文化覺知技術可以引導學生深入思考文化差異。最後，本研究提供五個建議給在職英語教師想運用英語歌曲融入文化主題來增進學生的文化覺知，及探討老師從教學歷程中反思到那些經驗。
Cultural understanding is vital for fostering students' cultural sensitivity and cherishing their own and other cultures to gain effective cross-cultural communication. Despite its pedagogical importance, the researcher discovered that her students had wrong cultural assumptions about other countries, were unaware of worldwide issues, and were unwilling to learn different cultures' perspectives in her teaching. Hence, she conducted this action research study on a class in Northern Taiwan in seventh-grader English alternative courses with cultural instruction to increase students' cross-cultural awareness. Two research questions were proposed: (1) How could a theme-based cultural instruction through songs in a junior high school English course enhance learners’ cultural awareness? (2) How did the learners in this course react to such instruction in the two research cycles?
Two teaching cycles were implemented to answer these questions, using English songs as themes for theme-based cultural instruction and based on song-based, theme-based, and cultural instruction frameworks. Data were collected from a needs analysis, pre-teachings and post-tests, field notes with video recordings, teaching logs, students' reflection sheets, and focus group interviews with audio recordings. They were analyzed through descriptive statistics and analyzed thematically. The results showed that (1) song teaching could help students' deeper sociocultural meanings, (2) theme selection is important in enhancing engagement and reducing stereotypes, (3) multimedia resources could build an authentic cultural context and comprehend cross-cultural interactions from simulations, (4) cultural awareness techniques could guide students to think deeply about cultural gaps. Five suggestions are provided for in-service English teachers who want to teach cultures via theme-based cultural awareness training with songs. |
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| Description: | 碩士
國立政治大學
英語教學碩士在職專班
106951019 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0106951019 |
| Data Type: | thesis |
| Appears in Collections: | [英語教學碩士在職專班] 學位論文
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