臺灣博碩士論文加值系統

本論文旨在探討英語饒舌歌曲教學對於高中英語低成就學生英語口語表達及看法之效益研究。特別是探討此課程是否能有效地提升高中英語低成就學生英語口說的能力與興趣，亦比較學生對英語學習和同儕學習態度是否因此課程的實施而有所轉變。另外，依學生對學習此課程所提出的回應與建議作深入的研究。
本研究以國立旗美高中四十一位英語低成就的高二學生為研究對象。所實施的英語饒舌歌曲教學課程共為期十二週。課程開始前，所有學生必須填寫一份關於英語學習態度的前測問卷，並進行面對面的英語口語表達前測。在十二週的課程期間，學生必須學習三首由遠東版第三冊第二課至第四課課文改編而來的饒舌歌曲(Sounds of Moonlight, The All-important Pumpkin, The Owl Who Was God)，接著再進行英語口語表達後測，課程結束後，學生必須填寫一份後測問卷。本研究活動結束後，學生在前後測英語口語表達之差異以量化進行分析，前後測的英語學習態度問卷則以質化與量化兩種方式加以分析。本研究之主要發現摘述如下:
一、英語低成就學生的英語學習態度前後測有顯著的差異，從平均數來看，後測的平均數明顯高於前測，此結果意指英語饒舌歌曲教學提升了學生的英語學習興趣與信心。
二、英語低成就學生的英語發音學習態度以及整體口語表達態度前後測有顯著的差異，且後測的平均數高於前測的平均數，此結果代表英語饒舌歌曲教 學提升了學生的英語發音及口語表達的學習興趣與信心。
三、英語低成就學生的英語口語表達測驗前後測呈現顯著差異，而後測的測驗分數遠高於前測，此意味著英語饒舌歌曲教學提高了英語低成就學生在英語口語表達上的準確度與流暢度。
四、英語低成就學生在同儕學習態度前後測中呈現顯著的差異，從平均數觀之，後測的平均數皆高於前測，此結果顯示透過英語饒舌歌曲課程，學生傾向和同儕一起學習，並對同儕學習所帶來的效益抱以正面的態度。
五、英語低成就學生在後測問卷中對於英語饒舌歌曲的教學課程給予正面的回
應，學生認為此課程非但有助於他們的英語發音及口語表達能力，亦可減輕學習壓力，讓英語學習更為有趣。
六、英語低成就學生指出許多在學習英語饒舌歌曲中所遭遇的困難，並提出相當具有建設性的寶貴意見。
以上之研究結果顯示，英語饒舌歌曲教學對於高中英語低成就學生之英語口語表達以及英語學習看法有正面的效益。據此，老師可適度地將英文課本內的教材改編為饒舌歌曲，讓學生在不斷的唸唱當中，學習饒舌歌詞中的字彙、片語、與句型，進而提升口語表達的準確度及流暢度，也可讓低成就學生更加熟稔課內教材，從而得到更好的學習成就表現。同時，老師也必須善用同儕互動，協助低成就學生在合作學習的環境下學習英語。

The purpose of the present study aimed to investigate the effects of an English rap program (ERP) on oral performances and perception for potential English achievers (PEA) in senior high school. In particular, the effectiveness of the ERP on the PEA’s English-speaking abilities and interests was explored. Furthermore, comparisons of the PEA’s attitudes toward English learning and peer learning were examined. Finally, the PEA’s responses to and suggestions for the ERP were further discussed.
The subjects of the present study included 41 eleventh graders in Chi-mei Senior High School in Kaohsiung County. The study of the ERP was conducted for twelve weeks. Before the ERP, all the PEA answered a pre-study questionnaire about their English learning attitudes, and had a face-to-face English oral performance pretest. During the twelve-week ERP, all the PEA were requested to learn to sing three rap songs adapted from Lesson Two (Sounds of Moonlight), Lesson Three (The All-important Pumpkin) and Lesson Four (The Owl Who Was God) in their Fareast Textbook III. Then the subjects proceeded to have the face-to-face English oral performance post-test. After the ERP was completed, the entire PEA had to answer a post-study questionnaire. Finally, the PEA’s English oral performance was analyzed quantitatively; the data of the PEA’s responses to the pre-study and post-study questionnaires were analyzed quantitatively and qualitatively. Based on the data analyses, the major findings of the study are summarized as follows:
1. There is a significant difference in the PEA’s English learning attitudes between the pretest and the post-test. From the increasing mean scores of the PEA’s English learning attitudes, the result indicates that the ERP effectively enhanced the PEA’s English learning attitudes.
2. There is a significant difference in the PEA’s perceptions of their English pronunciation and English oral performance between the pretest and post-test. In addition, the mean scores of the post-test are higher than those of the pretest. The result shows that the ERP was effective in enhancing the PEA’s learning interests and confidence in their English pronunciation and English oral performance.
3. A significant difference is found between the English oral performance pretest and post-test for the PEA. Compared with the oral-test scores in the pretest, the oral-test scores in the post-test are much higher. The result indicates that the PEA effectively improved their English oral accuracy and oral fluency from the implementation of the ERP.
4. There is a significant difference in the PEA’s attitudes toward peer cooperation between the pretest and the post-test. Judging from the mean scores, the means scores of the post-test are higher than those of the pretest. The result shows that the PEA tended to learn with peers and held positive attitudes toward peer cooperation in the ERP.
5. The PEA gave positive responses to the ERP in the post-study questionnaire. The ERP not only effectively enhanced the PEA’s English pronunciation and English oral performance, but also lessened the PEA’s English learning pressure. Moreover, the ERP made English learning more interesting.
6. The PEA made some comments on their English learning difficulties in the ERP and provided their constructive suggestions for the future ERP.
On the basis of the study findings, it is found that the ERP benefited the PEA’s English learning attitudes and English oral performance in terms of English pronunciation, English oral accuracy and English oral fluency. Accordingly, teachers can adapt some raps from the texts or lessons in students’ English textbook so that the students can acquire the vocabulary, phrases and sentence patterns from constant rapping and further improve their English oral accuracy and fluency. As long as the PEA have acquaintances with the school learning materials, they may have better academic achievement at school and hold even more positive attitudes toward English learning. Meanwhile, teachers can make good use of peer cooperation in the ERP to creative a supportive English learning environment for the PEA. In this way, the PEA’s English learning can be enhanced effectively.

CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purposes of the Study 6
Research Question 7
Significance of the Study 8
Limitations of the Study 8
Definition of Terms 9
CHAPTER TWO LITERATURE REVIEW
Teaching English with Songs 11
Different Types of Songs for Language Instructions 12
Reasons for Teaching English with Songs 13
Teaching English with Raps 20
Popular Culture and Language Learning 20
The Craze for Raps 21
Teaching Raps in Education Context 23
Oral Performance 26
The Process of Oral Performance 26
Oral Accuracy and Oral Fluency 28
Types of Oral Test 32
Peer Cooperation for Low Achievers 34
The Nature of Low Achievers 34
Peer Cooperation for Low Achievers 36
CHAPTER THREE METHODOLOGY
Subjects 39
Instruments 40
An English Rap Program 41
A Questionnaire on Student Responses to English Learning 42
A questionnaire on Student Response to English Rap Program 43
A Pretest and A Post-test of English Oral Performance 44
Study Procedures 48
Data Analysis 50
Quantitative Analysis 50
Qualitative Analysis 51
CHAPTER FOUR RESULTS AND DISCUSSIONS
The PEA’s Response to English Learning Attitudes 52
The PEA’s Perceptions of English Oral Performance 54
The PEA’s Perceptions of English Pronunciation 55
The PEA’s Perceptions of Overall English Oral Performance 56
The PEA’s English Oral Performance 59
The PEA’s English speaking Accuracy 59
The PEA’s English Speaking Fluency 62
The PEA’s Responses to Peer Cooperation 63
The PEA’s Responses to the ERP 67
The PEA’s Response to Learning Difficulties and Suggestions for the ERP 72
The PEA’s Learning Difficulties in the ERP 72
The PEA’s suggestions for the ERP 77
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions 79
Implications 83
Suggestions 85
REFERENCES 87
APPENDIX
Appendix A-1 A Pretest of English Oral Performance 100
Appendix A-2 A Post-test of English Oral Performance 101
Appendix B-1 A Questionnaire on Students’ Attitudes Toward English Learning 102
Appendix B-2 A Questionnaire on Students Responses to English Rap Program 104
Appendix C-1 The Student Chinese Responses to Peer Cooperation 106
Appendix C-2 The Student Chinese Responses to the ERP 107
Appendix C-3 The Student Chinese Responses to the Learning Difficulties in the ERP 108
Appendix C-4 The Student Chinese Suggestions for the ERP 111
Appendix D-1 The Original Version of Fareast Lesson Two Book III: Sounds of Moonlight 113
Appendix D-2 The Adapted Rap Lyrics of Fareast Lesson Two Book III: Sounds of Moonlight 115
Appendix D-3 The Original Version of Fareast Lesson Three Book III: The All-important Pumpkin 117
Appendix D-4 The Adapted Rap Lyrics of Fareast Lesson Three Book III: The All-important Pumpkin 119
Appendix D-5 The Original Version of Fareast Lesson Four Book III: The Owl Who Was God 120
Appendix D-6 The Adapted Rap Lyrics of Fareast Lesson Four Book III: The Owl Who Was God 122
Appendix E-1 A Lesson Plan for Lesson Two: Sounds of Moonlight 124
Appendix E-2 A Lesson Plan for Lesson Three: The All-important Pumpkin 126
Appendix E-3 A Lesson Plan for Lesson Four: The Owl Who Was God 128
Appendix F-1 Reliability Analysis (Alpha) of the Pre-study Questionnaire 130
Appendix F-2 Reliability Analysis (Alpha) of the Post-study Questionnaire 131
Appendix F-3 Validity Analysis of the Pre-study Questionnaire 132
Appendix F-4 Validity Analysis of the Post-study Questionnaire 133

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