(3.237.97.64) 您好!臺灣時間:2021/03/05 03:46
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:周雪梅
論文名稱:國小英語學習經驗對國中英語學習表現之影響
指導教授:詹志禹詹志禹引用關係
學位類別:碩士
校院名稱:國立政治大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
論文頁數:210
中文關鍵詞:國小英語學習經驗國中英語學習表現
相關次數:
  • 被引用被引用:25
  • 點閱點閱:629
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:4
本研究乃以台北市63所市立國中之中的7所國中一年級學生為施測對象,本研究旨在探討國小英語學習經驗對國中英語學習表現的影響,其中,國小英語學習經驗除了已學習與未學習兩種經驗外,尚包括初學年齡、學習年數、授課教師、學習感受、學習內容與學習地點等不同之學習經驗;國中英語學習表現則函括了認知、情意與技能三層面的英語學習表現。本研究之主要發現如下:
一、國小已學習英語與未學習英語的學生在英語認知、惰意與技能方面的差異:
(一)英語認知層面:國小已學習英語的學生在英語認知策略與英語後設認知策略的使用上均顯著優於國小未學習英語的學生。
(二)英語情意層面:國小已學習英語的學生在英語學習態度、英語學習動機與英語學習焦慮上均顯著優於國小未學習英語的學生。
(三)英語技能層面:國小已學習英語的學生在英語聽力精熟程度、英語閱讀精熟程度、英語寫作精熟程度以及英語口語精熟程度上均顯著優於國小未學習英語的學生。
二、國小已學習英語的不同經驗在英語認知、情意與技能三層面的差異:
(一)英語認知層面:學生的初學年齡與學習地點在英語認知層面均無顯著差異;學習年數則愈長、學習感受愈有趣、學習內容愈完整在認知層面上的表現則愈佳;而授課教師則在認知策略上無顯著差異,在後設認知策略上則外國教師與中外聯合教學顯著優於中國老師教學。
(二) 英語情意層面:學生的學習地點在情意層面上並無顯著差異;學習年數愈長、學習內容愈完整在情意層面的表現則愈佳;初學年齡則便於英語學習動機上有顯著差異,且年齡愈低,英語學習動機念強;授課教師則僅於英語學習焦慮上有顯著差異,外國教師與中外聯合教學者顯著優於中國教師;學習感受則在英語學習態度與動機上均有顯著差異,且對國小英語學習愈感到有趣者,英語情意表現則愈佳。
(三) 英語技能層面:學生的初學年齡在英語閱讀精熟程度上有顯著差異,且初學年齡愈小,英語閱讀程度的表現愈佳;學習年數在英語聽力精熟程度、閱讀精熟程度以及寫作精熟程度上均有顯著差異,且學習年數愈長表現愈佳;授課教師則僅於閱讀精熟程度上有顯著差異,授課教師為外國老師與中外聯合教學者顯著優於中國老師;學習感受亦僅於閱讀精熟程度上有顯著差異,學習感受為有趣者在英語閱讀精熟程度上的表現較佳;學習地點則便於口語精熟程度上有顯著差異,學習地點為家教式者在英語口語程度上的表現較佳。
The study is based on the 1st grade students in junior high school, which are 7 municipal junior high schools among 63 ones in Taipei. The goal of this study is to explore the influence of elementary school''s English learning experience on junior high school''s English learning performance. English learning experience includes not only ''the learned'' and ''unlearned'', but also the ''starting age'', ''learning years'', ''teachers'', ''feeling about learning'', ''learning contents'' and ''learning places''; as to English learning performance, it includes the cognitive, affective and psychomotor stages. The main findings of this study list as below:
Ⅰ. The differences between the learned and unlearned students at elementary school period in cognitive, affective and psychomotor stages are:
(i) English cognitive stage: the learned ones who use English cognitive strategies and metacognitive strategies are superior to the unlearned.
(ii) English affective stage: the learned ones whose English learning attitude, English learning motivation and English learning anxiety are superior to the unlearned.
(iii) English psychomotor stage: the learned ones whose skills of English listening proficiency, reading proficiency, writing proficiency and oral proficiency are superior to the unlearned.
Ⅱ. The different experiences of the learned in English cognitive, affective and psychomotor stages are:
(i) English cognitive stage: the starting ''age'' and learning ''places'' at elementary school period in English cognitive stage make no significant difference. The longer ''years'', the more interesting ''feeling'' and more complete ''content'' the students had the better cognitive performance they make. The ''teachers'' who taught the students in childhood make no significant difference in using cognitive strategies, but the foreign teacher and the united teaching are superior to the Chinese teacher while the students use metacognitive strategies.
(ii) English affective stage: the learning ''places'' at elementary school period make no significant difference on English affective stage. The longer ''years'' and the more complete ''content'' they learned the better performance the students make. The starting ''age'' of learning English merely makes difference on English learning motivation-- the younger the learning age started the stronger motivation the students have. The ''teachers'' only make significant difference in English learning anxiety-- the foreign teacher and the united teaching are superior to the Chinese teacher. Learning ''feeling'' makes significant difference in English learning attitude and motivation-- the more interesting they felt about classes the better affective performance they make.
(iii) The psychomotor stage: the starting ''age'' makes significant difference in English reading proficiency-- the younger the learning age started the better English reading proficiency the students make. The learning ''years'' make significant difference in English listening, reading and writing proficiency--the longer years the students learned the better performance they make.
The ''teachers'' merely make significant difference in English reading proficiency--the foreign teacher and the united teaching are superior to the Chinese teacher. Learning ''feeling'' makes significant difference in English reading proficiency-- the more interesting the students felt the better English reading proficiency they have. The learning ''places'' make significant difference in English oral proficiency-- the tutor style makes better performance in English oral proficiency.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊
 
系統版面圖檔 系統版面圖檔