臺灣博碩士論文加值系統

本研究旨在探討英語歌曲教學對南臺灣國中技藝班及非技藝班學生之英語學習效益。本研究試圖檢測國中技藝班及非技藝班學生在英語歌曲教學前後對英語學習的態度是否有所差異，進而研究技藝班及非技藝班學生在英語歌曲教學後在英語能力方面是否有進步，並比較兩班學生對英語歌曲的喜好程度。最後，本研究者建議英語教師補充英語歌曲教學以創新英語教學。
參加本研究之受試對象為63位屏東縣里港國中三年級學生。研究的主要工具為四種調查問卷及學生前測、後測兩次之英語成績。學生回答問卷以提供研究資料。所蒐集之資料及學生前測及後測之英語成績經由Windows之SPSS程式中之χ2考驗及t考驗做量化分析。而受試者對英語歌曲教學之評價及建議由本研究者譯成英文，以利質化分析。
本研究之主要發現摘述如下：
(1) 技藝班及非技藝班學生在英語歌曲教學實施前表達了相似之英語歌曲喜好。
(2) 在前測時，技藝班及非技藝班學生對英語歌曲教學的態度表露出一項顯著差異－亦即對於藉由唱英語歌來加強英語能力的看法不同。
(3) 在後測時，技藝班及非技藝班學生對英語歌曲教學的反應表露出一項顯著差異－亦即對於本英語歌曲教學中所選定的英語歌曲的喜好程度
不同。
(4) 技藝班及非技藝班學生對於本身英語能力的自評有一項顯著差異－亦即對於本身英語片語的聽力瞭解有無比以前更進步方面的評價不同。
(5) 經過英語歌曲教學後，技藝班學生在英語成績方面比非技藝班學生有長足的進步。
(6) 非技藝班學生比技藝班學生較為喜歡本英語歌曲教學中所選定的英語歌曲。

This study aims at investigating the effects of an English singing program on English learning for technology class (TC) and non-technology class (Non-TC) learners in junior high school in southern Taiwan. It attempts to examine whether the TC and the Non-TC students in junior high school hold different attitudes toward English learning before and after the English singing program. Specifically, the researcher tried to explore whether the TC and the Non-TC students make any progress in their English proficiency after the program. In addition, she tried to discover the students’ preferences of English songs and to explore whether the TC and the Non-TC students favor the selected songs in the English singing program or not. Finally, it is suggested that English teachers innovate their teaching by implementing the English singing program.
The recruited subjects of this study were 63 ninth-graders in Likang Junior High School in Pingtung. Four kinds of questionnaires were designed to collect the data about the study. In addition, the scores of students’ English proficiency in the pre-test and the post-test were also collected. All the data were calculated and analyzed quantitatively by the Chi-Square test and the t-test of the SPSS for Windows Program. Furthermore, the subjects’ comments and suggestions on the English singing program were translated into English and then discussed qualitatively.
The main findings of this study are summarized as follows:
1. The students in the TC and the Non-TC expressed similar preferences of English songs before the English singing program.
2. There is one significant difference between the TC and the Non-TC students’ attitudes toward English singing programs in the pre-test in terms of reinforcing their English abilities by singing English songs.
3. Only one significant difference between the TC and the Non-TC students is in the students’ responses to the English singing program in the post-test in terms of the selection of English songs by the teacher.
4. There is only one significant difference between the TC and the Non-TC students in the students’ responses to their self-evaluation of English proficiency in terms of better listening comprehension of more English phrases than before.
5. The TC students made much more progress in their English achievement tests in the English singing program than the Non-TC students.
6. The Non-TC students showed more interest in the selected songs in the English singing program than the TC students.

ACKNOWLEDGEMENT
ABSTRACT ………………………………………………………… i
TABLE OF CONTENTS …………………………………………………iii
LIST OF TABLES AND FIGURES…………………………………… vi
CHAPTER ONE INTRODUCTION ……………………………… 1
Background and Motivation …………………………… 1
Statements of the Problem ……………………………… 9
Purposes of the Study …………………………………… 11
Research Questions ……………………………………… 12
Significance of the Study ……………………………… 12
Definition of Terms …………………………………… 13
Limitations of the Study………………………………… 16
CHAPTER TWO LITERRATURE REVIEW ………………………… 17
Whole Language Teaching ………………………………… 17
Definition ……………………………………… 17
Philosophy …………………………………………… 18
Principles ……………………………………………… 21
Multiple Intelligences ……………………………… 26
Intelligence ……………………………………… 26
Overview of Eight Intelligences ……………… 27
MI and Instruction ……………………………… 29
Singing and Language Instruction ………………… 31
Singing and Language Teaching ………………
Tips for Choosing Songs to Teach Language …… 36
Time and Place for Teaching Songs ………… 40
CHAPTER THREE METHODOLOGY …………………………… 42
Subjects ……………… 42
Instruments ……………… 43
A Questionnaire on Students’ Preferences of English
Songs 44
Criteria for Song Selection for the English Singing
Program 44
A Questionnaire on Students’ Attitudes Toward English
Songs 45
A Questionnaire on Students’ Responses to the English
Singing Program …………………………………… 46
A Questionnaire on Students’ Self-evaluation of English
Proficiency 46
A Pre-test and a Post-test on Students’ English
Proficiency 47
Study Procedures …………………………………………… 47
Data Analysis ……………………………………………… 49
Quantitative Analysis ………………………………… 49
Qualitative Analysis …………………………………… 50
CHAPTER FOUR RESULTS AND DISCUSSION ………………… 51
Comparison of Students’ Preferences of English Songs 52
Comparison of Students’ Attitudes Toward Learning English
in the Pre-test ………………………………………… 61
Comparison of Students’ Attitudes Toward Learning English in
the Post-test …………………………………………… 70
Comparison of Students’ Self-evaluation of English
Proficiency … 78
Comparison of Students’ English Proficiency ……… 82
Comparison of Students’ Responses to the Selected Songs in
the Program ………………………… 85
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND
SUGGESTIONS 101
Conclusions ………………………………………………………101
Implications …………………………………………………… 105
Suggestions …………………………………………………… 106
REFERENCES …………………………………………………… 108
APPENDIXES …………………………………………………… 116
Appendix A: A Lesson Plan For An English Singing Program116 Appendix B: Snake Game ……………………………………… 124
Appendix C: Selected Songs for the English Singing Program125 Appendix D: A Questionnaire on Students’ Preferences of English Songs ………………………………………………… 141
Appendix E: A Questionnaire on Students’ Attitudes Toward English Songs ………………………………………………… 142
Appendix F: A Questionnaire on Students’ Responses to the English Singing Program …………………………………… 144
Appendix G: A Questionnaire on Students’ Self-evaluation of English Proficiency ………………………………………… 147

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