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研究生:劉得旺
研究生(外文):Liu Teh-wang
論文名稱:國中英語教師對唱歌學英語活動的態度與策略研究
論文名稱(外文):Junior High School English Teachers' Attitudes toward and Strategies for Teaching English Songs
指導教授:廖本瑞廖本瑞引用關係
指導教授(外文):Liao Pen-shui
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:120
中文關鍵詞:英語歌曲教學技巧教學策略教唱英語歌曲教唱英語歌曲的流程歌曲特性
外文關鍵詞:English songsteaching techniqueteaching strategiesteaching English songsthe procedures of teaching English songsthe chracteristics of songs
相關次數:
  • 被引用被引用:15
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論文提要內容:
本研究的主要目的,在於調查臺灣國中英語教師,對唱歌學英語教學活動單元的態度,以及所使用的教學策略,並且找出其遭遇的困難。
此研究的受訪者為高雄共10 所國中的 123 位英語教師。受訪者填寫研究者所設計的問卷,總共收回了 120份有效問卷,並以這些資料分析,再加上研究者訪問這些老師,歸納他(她)們的看法,發現了以下四點:
(1) 研究結果顯示出,大部份的受試者,相當重視唱歌學英語這種活動設計,認為這種教學活動既有趣、又有效。
(2)受試者認為唱歌學英語對外語學習者的聽、說、讀、寫四種語言能力,有
極大的助益。尤其是在聽力、翻譯、了解目標語國家的文化、文學、以及增
加學習的興趣的幫助,最為顯著。
(3) 受試者提供了一些教唱英文歌曲的策略,可以作為英語教師們參考。
(4) 受試者在運用這個活動時,的確遭遇一些困難,他(她)們也提供解決的方法
和建議,可以供英語教師參考。
根據本研究的發現,研究者提供以下有關唱歌學英語這種教學活動的建議:
(1) 國中英語教師應重視、且採用教唱英語歌曲,以提高學生學習的興趣。
(2) 國中英語教師應多利用歌曲,當作聽力測驗的材料,以增加測驗的變化性和挑戰性。
(3) 九年一貫統整課程,將在九十一學年度實施,國中英語教師應多花時間,研究教唱英語歌曲的技巧,讓新課程的語言領域和藝術與生活領域相結合,使教室的氣氛,更加和諧。
(4) 國中英語教師、或英語教科書的編輯者,應在教科書中、提供或編輯一些適合國中學生學習的英語歌曲小冊子,或電腦光碟,俾方便英語教師採用;或設立網站,提供英語歌曲供英語教師下載教學所需要的歌曲。

ABSTRACT
The main purposes of this study are to investigate junior high English teachers’ attitudes towards the use of English songs in their teaching as well as their teaching strategies. The research also focuses on the difficulties experienced by the responders when they utilize the approach.
The responders of the study were 123 English teachers from 10 junior high schools in Kaohsiung. They were required to respond to the questionnaires designed by the researcher. Totally, 120 valid questionnaires were gathered and used for data analysis. In addition, the author interviewed those teachers as well as analyzed and generalized their attitudes toward teaching English songs and their strategies used in teaching English songs.
The major findings of the study are listed below:
1. The results of the study show that most of the responders think highly of the singing approach. They consider this kind of activity both interesting and effective.
2. The responders maintain that the song program proves of great benefit to EFL learners, especially in the improvement of listening comprehension, translation, and understanding the cultures and literature. Besides, this technique can promote EFL/ESL students’ motivation of learning English.
3. The responders offer some strategies for the reference of EFL teachers. These strategies may inspire those who have never applied this activity but want to try.
4. The responders really encounter some difficulties when they adopt the song-teaching activity. However, they are kind enough to provide some solutions and suggestions.
In view of the findings above, some suggestions for this technique are listed
as follows:
1. Junior high English teachers should lay much emphasis upon the song program and adopt this method more often in the classroom.
2. Junior high English teachers have to use songs as the source materials of language competence tests, like listening comprehension tests, in order to make the learning procedure varied and challenging.
3. The Nine-year Coherent Integrated Course System will be put into effect in September, 2002 in Taiwan. Junior high English teachers, therefore, can use song activities to live up to the spirit of the new course system: to combine the language learning field with other fields, like music.
4. The English textbook editors or the authorities concerned should compile a booklet or a computer disc which gathers songs suitable for JHS teachers to adopt or build an internet web site on the computer where all the EFL/ESL teachers can download the songs they need in their teaching.

TABLE OF CONTENTS
ACKNOWLEDGMENTS 1
ABSTRACT 1
TABLE OF CONTENTS 1
LIST OF TABLES 1
LIST OF FIGURES 1
CHAPTER ONE:INTRODUCTION 1
Background and Motivation 1
Statement of the Problem 6
Purposes of the Study 6
Research Questions 7
The Significance of the Study 8
Limitations of the Study 9
CHAPTER TWO:REVIEW OF LITERATURE 10
What are Songs and English Songs? 10
The Characteristics of Songs 14
The Qualities of a Song 16
The Contents of Songs 16
The Forms of Songs 19
The Effect of Songs 21
The Definition of Teaching English Songs 25
The Classification of Songs 28
The Selection of Suitable Songs for the English Class 29
The Methods of Teaching English Songs 30
The Process of Teaching Songs 32
CHAPTER THREE:METHODOLOGY 35
Responders and Interviewees 35
Instruments 36
Procedures for Conducting the Study 37
Data Analysis and Generalization 38
CHAPTER FOUR:RESULTS AND DISCUSSION 39
Part One:Analyzing the Data of the Questionnaire 39
Background Information of the Responders 39
Responders’ Experience of Teaching English as A Foreign Language 39
Responders’ Attitudes toward Adopting Singing Activity in Their Teaching Problems 40
Responders’ Methods of Teaching English Songs 43
Responders’ Evaluation of the Approach to Song Teaching 44
Responders’ Opinions of the Contribution of the Singing Technique 45
Time which the Responders Spend in the Singing program 46
Results of Song Teaching Strategies Used by the Responders 47
Pre-teaching Strategies 47
While-teaching Strategies 48
Post-teaching Strategies 50
Analysis of Difficulties Encountered by the Responders 53
The Responders’ Solutions to Their Song-Teaching Difficulties 55
The Responders’ Opinions of the Benefits Which Song Teaching Provides 56
The Responders’ Suggestions 57
Part Two:Generalizing the Results of the Interviews 60
The Responders’ Attitudes toward Teaching English Songs 60
Making Learners Informed of Culture 60
Enabling EFL Learners to Access English Literature 65
Stirring EFL Learners’ Motivation 67
Stimulating Teachers’ Strong Motivation 70
Enhancing the Effect of Language Learning 72
Corresponding with Sociolinguistic Theories 74
Tallying with the Hypotheses of Language Acquisition 75
Matching with the Nine-year Coherent Integrated Course System 76
In Tune with the Theories of Behavioristic Psychology 79
Beneficial to Learning Ambience 81
Expanding Learners’ Language Skills Semantically and Pragmatically 83
Meaningful and Useful to Managing Classroom 86
The Strategies the Responders Use in Teaching English Songs 88
CHAPTER FIVE:CONCLUSION AND IMPLICATIONS 93
Summary of the Main Findings 93
Pedagogical Implications 108
Suggestions for Further Research 112
SELECTED BIBLIOGRAPH 113
APPENDIX I 116
APPENDIX II 120

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