臺灣博碩士論文加值系統

台灣從九十學年度正式將英語納入國小課程中，除了正式課程的教科書外，作為輔助學習的各式多媒體教材，在國小英語教學市場上琳瑯滿目，本研究從其中挑選「芝麻英語」教學影帶（Sesame English）作為評量之節目。研究對象為台北市一所公立國小二年級（69位）及四年級（80位）的學生。研究者讓學生於英語課之外的時間觀賞影片，運用問卷、教室觀察、訪談，評估學生對於觀賞此節目之態度以及此節目對提升學生美國文化認知的情形。
研究結果顯示，二、四年級學生對於觀賞節目之態度，在年級、性別、英語能力程度三方面的差異，不影響其對節目之喜好程度。對於節目中不同型態的片段，學生最喜歡的片段為每集的故事主軸。主要原因是在故事主軸中，主角偶爾會用中文說明或介紹；另外，在每集之中，連續性、重複性較高的片段型態較易吸引學生的喜愛。喜歡的片段因年級、性別、英語能力不同而有部分差異。在提升對美國文化認知方面，學生在記憶節慶及食物，有顯著提升；不同的年級、性別、英語能力，其提升情形無顯著差異。
本節目適合二、四年級學生觀賞，且能引起興趣，但需考量如何與正式英語課程配合，以加強學生英語學習興趣並提升對美國文化之認知。研究者於文末列出設計視聽教學節目時，節目製作者應有的考量；並針對學校應用英語教學影帶作為輔助教學提出建議。

English has been implemented into the elementary school courses in Taiwan in 2001. Beside the textbooks for formal English courses, the multimedia teaching materials supplementing for English learning have been widespread in the market of English instruction. Among many visual-audio materials, the present study took “Sesame English” as the evaluating program. Subjects were 69 second graders and 80 fourth graders from one elementary school in the Taipei City. Questionnaires, classroom observation, and the interviews were the instruments. After viewing the program, the subjects were evaluated on their attitudes toward the program and their progress in American cultural awareness.
The results discussed how students’ attitudes and improvement in cultural awareness changed with different grades, genders, and levels of English ability after they viewed the program, and analyzed what sort of segments in the program they like most. The researcher provided suggestions on the considerations of designing the English teaching programs and of applying the program in the elementary school.

TABLE OF CONTENTS 1
LIST OF FIGURES 4
LIST OF TABLES 5
Chapter 1 Introduction 7
1.1 Rationale of the Study 7
1.2 Purpose of the Study 11
1.3 Research Questions 11
1.4 Significance of the Study 12
1.5 Definition of Terms 13
Chapter 2 Review of Literature 14
2.1 Background of “Sesame English” 14
2.1.1 Production Objectives and Narrative Description of “Sesame Street” 14
2.1.2 Program Format 15
2.1.3 “Sesame English” 16
2.1.4 Educational values of “Sesame Street” 17
2.2 Students’ Attitudes and the Benefits from Educational Video Tapes 25
2.2.1 How Teaching Materials Affect Taiwanese Students’ English Learning Attitude 26
2.2.2 How Language Teaching Benefits from Video Tapes 27
2.3 Definition and Instruction of American Culture 30
2.3.1 Meaning of Culture 30
2.3.2 Cultural Instruction and Learning in the EFL Classroom 35
2.3.4 How Can the Cultural Features be Taught in Primary EFL Classroom? 39
2.4 Summary 43
Chapter 3 Methodology 45
3.1 General Method 45
3.2 Subjects 46
3.3 Materials 47
3.4 Instruments 50
3.4.1 Questionnaire on Students’ Cultural Awareness and the Students’ Learning Background 51
3.4.2 Questionnaire on Students’ Attitudes toward the Program 53
3.4.3 Classroom Observation 54
3.4.4 Interviews 56
Chapter 4 Results and Discussion 57
4.1 Attitude toward the Program 57
4.1.1 Students’ Attitudes toward the Program 58
4.1.2 Subjects’ Favorite Segments 60
4.1.3 Classroom Observation on Students’ Attitudes toward the Program 65
4.1.4 Interview on Students’ Attitudes toward the Program 69
4.1.5 Findings on Subjects’ Attitudes toward Watching the Program 73
4.2 American Cultural Awareness 74
4.2.1 Analyses of the Test Results 74
4.2.2 Analyses of Interview 78
Chapter 5 Conclusion and Suggestions 83
5.1 Conclusions 83
5.1.1 Students’ Attitudes toward Watching “Sesame English” 83
5.1.2 Students’ Development of American Cultural Literacy 84
5.2 Implications 85
5.2.1 Students’ Favorite Segments Differ 85
5.2.2 An Optimal Model of Proposing an English Instruction Program Suggested by the Researcher 87
5.3 Limitations 91
5.4 Suggestions for Further Study 92
5.4.1 Suggestions for Developing the Research Focusing on Improving Student’s English Learning with Captioned Titles. 92
5.4.2 Suggestions on Developing the Instrument for Evaluating the Cultural Features 92
5.4.3 Suggestions for School to Apply English Learning Video Programs 93
References 95
Appendices 107
Appendix A 107
Appendix B 112
Appendix C 117

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