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研究生:李依倫
研究生(外文):Lee-I Lun
論文名稱:高職英文教師和學生對任務型教學的意見之研究
論文名稱(外文):A Study of Teachers’ and Students’ Perceptions of Task-Based EFL Instruction in Vocational High School Setting
指導教授:陳月妙陳月妙引用關係
學位類別:碩士
校院名稱:國立中正大學
系所名稱:外國文學所
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:2005
畢業學年度:93
語文別:英文
論文頁數:106
中文關鍵詞:鍵入論文中文關鍵字並利用英文逗號來區分
外文關鍵詞:鍵入論文英文關鍵字並利用英文逗號來區分
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本研究的主要目的是在探討任務型教學對臺灣高職學生英語學習的影響情形,並調查任務型教學之後學生的看法。調查對象是四十五位高職二年級學生,先施以三個月的任務型教學,再調查其反應及看法。資料蒐集方式採用了問卷調查、訪談、課室觀察和收集學習單,質化和量化的方法一起併用,以增進資料的信度和效度。
本研究結果顯示:一、學生認為任務型教學提供更多增進英文技能的練習機會。二、學生認為運用嬝玥曳予騠{務型教學中更能增進日後的英語學習。 三、學生認為任務教學提供良好的學習環境,並對個人成長、培養獨立思考能力、增進學習信心有正面的評價。四、學生認為任務型教學有益於增進內省和人際智能。最後本研究根據研究結果提出教學上的探討,並建議未來研究的方向。
The purpose of the study is to investigate how task-based instruction (TBI) affects vocational high school students’ English learning in terms of their development in language, affective, and social domains. A total of 45 vocational students participated in the study for a semester. The instructional design was based on the various tasks for developing the learners’ four English skills.
The data were gathered by questionnaires, written responses, observation notes, and interviews to achieve methodological triangulation. The quantitative data, which presented students’ progress through TBI were measured and analyzed by descriptive statistics, while the qualitative data, showing students’ learning attitudes and affective change, were classified and coded by the method of content analysis.
Results of the analysis indicated that TBI had positive effects on language development, including four skills of English, utilization of reading skills, and the ability of self-monitoring. Second, TBI provided an enjoyable atmosphere and improved students’ affective development in cultivation of positive learning attitudes, development of independent thinking, creativity, and self-esteem. Third, TBI helped the students develop social skills in intrapersonal and intrapersonal, cooperative and communicative skills.
The findings of the study suggested that TBI be a potential alternative to traditional teaching and it facilitated the students’ English learning. Pedagogical recommendations for the use of TBI in EFL classrooms were provided.
CHINESE ABSTRACT………………………………………………………………. i
ABSTRACT………………………………………………………………………...... ii
ACKNOWEDGEMENTS……………………………………………….…………... iv
CONTENTS……………………………………………………………………… …. v
LIST OF TABLES…………………………………………......................................viii
LIST OF FIGURES.................................................................................................ix
CHAPTER 1: INTRODUCTION …………………………………............................ 1
Background of the Study………………………………………............................1
Motivation of the Study………………………………………..............................3
Purpose of the Study……………………………………………………………...7
Definition of Terms…………………………………………………....................8
Significance of the Study…………………………………………………………9
CHAPTER 2: LITERATURE REVIEW………………………...…………………...11 Task-Based Instruction………………………………………………………….11 Related Theories and Pedagogies…………………………………………….....19
Input and Interaction Hypotheses………………………………………….19
Affective Filter Hypothesis………………………………………………..21
Sociocultural Perspective of Language Learning………………………….21
Cooperative Learning……………………………………………………...23
Communicative Approach…………………………………………………25
Multiple Intelligences Approach………………………………………………..28
Reading Strategies in Language Learning………………………………………33
Authentic Assessment in Language Learning…………………………………..35
CHAPTER 3: THODOLOGY……………………………………………………….39 A Pilot Study………………………………………………..……………………….39
Procedure of the Pilot Study……………………………………………….40
Results of the Pilot Study………………………………………………….40
The Present Study……………………………………………………………….42
Participants……………………………………….......................................42
Research Process…………………………………………………………..43
Instructional Design……………………………………………………….44
Instructional Tasks…………………………………………………………46
Data Collection………………………………………………………………….52
Data Analysis……………………………………………………………………55
CHAPTER 4: RESULTS AND DISCUSSION………………………………………58
Students’ English Learning in TBI……………………………………………...58
Students’ Personal Development in TBI………………………………………..69
Students’ Development of Social Skills in TBI…………………………………79
CHAPTER 5: CONCLUSION AND IMPLICATION……………………………….87
Summary of the Study…………………………………………………………..87
Limitations……………………………………………………………… ………………………………….94
Pedagogical Implications……………………………………………….………95
Suggestions for Future Studies………………………………………………….97
REFERENCES…………………………………………………………………….....99
APPENDICES
Appendix A: Teacher’s Perceptions of Task-based Instruction..........................107
Appendix B: Results of Pilot Study…………………………………………109
Appendix C: Feedback Questionnaire……………………………....................111
Appendix D: Students’ Worksheets…………………………............................113
Appendix E: Students’ Self-Assessment………………………………………116
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