臺灣博碩士論文加值系統

摘要
本研究探討EFL教室使用探索式文法教學的成效以及學生因這方法在哪些方面獲益。這個實驗教學的參與者為嘉義縣某公立國中一位資深老師及她的兩班國一的學生。資料的收集包括前測、後測、延遲後測的成績，課室觀察及問卷調察的結果，課室觀察含有30堂45分鐘的錄音、錄影。資料的分析有統計上量的分析及質的分析。
由T檢定的結果顯示探索式的文法教學比傳統的方法來得有效。除了在考試分數的提昇外，學生們還在其他六方面獲益。這六方面為 (1) 使學習有變化，吸引學生的注意力並能提昇學習的動機 (36%) (2) 可訓練學生成為獨立的學習者 (16%) (3) 具有診斷的幼?(14%) (4) 引導學生分析既有的資料並找出明確的規則 (12%) (5) 是一種新的學習策略 (11%) (6) 使學生更能積極參與 (11%)。
本研究認為探索式的文法教學比傳統的方法來得有效。只要教師願意打破傳統教學法來自我挑戰，探索式的文法教學將使老師和學生們都受益。

Abstract
The purpose of the study is to evaluate the effectiveness of Exploration method and ways that the students benefit from this method. Participants in this experiment study were one experienced teacher and her two seventh-grader classes in one public junior high school in Chai-yi County. The data collected for this study were the scores of tests results on pretest, posttest, delayed posttest, classroom observation, and the responses of the questionnaires. Classroom observations were thirty 45-minute class periods, which were audio and video taped. Analysis included both statistic quantitative analysis and qualitative analysis.
The results of the t tests show that the Exploration method is more effective than the traditional way of grammar teaching. Besides, the study also presents with six ways that students benefit from the method. The six ways are: (1) adds variety to the classroom routine, attracts attention and promotes motivation (36%); (2) teaches students to be more independent learners (16%); (3) serves as a diagnostic test (14%); (4) leads students to analyze the data and formulate the rules (12%); (5) teaches students a new learning strategy (11%); and (6) gets students more actively involved in the learning process (11%).
The study concludes that the Exploration method is more effective for students’ grammar learning than the traditional way. As long as teachers are willing to challenge themselves by adopting a teaching method different from the traditional way, both teachers and students are going to benefit from this Exploration method.

Table of Contents
Page
Chinese Abstract …………………………………………………………………….i
Abstract………………………………………………………………………………ii
Acknowledgements………………………………………………………………….iii
Table of Contents…………………………………………………………………….iv
List of Tables……………………………...…………………………………...…….vii
Chapter One Introduction……………………………………………………...1
Background and Motivation of the Study……………………………………………..1
Purpose of the Study…………………………………………………………………..3
Significance of the Study……………………………………………………………...3
Definition of the Terms………………………………………………………………..5
Overview of the Study…………………………………………………………………6
Chapter Two Literature Review……………………………………...……….8
Methods of Grammar Learning…………………...…………………………………...8
Rule-based Grammar Learning…………………………………………...……...8
Example-based Grammar Learning……………………………………….……..9
Rule-based or Example-based Grammar Learning………………………………9
Explicit Grammar Learning……………………………………………………..10
Implicit Grammar Learning……………………………………………………..11
Explicit or Implicit Learning……………………………………………………12
Methods of Grammar Teaching with Opportunities for Students to Explore………..14
Discovery Method…………………………………………………………...….15
Covert Method………………………………………………………………….16
Exploration Method…………………………………………………………….17
Inductive Method……………………………………………………………….18
The Beneficial Ways from the Exploration Opportunity…………………………….20
Discovery Method………………………………………………………………20
Covert Method………………………………………………………………….21
Exploration Method…………………………………………………………….22
Inductive Method……………………………………………………………….22
Summary……………………………………………………………………………..25
Chapter Three Methodology…………………………………………………26
Research Setting and Participants……………………………………………………26
The Student Subjects………………………………………..…………………..27
The Teacher Subject…………………………………………………………….29
Materials……………………………………………………………………………...30
Procedures of the Major Study……………………………………………………….31
Pretest…………………………………………………………………………...31
Two/three-stage Instruction……………………………………………………..32
Posttest ……………………………………………...………………………….32
Delayed Posttest…………………………………...……………………………33
The Instruction Procedures…………………………………………………………...33
Stage One--Exploration …………...……………………………………………34
Stage Two--Explanation………………………………………………………...35
Stage Three--Expression…………………………………………………….….40
Data Collection Procedures…………………………………………………………..41
Classroom Observation………………………………………………………....41
Questionnaires…………………………………………………………………..42
Pretest, Posttest, and Delayed Posttest …………………………………………43
Data Analysis Procedures…………………………………………………………….45
Credibility…………………………………………………………………………….46
Summary……………………………………………………………………………..46
Chapter Four Data Analysis………………………………………………….48
Is the Exploration Method Effective for English Grammar Learning?........................48
The Result and Discussion……………………………………………...………48
Factors That Affect the Effectiveness.....…………………………….…...…….53
Ways That Students Benefit from the Exploration Method……………………….....55
Adds Variety to the Classroom Routine, Attracts Attention, and Promotes Motivation………………………………………………………………………56
Teaches Students to be More Independent Learners……………………………61
Serves as a Diagnostic Test……………………………………………………..64
Leads Students to Analyze the Data and Formulate the Rule…………………..66
Teaches Students a New Learning Strategies…………………………………...69
Gets Students More Actively Involved in the Learning Process………………..72
Summary……………………………………………………………………………..76
Chapter Five Conclusion and Implications………………………...……..78
Summary of the Study………………………………………………………………..78
Pedagogical Implications………………………………………………………….....79
Limitation of the Study………………………………………………………………83
Suggestion for Future Research……………………………………………………...84
References…………………………………………………………………………87
Appendix A Lesson Plan of the Target and Control Group………….………...92
Appendix B Worksheet of the thirds Stage-Express…………………………..103
Appendix C Pretest (Lesson One)..…………………………….……………….104
Appendix D Posttest (Lesson One)…………………………………….………..105
Appendix E Delayed Posttest (Lesson One)……..……………...……………...106
Appendix F Pretest (Lesson Two)…………….……………………..………….107
Appendix G Posttest (Lesson Two)…………………….………………………..108
Appendix H Delayed Posttest (Lesson Two)…….……………..……………….109
Appendix I Sample Transcript of the Target and Control Group……………110
Appendix J Questionnaire One…………….…………………………...………115
Appendix K Questionnaire Two………………………………………………... 116
Appendix L Item of Difficulty (P) and the Discrimination (D)………….….…117

List of Tables
Table 2-1 The Beneficial Ways from the Four Methods…………………….…….24
Table 3-1 Participants’ Background Information in Target Group, Class110 and Control group, Class105………………………………………………...28
Table 3-2 The Schedule of the Four Procedures……….…………………………..33
Table 3-3 The Specification of the Pretest/Posttest for Lesson One…...…………..44
Table 3-4 The Specification of the Pretest/Posttest for Lesson Two………………45
Table 4-1 The Results of Independent t Tests for Lesson One.………….………...49
Table 4-2 The Results of Independent t Tests for Lesson Two………………....….50
Table 4-3 Frequency Distribution and Ranking of the Six Beneficial Ways..……..56

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