臺灣博碩士論文加值系統

台灣的英語教學模式已從傳統機械式學習轉變至強調語言使用的溝通式教學法。增進學生的口語能力已成為這波英語學習熱潮的重要課題。台灣目前的教學環境仍以大班教學為主，學生的學習機會和學習資源少之又少。小組活動主要的功能在於給予同儕互助的學習環境以增加學生的學習動機進而拓展學生的語言能力。小組活動在課堂上的使用雖時間短暫但頻率多，主要是要培養學生解決問題的能力跟社會技巧。並且，老師可以利用小組活動來刺激學生溝通及討論以促進學生英語溝通能力的進步。
本研究主要是調查非英語系大一新生對小組活動在（一）提升學生英語學習動機、（二）增加語言使用及英語成就、（三）培養學生社會能力及（四）對其優缺點的意見。問卷及訪談為主要之研究工具來調查大學非英語系新生對小組活動的看法。研究對象為282位修習私立大葉大學初、中、中高級英語聽力與口語課之非英語系新生。問卷由研究者至英語課堂上發放或委託英語老師於課堂上代為發給學生；之後，研究者從問卷中抽出18位同學進行訪談以更了解研究對象的想法。問卷樣本除解釋基本的描述性統計外，還有比較不同學院、程度及性別的學生在對小組活動的看法上有無差別，再加上訪談內容，作進一步詳細的解釋。
本研究結果顯示，小組活動值得推廣在大學非英語系的英語課程中。大多數的非英語系新生認為小組活動能提升他們的英語學習動機及參與感、減低學習焦慮、給予更多英語聽說的練習機會、增進人際關係和培養社會能力。研究結果也指出大學英語課程的一些缺陷。強調競爭的學習環境、班級人數過多、英語必修學分過少和英語教師對合作學習知識的不足皆會直接影響非英語系學生在英語學習的成果。此研究可以提供大學語言中心、英美相關學系和英語教師對大學非英語系學生在英語學習上有更深的了解，以利往後對英語課程有更完整的規劃。

English Language Teaching (ELT) in Taiwan has been transformed from traditional mechanical learning to communicative approach, which stresses the importance of communicative competence. Education in Taiwan still remains traditional large classes. Learning opportunities and resources are reduced by large population in the classroom. Small-group work, a kind of informal group, is not permanent in the class for developing students’ problem-solving and social skills, and it can be used to stimulate communication and negotiation among students. It can increase not only the opportunity of interaction but also improve students’ motivation and maximize students’ efforts in a relaxed and unthreatened learning environment.
The purpose of this study is to research non-English major university freshmen’s perception toward using small-group work in English classes which can or cannot (1) improve students’ motivation in English leaning, (2) increase students’ English use opportunity and English learning achievement, and (3) help students develop social skills. In addition, (4) the advantages and disadvantages of small-group work were also explored. Questionnaire and student interview were used to investigate what non-English majors think about small-group work in English learning. The participants of this research were 282 non-English major freshmen at Da-Yeh University. The questionnaire was distributed by the researcher in the English classroom or the researcher entrusted English teachers to pass the questionnaire; afterwards, 18 participants were selected by the researcher to do oral interview. The data collected from the questionnaire were coded and analyzed by SPSS software for Windows. The results reveal not only descriptive statistics but also the comparison of the difference among different academic majors and levels’ perception toward small-group work.
The results indicate that it is worthy applying small-group work in the English classrooms at university. Most of the participants approved the effects of small-group work in increasing their English learning motivation and participation, reducing learning anxiety, providing more opportunities to practice English listening and speaking skills, improving social relationship, and promoting social skills. Some drawbacks of the arrangement of English courses at university were also explored. Competitive learning environment, larger classrooms, insufficient English credits, and teachers’ lack of understanding of cooperative learning would affect non-English majors’ achievement of English learning. This study provides a clear picture of non-English majors’ perception of English learning, which can help language center, English departments, and English teachers at university improve English learning and teaching environment more completely.

TABLE OF CONTENTS
PAGE
封面內頁
簽名頁
授權書 ………………………………………………………………………. iii
中文摘要 ……………………………………………………………………. iv
ENGLISH ABSTRACT …………………………………………………….. vi
ACKNOWLEDGEMENTS ……………………………………………….... viii
TABLE OF CONTENTS …………………………………………………… ix
LIST OF FIGURES ………………………………………………………… xiv
LIST OF TABLES …………………………………………………………...xv

Chapter I. INTRODUCTION
1.1 Background and Motivation …………………………………………… 1
1.2 The Statement of the Problem ………………………………………… 2
1.3 Purpose of the Study …………………………………………………... 5
1.4 Research Questions ……………………………………………………. 6
1.5 Significance of the Study ……………………………………………… 6
1.6 Limitation of the Study ……………………………………………….. 7
1.7 Definition of Terms ……………………………………………………. 8

Chapter II. LITERATURE REVIEW
2.1 English Language Teaching in Taiwan ……………………………..10
2.1.1 The Problems of Language Learning for University Students in Taiwan ……………………………………………………………............10
2.1.2 Traditional Methods versus Communicative Approach … 11
2.2 The Characteristics of Cooperative Learning …………………. 14
2.2.1 Definition of Cooperative Learning ………………………… 14
2.2.2 Key Elements of Cooperative Learning ……………………… 15
2.2.3 Comparing Cooperative, Competitive and Individual Learning .....................................................19
2.3 Small-Group Work in English Education …………………………… 21
2.3.1 The Essence of Group Work …………………………………….. 21
2.3.2 Benefits of Using Small-Group Work in Education …… 22
2.3.3 Small-Group Work in English Listening and Speaking Classes … 23
2.3.4 Weaknesses of Small-Group Work ……………………………… 24
2.4 Related Studies on Cooperative Learning in Taiwan…………… 27

Chapter III. METHODOLOGY
3.1 Participants …………………………………………………………….. 31
3.1.1 Respondents of the Questionnaire …………………………… 31
3.1.2 Interviewees ……………………………………………………... 32
3.2 Data Collection ………………………………………………………... 34
3.2.1 Questionnaire ……………………………………………………. 34
3.2.2 Oral Interview …………………………………………………… 34
3.3 Instrument ……………………………………………………………... 34
3.3.1 Questionnaire ……………………………………………………. 35
3.3.2 Interview ………………………………………………………… 40
3.4 Procedure ……………………………………………………………… 40
3.5 Data Analysis ………………………………………………………….. 42
Chapter IV. RESULTS AND DISCUSSION
4.1 Background Information and English Learning Experience…… 44
4.2 Small-Group Work and English Learning Motivation …………… 47
4.2.1 Multiple-Choice Questions of the Questionnaire ......48
4.2.2 ANOVA of the Responses toward Small-Group Work among Engineering School, Management School, and the Schools of Biotechnology and Design …………................................49
4.2.3 ANOVA of the Responses toward Small-Group Work among Upper, Intermediate, and Elementary Achievers …………………......51
4.2.4 Independent-Samples T Test by Gender ……………………… 53
4.2.5 Responses of Oral Interview …………………………………… 54
4.2.6 Discussions of Research Question One ……………………… 56
4.3 Small-Group Work and English Practice …………………………… 57
4.3.1 Multiple-Choice Questions of the Questionnaire ......58
4.3.2 ANOVA of the Responses toward Small-Group Work among Engineering School, Management School, and the Schools of Biotechnology and Design ………………………………………............60
4.3.3 ANOVA of the Responses toward Small-Group Work among Upper, Intermediate, and Elementary Achievers …………………......61
4.3.4 Independent-Samples T Test by Gender ……………………… 63
4.3.5 Responses of Oral Interview …………………………………… 64
4.3.6 Discussions of Research Question Two ……………………… 65
4.4 Small-Group Work and Social Development ………………………… 67
4.4.1 Multiple-Choice Questions of the Questionnaire ......67
4.4.2 ANOVA of the Responses toward Small-Group Work among Engineering School, Management School, and the Schools of Biotechnology and Design ………..................................69
4.4.3 ANOVA of the Responses toward Small-Group Work among Upper, Intermediate, and Elementary Achievers …………………......70
4.4.4 Independent-Samples T Test by Gender ……………………… 72
4.4.5 Responses of Oral Interview …………………………………… 73
4.4.6 Discussions of Research Question Three ………………… 74
4.5 Correlation of the Responses among English Learning Motivation, English Use Opportunity, and Social Development …………………... 75
4.6 Reflections of Small-Group Work ……………………………………. 77
4.6.1 Summary of the Responses of Open-Ended Question and Oral Interview.......................................................77
4.6.2 Discussions of Research Question Four …………………… 79

Chapter V. CONCLUSIONS
5.1 Summary of the Study …………………………………………………. 81
5.2 Pedagogical Implications ……………………………………………… 86
5.3 Suggestions for Future Research …………………………………… 88

CHINESE REFERENCES ………………………………………………… 90
ENGLISH REFERENCES ………………………………………………… 91
APPENDIX
APPENDIX I ………………………………………………………………. 98
APPENDIX II ……………………………………………………………... 102
APPENDIX III …………………………………………………………….. 106
APPENDIX IV …………………………………………………………….. 110
APPENDIX V ……………………………………………………………... 116
APPENDIX VI …………………………………………………………….. 117

Brown, H. D. (1987). Principles of language learning and teaching (2nd ed.). New Jersey: Englewood Cliffs, Prentice-Hall.
Brown, H. D. (1989). A practical guide to language learning. McGraw-Hill Publishing Company.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). New York: Longman.
Brown, H. D. (2001). Teaching by principles (2nd ed.). New York: Longman.
Brown, J. D. & Rodgers T. S. (2002). Doing second language research. New York: Oxford University Press.
Brumfit, C. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Chan, F. C. (2003). The effects of cooperative learning through literature reading on Taiwan senior high repeaters’ reading comprehension: A case study in I-lan Senior High School. Master thesis. National Taiwan Normal University.
Chang, H. M. (2003). The effects of various ability groupings on learning attitude and academic achievement of cooperative learning groups. Master thesis. Tamkang University.
Chang, Y. W. (2003). A study of the effects of cooperative learning on English learning at vocational high school. Master thesis. National Chengchi University.
Chen, H. C. (1999). A comparison between cooperative learning and traditional, whole-class methods-teaching English in a junior college. The Proceedings of the Eighth International Symposium on English Teaching, 259-69. Taipei: The Crane Publishing Ltd.
Chen, H. C. (2002). Teaching reading in senior high school-small group design. Master thesis. National Chengchi University.
Chen, L. H. (2002). The effectiveness of cooperative learning in an EFL vocational senior high classroom. Master thesis. National Chung Cheng University.
Chern, C. L. (2003). English language teaching in Taiwan today. In Kam & Wong (Eds.), English language teaching in East Asia today (pp. 427-39). Eastern University Press.
Chin, T. H. (2003). The effects of cooperative learning on EFL learning achievement in Taiwanese elementary school students. Master thesis. National Taipei University of Education.
Chiu, Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Master thesis. National Taiwan Normal University.
Coelho, E. (1992). Cooperative learning: Foundation for a communicative curriculum. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp. 31-49). New Jersey: Prentice Hall Regents.
Cooperative Learning Center. (n.d.). An overview of cooperative learning. Retrieved August 15, 2005, from http://www.co-operation.org
Crookes, G. & Chaudron, C. (2001). Guidelines for language classroom instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 29-42). US: Heinle & Heinle.
Dörnyei, Z. (2001). Teaching and researching motivation. Malaysia: Longman.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Feng, C. C. (2001). The effectiveness of grouping in an EFL cooperative learning classroom. Master thesis. Tamkang University.
Gale, J. A. (1974). Group work in schools. Sydney: McGraw-Hill Company.
Geary, W.T. (1999). There are solutions for all challenges of cooperative learning. (Report No. SP038590). Canada: American Educational Research Association. (ERIC Document Reproduction Service No. ED 431 729).
Good, T. L. & Brophy, J. E. (1994). Looking in classrooms (6th ed.). NY: Harper Collins College Publishers.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). London: Longman Publishing Group.
Holloway, J. H. (2003). Student teamwork. Educational Leadership, 4, 91-92.
Hsieh, C. Y. (2003). The effectiveness of group investigation on learners’ motivation, listening comprehension and speaking: A case study of university freshmen. Master thesis. Tamkang University.
Hsieh, C. Y. (2004). The effectiveness of group investigation on learners’ speaking: A case study of university freshman. In Department of Applied English, Ming Chuan University (Ed.), The proceedings of 2004 international conference and workshop on TEFL & Applied linguistics, 264-67. Taipei: The Crane Publishing Ltd.
Huang, Y. W. (2003). The influence of different grouping methods on junior high school students’ oral performance in mixed-ability classroom. Master thesis. Tamkang University.
Jacobs, G. M., Power, M. A. & Inn, L. W. (2002). The teacher’s sourcebook for cooperative learning. California: Corwin Press, Inc.
Johnson, D. W. & Johnson, R. T. (1990). Cooperative learning and achievement. In S. Sharan (Ed.), Cooperative learning:Theory and research (pp. 23-37). New York: Praeger.
Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1992). Advanced cooperative learning. Edina, Minn.: Interaction Book Company.
Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone (4th ed.). Boston: Allyn and Bacon.
Johnson, D. W., Johnson, R. T. & Holubec, J. E. (1994). Cooperative learning in the classroom. Alexandria, Va.: Association for Supervision and Curriculum Development.
Johnson, D. W. & Johnson, F. P. (2000). Joining together: Group theory and group skills (7th ed.). Boston: Allyn and Bacon.
Johnson, K. (2001). An introduction to foreign language learning and teaching. London: Longman.
Kao, S. T. (2003). The effectiveness of small group discussion on the improvement of EFL learners’ Reading ability in large EFL reading classroom. Master thesis. Tamkang University.
Kinsella, K. (1996). Designing group work that supports and enhances diverse classroom work styles. TESOL Journal, 6(1), 24-30.
Lai, M. W. (2002). A study of cooperative learning in the EFL junior high classroom. Master thesis. National Chung Cheng University.
Lazaraton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.103-15). US: Heinle & Heinle.
Liang, T. L. (2002). Implementing cooperative learning in EFL teaching: Process and effects. Doctoral dissertation. National Taiwan Normal University.
Liao, X. Q. (2002). English teaching methods. Taipei: Wu-Nan Book Inc.
Liu, C. H. (2003). A cooperative action research of implementing cooperative learning in elementary EFL classroom. Master thesis. National Chiayi Univeristy.
Liu, H. L. (2004). The action research on using cooperative learning methods for improving English learning effectiveness of first-grade high school students － an off-island high school as the example. Master thesis. Fu-Jen Catholic University.
Liu, M. L. (2004). A study of beliefs about language learning and learning strategies of senior high school students. Master thesis. National Kaohsiung Normal University.
Locastro, V. (2001). Teaching English to large classes: Large classes and student learning. TESOL Quarterly, 35(3), 493-6.
Long, M. H. (1990). Group work and communicative competence in the ESOL classroom. In R. C. Scarcella, E. S. Andersen & S. D. Krashen (Eds.), Developing communicative competence in a second language (pp.303-15). Boston, Mass.: Heinle & Heinle.
Lu, S. C. (2003). The study of cooperative learning in the EFL conversation classroom in commercial vocational high school. Master thesis. National Chengchi University.
McDaneil, Ernest (1994). Understanding educational measurement. Boston, MA.: McGraw-Hill Press.
McDonell, W. (1992). Language and cognitive development through cooperative group work. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp. 51-64). New Jersey: Prentice Hall Regents.
McDonough, J. & Shaw, C. (2000). Materials and methods in ELT: A teacher’s guide. Massachusetts: Blackwell Publishers.
Nolasco, R. & Authur, L. (1989). Large classes. London: Macmillan.
Nunan, D. (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
Nunan, D. (2001). Research methods in language learning. Cambridge: Cambridge University Press.
Olsen, R. & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp. 1-30). New York: Prentice Hall.
Peng, H. E. (2002). Motivating beginning EFL learners to speak English in class: An action research in an English speaking class at a junior high school. Master thesis. National Taiwan Normal University.
Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.87-100). US: Heinle & Heinle.
Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
Rivers, W. M. (1987). Interactive language teaching. Cambridge: Cambridge University Press.
Rost, M. (2001). Listening. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other language (pp.68). Cambridge: Cambridge University Press.
Savignon, S. J. (2001). Communicative language teaching for the twenty-first century. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp.13-28). US: Heinle & Heinle.
Servetter, B. (1999). Cooperative learning and learner-centered projects for lower-level university students. (Report No. FL 026 123). Tokyo: Japan Association for Language Teaching. (ERIC Document Reproduction Service No. ED 437 847).
Sharan, S. & Shachar, H. (1988). Language and learning in the cooperative classroom. New York: Springer
Sharan, S. & Shaulov, A. (1990). Cooperative learning, motivation to learn and academic achievement. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp.173-202). New York: Praeger.
Slavin, R. E. (1994). A practical guide to cooperative learning. Boston: Allyn and Bacon.
Slavin, R. E. (1995). Cooperative learning: theory, research and practice (2nd ed.). Boston: Allyn and Bacon.
Sullivan, A. M. & King, L. (1999). An investigation into empowering students through cooperative learning (Report No. CG029265). Canada: American Educational Research Association. (ERIC Document Reproduction Service No. ED 430 180).
Wang, Y. F. (2004). An investigation of teachers’ instructional problems with teaching English in non-English majors: A case study of Southern Taiwan University of Technology. Master thesis. Southern Taiwan University of Technology.
Wang, Y. H. (2003). The effects of group discussion on EFL reading comprehension instruction. Master thesis. National Kaohsiung Normal University.
Wentzel, K. R., Barry, C. M. & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96(2), 195-203.
Woolfolk, A. E. (2001). Educational psychology (8th ed.). Boston: Allyn and Bacon.
Wu, H. Y. (2004). A study of an application of cooperative learning to freshman English teaching. Master thesis. Tzu-Chi University.
Yang, Y. H. (2004). The effects of cooperative learning on English learning and learning attitudes of junior high EFL students. Master thesis. National Kaohsiung Normal University.
Yeh, Y. C. (2004). Students’ perception of cooperative learning methods in one senior high school EFL classroom in Taiwan. Master thesis. Ming Chuan University.
Zhang, C. X. & Lin, Q. S. (1989). Educational psychology. Taipei: Dong-Hua Publish Limited.