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研究生:嚴億婷
研究生(外文):Yen Yi Ting
論文名稱:社會文化學習論在英語教學應用之個案研究
論文名稱(外文):A case study in an English classroom based on socio-cultural thematic units
指導教授:張韶華張韶華引用關係
指導教授(外文):Chang Shoa Hua
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
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:2007
畢業學年度:95
語文別:英文
論文頁數:102
外文關鍵詞:Socio-cultural theoryMotivationAttitudesCommunicative language learningSLAknowledgealready
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本研究旨在探討社會文化對於學生學習英語之成效。筆者觀察到現今英語教科書中的內容並不是符合每一個地區學童的生活環境。筆者任教於台南縣將軍鄉的典型漁村小學中,教科書的內容有些是這個地區所不常見,有鑑於此,筆者自己設計一套以「虱目魚」為課程中心的教材。用當地學童常見的海洋生物為課程內容,搭配當地生活特色,期許當地學童可以藉由這套教材將所學的英文運用在日常生活中。也運用了合作式的教學法,以學生的先備知識當成出發點,搭配多元評量與多元性的教學,學童在英文能力上有明顯的提升,也大大提高其學習興趣及動機。
This study is about the relation between cultures and children’s English learning. Nowadays, the contents in the published textbooks are not completely related to children’s daily life from teachers’ point of view. The school that the researcher is teaching now is located in a fishing village in Tainan County. The research found that her students have difficulties connecting their life experience with the contents in the textbooks. Researches show that if children can apply the English they learn in the class into their daily life, their interests in learning English will be raised. It is the most natural for learners to rely on their already established schematic knowledge when developing new knowledge. In this study, the researcher developed a set of proper teaching materials within socio-cultural theory to teach her students. The findings show that the authentic teaching materials developed by in-field teachers not only raise the students’ learning interest, but also enhance their further learning aspiration.
Table of Contents

Abstract (Chinese) ------------------------------------------------------------------------------- i
Abstract (English) ------------------------------------------------------------------------------- ii
Table of Contents ----------------------------------------------------------------------------------- iii
Appendix--------------------------------------------------------------------------------------------- vi
List of Tables --------------------------------------------------------------------------------------- vii
List of Figures -------------------------------------------------------------------------------------- viii
CHAPTER 1 INTRODUCTION 1
1.1 Background information of English Education in Taiwan --------------------- 1
1.2 Identification of the Problem ------------------------------------------------------- 1
1.3 Objectives of the Study ------------------------------------------------------------- 2
1.4 Research Questions ------------------------------------------------------------------ 3
CHAPTER 2 LITERATURE REVIEW 5
2.1 Culture and Language --------------------------------------------------------------- 6
2.2 Attitudes and Motivations ----------------------------------------------------------- 10
2.3 The Role of Attitudes and Motivation in Language Learning ------------------- 12
2.4 Factors which Promote Positive Attitudes and Motivation ---------------------- 13
2.5 Variety of Assessment----------------------------------------------------------------- 15
2.6 Thematic Units ------------------------------------------------------------------------ 16
2.7 Relevant Research about Attitude Measurement --------------------------------- 19
2.8 Communicative Language Teaching (CLT) --------------------------------------- 20
2.9 Cooperative Learning----------------------------------------------------------------- 21
2.10 Action Research ---------------------------------------------------------------------- 22

2.10.1 Introduction---------------------------------------------------------------------
2.10.2 Steps in Action Research 22

24
2.11 The Application of Constructivism in Language Teaching----------------------- 28
CHAPTER 3 METHODOLOGY 30
3.1 Overall Design of the Study--------------------------------------------------------- 30
3.2 Participants, Classroom, School, Community------------------------------------- 31
3.3 Design of the Curriculum and Syllabus-------------------------------------------- 32
3.4 The Uses of Languages -------------------------------------------------------------- 36
3.5 Data collection------------------------------------------------------------------------- 37
3.5.1 Classroom Observation-------------------------------------------------------- 38
3.5.2 Students’ Self-evaluation------------------------------------------------------ 38
3.5.3 Oral Interview------------------------------------------------------------------ 38
3.5.4 Attitudes Questionnaire-------------------------------------------------------- 39
3.6 Researcher’s Role-------------------------------------------------------------------- 40
3.7 The Researcher’s Action Research ------------------------------------------------ 41
3.7.1 Phases about this Action Research --------------------------------------- 41
3.7.2 Observational Techniques for Collecting Action Research Data ---- 43
3.7.3 Non-observational techniques for data collections--------------------- 45
3.7.4 Analyzing Action Research Data----------------------------------------- 48
3.8 Limitations of this Study------------------------------------------------------------ 50
CHAPTER 4 RESULTS AND DISCUSSIONS 52
4.1 Analysis of the Questionnaire of the Fourth Grade Students’ Attitudes towards English Learning ----------------------------------------------------------- 52
4.2 Analysis of Students’ self-evaluation (English proficiency)-------------------- 56
4.3 Other Data Collection---------------------------------------------------------------- 62
4.3.1 Oral Interview------------------------------------------------------------------ 62
4.3.2 Teacher’s Teaching Diaries--------------------------------------------------- 64
4.3.2.1 Class Atmosphere------------------------------------------------------ 65
4.3.2.2 Students’ Participation------------------------------------------------- 65
4.3.2.3 Time Arrangement----------------------------------------------------- 66
4.3.2.4 English Proficiency---------------------------------------------------- 66
4.4 Answers to the Research Questions------------------------------------------------ 68
4.4.1 Perspectives in Socio-cultural Thematic Units Learning----------------- 68
4.4.2 Cooperative Learning in Class----------------------------------------------- 70
4.4.3 Inspired Attitudes and Motivation------------------------------------------- 70
4.5 Summary of Findings---------------------------------------------------------------- 71
CHAPTER 5 CONCLUSION 73
5.1 Conclusions--------------------------------------------------------------------------- 73
5.1.1 The Changes in Students’ Motivation--------------------------------------- 73
5.1.2 Teaching Methods-------------------------------------------------------------- 74
5.1.3 Applied Teaching Materials--------------------------------------------------- 76
5.2 Implementation------------------------------------------------------------------------ 76
5.2.1 For Teachers 76
5.2.2 Improving students’ attitudes ---------------------------------------------- 77
5.2.3 Thematic units are recommended------------------------------------------ 77
5.2.4 Pre-service and In-service training----------------------------------------- 78
5.3 Recommendation for further studies---------------------------------------------- 78
5.3.1 Research Samples-------------------------------------------------------------- 78
5.3.2 Research Method -------------------------------------------------------------- 79
5.3.3 Duration of the Study --------------------------------------------------------- 79
5.4 Summary ------------------------------------------------------------------------------ 79
REFERENCES 81
Appendix
Appendix 1: Worksheet--------------------------------------------------------------------------- 84
Appendix 2:Story: The Yummiest Food In the World----------------------------------------- 88
Appendix 3: Classroom observation form------------------------------------------------------ 91
Appendix 4: Students’ self-evaluation----------------------------------------------------------- 92
Appendix 5: Oral interview----------------------------------------------------------------------- 101
Appendix 6: The questionnaire of the elementary school students’ attitudes towards learning English--------------------------------------------------------------------- 102















List of Tables
Table 2.1 Types of Action Research ---------------------------------------------------------- 24
Table 2.2 Vehicles for Collection of Data ------------------------------------------------------ 26
Table 3.1 Teaching Syllabus -------------------------------------------------------------------- 35
Table 4.1 Ranking, Percentage of the activities applied in the class------------------------- 53
Table 4.2 Ranking, Average scores of the attitudes questionnaire---------------------------- 55
Table4.3 Results of Students’ Self-Evaluations------------------------------------------------- 57
Table 4.4 Results of Oral Interviews------------------------------------------------------------- 64



















List of Figures
Figure 2.1 Action Research Cycle -------------------------------------------------------------- 25
Figure 3.1 Graphic Organizer of the Thematic Unit ------------------------------------------- 34
Figure 4.1 Comparison of question 1 through three evaluations----------------------------- 58
Figure 4.2 Comparison of question 2 through three evaluations----------------------------- 58
Figure 4.3 Comparison of question 3 through three evaluations------------------------------ 59
Figure 4.4 Comparison of question 4 through three evaluations----------------------------- 59
Figure 4.5 Comparison of question 5 through three evaluations------------------------------ 60
Figure 4.6 Comparison of question 6 through three evaluations------------------------------ 60
Figure 4.7 Comparison of question 7 through three evaluations------------------------------ 61
Figure 4.8 Comparison of question 8 through three evaluations------------------------------ 61
Figure 4.9 Comparison of question 9 through three evaluations------------------------------ 62
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