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研究生:葉安慈
研究生(外文):Ann-Tsu Yeh
論文名稱:合作學習班級中學習者之焦慮與行為模式
論文名稱(外文):Learners'' Anxiety and Behaviors in a Cooperative Language Learning Classroom
指導教授:卡蒂歐
指導教授(外文):Eva Salazar-Liu
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士班
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:2008
畢業學年度:96
語文別:中文
論文頁數:83
中文關鍵詞:焦慮合作學習
外文關鍵詞:AnxietyCooperative Language Learning
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合作學習(Cooperative Language Learning)近年來不斷地備受各教學領域所重視。且根據文獻所述,合作學習運用在英語教學上有許多正向的幫助。然而,合作學習對於英語學習者的口語焦慮的助益,仍有很大的研究空間。是故,此行動研究將有助於我了解合作學習教學法,是否可以減輕學習者的英語口說焦慮,進而提高英語學習的意願,並觀察此研究過程中,班級學生之互動行為模式,以分析合作學習之優劣勢。
此行動研究採質化與量化之方式進行,研究結果對於合作教學的成效顯示正向、樂觀。簡述研究發現如下:研究發現,學生之合作行為與口語焦慮呈現負相關。換句話說,學生出現高度的合作行為,傾向出現較低的口語焦慮。另外,此行動研究中的學生,在合作學習實驗的四個月中,其合作行為與口語焦慮都有正向的進步。
Cooperative Language Learning (CLL) has been favored, questioned, and researched by educators and researchers in recent decades. However, the research studies usually revealed different conclusions. In the present study, five research questions were asked.
1)How do EFL students cooperate with their peers in the CLL class?
2)What other cooperative behaviors and significant behaviors between students and teacher and among students are manifested by students who had attended EFL class in a CLL setting?
3)Is there a significant difference in students’ pre and post test scores of cooperation?
4)Is there a correlation between EFL student-student cooperation and student’s level of communication apprehension in the CLL setting?
5)Is there any significant difference in pre-and post-test scores of students in communication apprehension after studying EFL in a CLL setting?
For action research questions 1) and 2), classroom observation was employed. For quantitative research questions 3), 4), and 5), the researcher-made Peer Evaluation Sheet and CA (FLCAS) questionnaire were used to test the null hypotheses. Paired samples t tests and the Pearson Production Moment Correlation were applied respectively.
It was observed that students demonstrated cooperative behaviors in the CLL context. Moreover, a slight and negative correlation and an overall significant difference were found in most students’ pre and post test scores of cooperation and CA. In conclusion, it was of practical and theoretical importance for teachers and researchers to probe into various kinds of teaching methods.
ACKNOWLEDGEMENTS...............................................................i
ABSTRACT.....................................................................iii
CHAPTER ONE INTRODUCTION...................................................................1
I. BACKGROUND............. .......................................................1
II. RATIONALE FOR THE STUDY................................................... 3
III. ASSUMPTIONS OF THE STUDY..................................................3
IV. RESEARCH QUESTIONS.........................................................5
V. DEFINITION OF TERMS.........................................................5
CHAPTER TWO LITERATURE REVIEW.................................................7
I. CONCEPTUAL BACKGROUND AND DEFINITIONS.......................................7
COOPERATIVE LANGUAGE LEARNING..................................................7
COOPERATIVE BEHAVIORS.........................................................18
FOREIGN LANGUAGE ANXIETY......................................................21
II. RELATED STUDIES...........................................................24
COOPERATIVE LANGUAGE LEARNING RESEARCH BACKGROUND.............................24
CLL AND COOPERATIVE BEHAVIORS................................................26
CLL AND FOREIGN LANGUAGE ANXIETY.............................................28
CHAPTER THREE METHOD........................................................................32
I. PARTICIPANTS. ................................................................32
II. RESEARCH DESIGN AND PRECEDURE.............................................33
III. INSTRUMENTS FOR QUALITATIVE-QUANTITATIVE DATA GATHERING..................34
IV. METHOD OF QUALITATIVE-QUANTITATIVE DATA GATHERING........................ 36
V. METHOD OF QUALITATIVE-QUANTITATIVE DATA ANALYSIS...........................36
CHAPTER FOUR THE RESULTS.....................................................38
I. REPORT ON DATA DATA ANALYSIS OF RESEARCH QUETIONS..........................38
COOPERATIVE BEHAVIORS.........................................................38
FOREIGN LANGUAGE ANXIETY......................................................51
SUMMARY OF FINDINGS...........................................................54
CHAPTER FIVE DISCUSSION AND CONCLUSION.......................................56
I. SUMMARY.......................................................................56
II. DISCUSSIONS...................................................................57
III. PEDAGOGICAL IMPLICATIONS.................................................62
IV. LIMITATIONS AND RECOMMENDATIONS FOR FURTHER STUDIES.......................63
V. CONCLUSION.................................................................64
REFERENCES....................................................................66
APPENDICES....................................................................72
PEER EVALUATION SHEET.........................................................................72
CHINESE VERSION CA QUESTIONNAIRE.................................................................73
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