臺灣博碩士論文加值系統

摘要
本研究目的旨在比較傳統文法教學與溝通式教學法之歌唱融入文法教學對英語學習焦慮與文法學習成效的影響。本研究採準實驗研究，樣本包括60名國一學生：控制組32人；實驗組28人，分別實施兩個月的傳統文法教學與溝通式教學法之歌唱融入文法教學，並於實驗後進行比較。比較後獲得結論如下：第一，兩種文法教學方式下，國中生的英語學習焦慮程度、文法學習成效無差異。第二，控制組在英語學習焦慮程度的前後測結果上無差異，但實驗組在英語學習焦慮程度的溝通分構面上有差異。第三，兩組在文法學習成效的前後測結果上有差異，但實驗組的效果量高於控制組。第四，溝通式教學法之歌唱融入文法教學可降低英語學習焦慮與文法學習成效間的負相關強度。
基於研究發現提出以下建議：首先，基於溝通式教學法之歌唱融入文法教學對學生的文法學習成效有顯著提升，未來文法課程應逐步將歌曲融入教學活動當中。其次，教科書中並未提供每課文法相對應的歌曲，為節省課程準備時間，可將有提供相關歌曲搭配文法教學的教學設計，列為教科書選用的考量要素之一。再者，教師宜多採用溝通式教學方式以降低學習者的溝通焦慮，提升學習者的溝通能力，並提高學習成效。最後，妥善選擇及使用多元的教學媒體有助於學習的活潑化並可提升學習者的學習成效。

Abstract
The purpose of this study was to compare the influence of traditional grammar teaching and the influence of songs integration into grammar teaching in communicative approach on English learning anxiety and grammar learning achievement. Utilizing the quasi-experiment design, samples in this study were sixty seventh graders (32 in the control group and 28 in the experimental group) from a middle school in Taichung County. The control group was taught with the traditional grammar teaching while the experimental group was taught with songs integration into grammar teaching in communicative approach. The conclusions of this study are as follows: first, there was no significant difference between these two groups on English learning anxiety and grammar learning achievement. Second, there was no significant difference in English learning anxiety of the control group in pre-after test, however, there was a significant difference (the aspect of communicative fear) in English learning anxiety of the experimental group in pre-after test. Third, there was a significant difference in grammar learning achievement in both groups in pre-after test, however, the effect size of the experimental group was bigger than the one of the control group. Final, songs integration into grammar teaching in communicative approach can reduce the degree of negative relationship between English learning anxiety and grammar learning achievement.
According to the results, suggestions were made as following: first, songs should be gradually integrated into grammar teaching activities. Second, the design of songs integration into grammar should be an item in the textbook selection list for saving time on preparing lessons. Third, teachers can adopt more activities in communicative approach in English teaching to reduce learners’ communicative fear and lift up learners’ learning efficiency. Final, choosing and using multimedia teaching material in appropriate way can increase the vividness in learning and promote learners’ learning efficiency.

目 次
中文摘要 I
英文摘要 II
目 次 III
表 次 V
圖 次 VI
第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題 12
第三節 名詞解釋 14
第四節 研究範圍與限制 16
第二章 文獻探討 19
第一節 傳統文法教學與溝通式教學法之歌唱融入文法教學的比較 19
第二節 英語學習焦慮之相關概念與研究 32
第三節 溝通式教學法之歌唱融入文法教學對英語學習焦慮與文法學習成效
的影響 48
第三章 研究設計與實施 59
第一節 研究架構與設計 59
第二節 研究假設 63
第三節 研究方法與歷程 64
第四節 研究對象 66
第五節 研究工具 67
第六節 教學設計 69
第七節 資料處理與分析 72
第四章 結果與討論 75
第一節 控制組與實驗組之同質性分析與差異性檢定 75
第二節 控制組與實驗組之英語學習焦慮程度差異的後測比較 78
第三節 控制組與實驗組之文法學習成效後測比較 80
IV
第四節 控制組在英語學習焦慮程度與文法學習成效前後測的差異 82
第五節 實驗組在英語學習焦慮程度與文法學習成效前後測的差異 84
第六節 實驗教學對英語學習焦慮與文法學習成效的相關性影響--比較實驗
組在英語學習焦慮與文法學習成效前後測的相關性強度 88
第五章 結論與建議 91
第一節 結論 91
第二節 建議 95
參 考 文 獻 99
一、中文部份 99
二、英文部分 102
附 錄 111
附錄一 正式問卷. 111
附錄二 英語文法表現評量 113
附錄三 研究工具同意書 114
附錄四 英語文法表現評量之雙向細目表 115
附錄五 溝通式教學法之歌唱融入文法教學教案（第四課） 116
附錄六 溝通式教學法之歌唱融入文法教學教案（第五課） 120
附錄七 溝通式教學法之歌唱融入文法教學教案（第六課） 124
附錄八 溝通式教學法之歌唱融入文法教學教案（第七課） 129
附錄九 溝通式教學法之歌唱融入文法教學教案（第八課） 134
表 次
表2-1 傳統文法教學與溝通式教學法之歌唱融入文法教學之比較 32
表2-2 歌唱教學之相關研究 53
表3-1 研究設計模式 62
表3-2 教學流程時間表 62
表3-3 實驗分組表 66
表3-4 「英語學習焦慮量表」各分量所包含之題項歸類表 67
表3-5 教學單元大綱 70
表3-6傳統文法教學之文法教學與溝通式教學法之歌唱融入文法教學 71
表4-1 控制組與實驗組之文法基本能力的平均數與標準差 76
表4-2 控制組與實驗組之英語學習焦慮前測的平均數與標準差 76
表4-3 控制組與實驗組之文法前測與英語學習焦慮前測變異數同質 77
表4-4 控制組與實驗組之文法前測與英語學習焦慮前測變異數差異 77
表4-5 控制組與實驗組之英語學習焦慮後測的平均數、標準差與t檢定 78
表4-6 控制組與實驗組之英語學習焦慮分構面的平均數與標準差與t 79
表4-7 實驗組與控制組之文法學習成效後測的平均數、標準差與t檢定 80
表4-8 控制組英語學習焦慮前後測之平均數、標準差與t檢定 82
表4-9 控制組英語學習焦慮各分構面前後測t檢定 82
表4-10 效果量判別依據表 83
表4-11 控制組文法表現評量前後測之平均數、標準差與t檢定 83
表4-12 實驗組英語學習焦慮前後測之平均數、標準差與t檢定 85
表4-13 實驗組英語學習焦慮各分構面前後測t檢定 85
表4-14 實驗組文法表現評量前後測之平均數、標準差與t檢定 86
表4-15 實驗組之英語學習焦慮前測與文法學習成效前測的相關性 89
表4-16 實驗組之英語學習焦慮後測與文法學習成效後測的相關性 89
圖 次
圖3-1 準實驗設計研究架構 59
圖3-2 研究歷程流程圖 65

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