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研究生:賴珈伶
研究生(外文):Chia-Lin Lai
論文名稱:全球化「教室連結」對學生英文學習動機及文化意識之影響
論文名稱(外文):Exploring Students'' EFL Learning Motivation and Cultural Awareness through Connecting Classrooms Project
指導教授:陳亦蘭陳亦蘭引用關係
指導教授(外文):Yih-Lan Chen
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:2012
畢業學年度:100
語文別:英文
論文頁數:80
中文關鍵詞:文化意識全球意識英語學習動機教室連結
外文關鍵詞:Connecting Classroomscultural awarenessEnglish learning motivationglobal awarenessjunior high school students
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全球化「教室連結」對學生英文學習動機及文化意識之影響
中文摘要
此研究以新北市正德國中參與「教室連結計畫」的個案進行研究,探討 學生在英語學習動機以及文化和國際意識是否因參與此計畫而提升或改變。 「教室連結計畫」(Connecting Classrooms,簡稱 C.C.),是ㄧ個由英國文化協會 發起,為期三年 (2009-2011) 的國際學校合作計畫。此計畫串聯台灣與英國及日 本、南韓、馬來西亞、印尼、泰國與越南等七國中學,由老師帶領學生針對共 同主題發展課程內容來進行互動與交流 ,涵蓋國際事務及文化理解等層面。受 試者以新北市正德國中參與此計畫ㄧ年及兩年的學生為主,共三十位。參與ㄧ 年的學生給予問卷進行研究施測,參與兩年者除了問卷施測,亦進行非正式的 面談,以求得更詳盡的研究資料。問卷及面談的問題主要分三個層面: ㄧ、參加 教室連結計畫前後,學生英語學習動機與態度的改變? 二、參加此計畫前後, 學生對自我或他國的文化理解,容忍以及尊重度是否提升? 三、參加此計畫前 後,學生對於國際議題的認識以及全球意識是否提升? 本研究針對全部回收的 三十份問卷,以及六位面談結果進行內容分析,主要發現結果如下: ㄧ、即便大 多數的學生表示,參與此計畫前的英文學習動機已很高,但參加計畫後,英文 的學習動機比起以往仍更大為提升。二、受試者對於自己以及他國的文化產生 認可,更重要的,他們對他國文化展現理解,寬容以及尊重的態度。三、研究 結果展現出受試者高度的國際意識及理解。此研究顯示學生的學習動機在教學 與學習上極為重要,學生可能因有高度的學習動機,產生願意克服學習困難的 自信與意願。此外,具備文化與全球意識有助於學習者在未來與他國人們溝通 時對於異質性或多樣性的文化懷有寬容,理解與尊重,產生良好的互動結果。
Abstract
With the rapid development of technology, children nowadays are entering an era of globalization. Under this impact, it is important for instructors to ponder what kinds of course elements in teaching and learning that can help learners take the challenge of the future. The study investigates how Connecting Classrooms (C.C.) – a global project in not only language learning but also in global interaction and understanding of different cultures - influence learners’ global and culture awareness and English learning motivation. A survey questionnaire was administrated to 30 selected junior high school students who joined this project for a year. The questionnaire contains a list of questions focused on students’ project involvement, motivation of learning English, and the concept of culture diversity etc. Furthermore, semi-structure interviews were conducted focusing on 6 students who had joined this project for 2 years in order to collect more convincing data. The results showed that most students were highly motivated through activities that integrated with the project course. Learners viewed English as not only just a subject also a useful tool that can be utilized in the real world. In addition, it was found that learners were more aware of their own and also others’ cultural diversities. They have learned to appreciate and respect different cultures while facing a variety of thoughts and opinions. Most of the project participants have built up “the awareness of English as a tool for global citizens, and also “the awareness of cultural diversity” (Dornye, Csizer & Nemeth, 2006). It is suggested that students’ learning motivation should be always the primary concern in class. What is more, the development of global and cultural awareness may also equip them with ability and confidence to face the challenges of the future.
ACKNOWLEDGEMENTS...................................................................2 ABSTRACT.......................................................................................4
TABLE OF CONTENTS........................................................................5

CHAPTER ONE: INTRODUCTION.......................................................7
1.1 Language Learning Context in Taiwan................................................7
1.2 Language Learning and Language Culture...........................................10

CHAPTER TWO: LITERATURE REVIEW.......................................................................15
2.1 What is Globalization........................................................................................17
2.2 Global Awareness .............................................................................................18
2.3 Cultural Awareness............................................................................................19
2.4 Global and Cultural Awareness in Teaching and Learning.........................21
2.5 Learning Motivation....................................................................24

CHAPTER THREE: METHOD............................................................28
3.1 Participants...............................................................................28
3.2 The Course Design of C.C. Project...................................................29
3.3 Features of the Theme Based Tasks and Activities.................................31
3.3.1 group Presentation..................................................................33
3.3.2 students interview task..............................................................35
3.3.3 video conference...................................................................36
3.3.4 field trip to local communities....................................................37
3.3.5 educational trip abroad.............................................................37
3.4 Instruments...............................................................................38
3.5 Data Analysis..............................................................................42

CHAPTER FOUR: RESULTS AND DISCUSSION....................................43
4.1 Result of the questionnaire..............................................................43
4.1.1 Learners Learning Motivation...................................................45
4.1.2 Cultural Awareness..................................................................45
4.1.3 Global Awareness.....................................................................46
4.2 Result of interviews.......................................................................46
4.2.1 Learning Motivation Oriented Questions......................................47
4.2.2 Cultural and Global Awareness Oriented Questions...............................53

CHAPTER FIVE: CONCLUSION........................................................59
5.1 Rationale of the Study..................................................................59
5.2 Summary of Findings...................................................................59
5.3 Significance and Implications.........................................................59
5.4 Limitations and Suggestion of the Study..............................................61
5.5 Future Direction for Research and Instruction......................................62
REFERENCES.........................................................................................63
APPENDIX A..........................................................................................73
APPENDIX B..........................................................................................74
APPENDIX C..........................................................................................77
APPENDIX D..........................................................................................78
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