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研究生:林淑娟
研究生(外文):Lin, Shu Chuan
論文名稱:英語歌曲融入教學對國中生文法學習效益的研究
論文名稱(外文):The effects of English song instruction on junior high school students' grammar learning
指導教授:葉潔宇葉潔宇引用關係
指導教授(外文):Yeh,Chieh Yue
學位類別:碩士
校院名稱:國立政治大學
系所名稱:英語教學碩士在職專班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:98
中文關鍵詞:文法練習練習英語歌曲記憶保留
外文關鍵詞:grammar practicedrillsEnglish songsretention
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本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效;(2) 兩種文法練習方法對記憶保留的成效;以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。

研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法,而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後,兩組受試者接受文法測驗(EGT),以得知兩組受試者文法學習情況。一個月後,兩組受試者再次接受相同文法測驗,以進一步得知其文法的記憶保留情形。本研究主要發現如下:(1)在文法學習成效方面,接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面,接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言,在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者,在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言,利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言,利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。

最後,研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。

The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers.

Participants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided.

Chinese Abstract……………………………………………………………………x
English Abstract xii
Chapter One: Introduction 1
Background and Motivation 1 Purpose of the Study 3
Research Questions 3
Significance of the Study 4
Definition of Terms 5
Grammar Practice through Drills5 5
English Songs 5
Chapter Two: Literature Review 7
Arguments against Grammar Teaching 7
Arguments in Support of Grammar Teaching 8
Empirical Evidence for and against Teaching Grammar 9
Grammar with Communicative Language Teaching 10
Drills 12
Types of Pattern Practices 12
Drills in Language Classrooms 13
Songs and Language Teaching 14
Studies of English Song Instruction in Taiwan 16
Chapter Three: Methodology 21
Participants 21
Instruments 23
English Grammar Test (EGT) 24
The Design of English Grammar Test 24
The Scoring of EGT 24
The Validity and Reliability of EGT 24
Cambridge Young Learners English Test (CYLET): Flyers 25
A Pre-test and Two Post-tests 26
Teaching Materials 27
iEnglish 1 28
Ten Songs with Lyrics 29
Procedure of the Study 30
Data Analysis 31
Chapter Four: Results 35
The Results of Pre-test, Post-test I and Post-test II for the
Experimental Group 35
The Results of Pre-test, Post-test I and Post-test II for the
Control Group 36
Comparisons of the Results of Pre-test and Post-test I between
the Two Groups 38
Comparisons of the Results of Post-test II between the Two Groups 39
Effects of Grammar Practice on Students with Different Proficiency Levels 39
The Results of Statistics of the CYLET Scores for High and
Low Achievers 40
Comparisons of Progress between the Experimental and Control Groups 44
Progress of High and Low Achievers in the Experimental Group 44
Progress of High and Low Achievers in the Control Group 46
Comparisons of Progress between High and Low English Achievers 48
High English Achievers between the Two Groups 48
Low English Achievers between the Two Groups 49
Summary 50
Chapter Five: Discussion and Conclusion 53
Answers to the Research Questions 53
Results of the Present Studies versus Results of the Previous Studies 56
Pedagogical Implications of the Study 60
Limitations of the Study 62
Recommendations for Further Research 63
Conclusion 64
References 65
Appendix A: Cambridge Young Learners English Test (CYLET): Flyers 74
Appendix B: English Grammar Test (EGT) 82
Appendix C: Two-way Specification Table of Grammar Points from Starter
to Unit5 86
Appendix D: Item Reliability of EGT 87
Appendix E: Diana lyrics 88
Appendix F: Are You Lonesome Tonight lyrics 89
Appendix G: Dancing Queen lyrics 90
Appendix H: Yellow Bird lyrics 91
Appendix I: Downtown lyrics 92
Appendix J: All Kinds of Everything lyrics 93
Appendix K: Eleanor Rigby lyrics 94
Appendix L: I Left My Heart in San Francisco lyrics 95
Appendix M: Somewhere over the Rainbow lyrics 96
Appendix N: Hero lyrics 97
Appendix O: A Sample Lesson Plan of English Song Instruction 98

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