臺灣博碩士論文加值系統

本研究旨在探討文法意識提升對於台灣國中生學習英語關係子句的成效；尤其是文法意識提升及傳統文法教學法對國中生學習此文法的理解及運用能力的成效是否有差異。本研究對象為中台灣某國中兩個二年級常態班六十一位學生。其中一班授予文法意識提升而另一班則接受傳統文法教學法。兩組皆施予為期二週共六堂四十五分鐘的教學。授課前後，學生均施予文法測驗作為前測和後測以評量學生理解及運用此文法結構的能力。結果顯示，文法意識提升和傳統文法教學法一樣有效。兩組在後測中的表現都較前測有顯著性的進步，但兩組間不管是整體而言或在理解或輸出的練習中皆無顯著差異。本研究結果顯示文法意識提升能有效幫助學生學習英語關係子句並因此可以提供台灣英文老師文法教學上多一種選擇。

This quasi-experimental study aimed to investigate the effect of grammar consciousness-raising (GCR) on the learning of the English relative clause construction by EFL learners in Taiwan. Specifically, it intended to investigate whether GCR and traditional grammar instruction (TI) had different effects on the learning of this form and whether the effects of these two types of instruction on their overall, interpretative and productive performance were different. The participants were 61 second-year junior high school students from two mix-level classes in central Taiwan randomly assigned to either the TI group or the GCR group. Both of these two groups received six 45-minute periods of instruction. Before and after the instruction, a grammar test with an interpretation section and a production section was administered to the students as the pretest and posttest to measure their interpretative and productive abilities of the target structure. The results indicated that both GCR and TI had positive effects on the students’ learning of the English relative clause construction. Moreover, the two types of instruction were equally effective in promoting students’ overall performance, interpretative and productive abilities of the relative clause construction. These findings suggest that GCR can benefit junior high school students learning this target structure and thus offer EFL teachers in Taiwan an alternative approach to grammar instruction.

TABLE OF CONTENTS
Page
ABSTRACT(ENGLISH) i
ABSTRACT(CHINESE) ii
TABLE OF CONTENTS iii
LIST OF TABLES vii

CHAPTER ONE
INTRODUCTION 1
Background of the Study 1
Rationale of the Study 9
Purpose of the Study 13
Research Questions 13
Significance of the Study 13
Definitions of Terms 14

CHAPTER TWO
LITERATURE REVIEW 17
The Role of Grammar Instruction in SLA 17
Argument against the necessity of formal instruction 17
Studies showing positive effects on formal instruction 18
Focus-on-form 21
Various Types of Focus-on-Form Approaches 23
Implicit versus explicit instruction 23
Deductive versus inductive instruction 25
Input-based versus output-based instruction 33
Studies on the Effects of GCR Tasks 40
Studies on the English Relative Clause Construction 51
Studies on the learning of the English relative clause construction 52
Studies on the instructional effects of the English relative clause
construction in SLA 56
Studies on the instructional effects of English relative clause
connstruction in Taiwan 62
CHAPTER THREE
METHODOLOGY 65
Participants 65
Instruments 66
Instructional Packages 66
Testing Measures 72
Scoring and Data Analysis 73
Data Collection Procedure 76
The Pilot Study 79
CHAPTER FOUR
RESULTS AND DISCUSSION 80
Results 80
Discussion 85
Effects of GCR 86
Relative effectiveness of GCR and TI 87
Relative effectiveness of GCR and TI on the interpretation section 89
Relative effectiveness of GCR and TI on the production section 90
CHAPTER FIVE
CONCLUSION 93
Findings of the Study 93
Pedagogical Implications 94
Limitations of the Study 95
Suggestions for Further Research 96

REFERENCES 98
APPENDIX A- A sample of instructional material for the GCR group 114
APPENDIX B- A sample of activity worksheet for the GCR group 119
APPENDIX C- A sample of instructional material for the TI group 124
APPENDIX D- A sample of activity worksheet for the TI group 128

LIST OF TABLES
Page
Table 2.1 Example Sentences for Four Types of the English Relative
Clause Construction with the Discontinuity. 54
Table 3.1 An Independent Samples t-test Comparing the Two Classes’
Average Monthly Exam Scores 65
Table 3.2 The Four Subtypes of Relative Clause Construction Included
in This Study 67
Table 3.3 Summary of the Scores and Percentage Scores of the
Interpretation and Production Sections of the Test 76
Table 3.4 Overview of the Procedure 78
Table 4.1 An Independent Samples t-test Comparing the GCR and
the TI Groups’ Pretest Scores 80
Table 4.2 Paired-Samples t-tests Comparing the Pretest and the Posttest Scores
of the GCR and the TI Groups 81
Table 4.3 An Independent Samples t-test Comparing the Overall Posttest Scores
of the GCR and the TI Groups 82
Table 4.4 Paired-Samples t-tests Comparing the GCR and the TI Groups’ Pretest
and the Posttest Scores of the Interpretation Section 82
Table 4.5 Paired-Samples t-tests Comparing the GCR and the TI Groups’ Pretest
and the Posttest Scores of the Production Section 83
Table 4.6 An Independent Samples t-test Comparing the GCR and the TI Groups’
Posttest Scores of the Interpretation Section 84
Table 4.7 An Independent Samples t-test Comparing the GCR and the TI Groups’
Posttest Scores of the Production Section 84
Table 4.8 Summary of the Results Comparing the Posttest Scores between
the Two Groups 85

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