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研究生:湯宜家
研究生(外文):Yi-Chia Tang
論文名稱:任務式教學法對國小六年級英語補救教學字彙能力及學習態度之影響
論文名稱(外文):English Vocabulary Ability and Learning Attitude of Sixth Graders in a Task-Based Language Teaching Remedial Program
指導教授:戴雅茗戴雅茗引用關係
指導教授(外文):Ya-Ming Tai
口試委員:葉錫南陳淑惠
口試委員(外文):Hsi-Nan YehShu-Hui Chen
口試日期:2012-07-19
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
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:138
中文關鍵詞:任務式教學法低成就生字彙字彙保留學習態度
外文關鍵詞:Task-Based Language Teaching (TBLT)low achieversvocabularyvocabulary retentionlearning attitude
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本研究旨在探討任務式教學法 (Task-Based Language Teaching,TBLT)對國小六年級英語補救教學之字彙能力及學習態度之影響。研究對象為新北市七星區某國小14位國小六年級的英語低成就生,以任務式教學法進行九週,每週80分鐘,共三個任務之教學。
本研究於教學前後分別實施英語字彙測驗及英語學習態度問卷,並於任務式教學法課程實施結束後四週進行英語字彙保留測驗,於教學後並輔以任務式教學法學習之感受問卷及半結構性訪談。資料分析採敘述統計及配對樣本的t檢定 (paired sample t-test)進行比較分析。
研究結果發現任務式教學法實施於國小六年級英語補救教學能顯著提升學生之字彙能力;學生所學習的字彙於課程結束四週後呈現良好的保留效果;任務式教學法對於學生的學習態度亦有正面顯著的影響。
研究者根據研究結果提出具體建議以供日後實施任務式教學法相關研究之參考依據。

This study aimed to investigate the influence of a Task-Based Language Teaching (TBLT) remedial program on sixth graders’ English vocabulary and learning attitude. Fourteen low achievers in English at the sixth grade at an elementary school in New Taipei City participated in this study. The participants received TBLT programs lasting eighty minutes per week for nine weeks.
Prior to and after the TBLT remedial program, participants took English vocabulary ability test and filled out an English learning attitude questionnaire. Four weeks after the TBLT remedial program was initiated, participants also took the delayed English vocabulary ability test. In addition, a TBLT activity questionnaire and a semi-structured interview were implemented after the program was finished. The pretest, posttest and delayed-test data were analyzed with descriptive statistics and paired sample t-test to understand participants’ English vocabulary ability and English learning attitude.
The major findings of this study are as follows. First, Task-Based Language Teaching significantly influenced sixth graders’ English vocabulary ability in the remedial program. Second, sixth graders could effectively retain vocabulary in the remedial program. Third, Task-Based Language Teaching had a significant effect on sixth graders’ English learning attitude in the remedial program.
Based on the conclusions of this study, suggestions have been made for the researchers as reference for applying TBLT into related studies.

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 研究背景與動機 ……………………………………….…………1
第二節 研究重要性……………….……………………………………….4
第三節 研究目的與研究問題……………………………..………………6
第四節 名詞解釋……………………………………………………………7
第二章 文獻探討……………………………………………………………9
第一節 任務式教學法………………………………………………………9
第二節 任務式教學法於國小英語教學之相關研究………………………14
第三節 字彙理論……………………………………………………………19
第四節 任務式教學法與字彙之相關研究…………………………………26
第五節 任務式教學法與學習態度之相關研究……………………………30
第三章 研究方法……………………………………………………………33
第一節 研究架構……………………………………………………………33
第二節 研究流程……………………………………………………………36
第三節 研究對象……………………………………………………………38
第四節 任務設計……………………………………………………………39
第五節 研究工具……………………………………………………………53
第六節 資料分析……………………………………………………………58
第四章 研究與討論…………………………………………………………61
第一節 英語字彙測驗結果分析……………………………………………61
第二節 英語學習態度問卷結果分析………………………………………74
第三節 學生對任務式教學法課程的回饋…………………………………77
第四節 教室觀察與教學日誌之重點分析…………………………………91
第五節 綜合討論……………………………………………………………95
第五章 結論與建議…………………………………………………………101
第一節 研究結論……………………………………………………………101
第二節 研究限制與建議……………………………………………………104
參考文獻……………………………………………………………………109
附錄一:英語學習態度問卷………………………………………………119
附錄二:任務式教學法學習之感受問卷…………….…………………123
附錄三:英語字彙測驗 (任務一)………………………………………125
附錄四:英語字彙測驗 (任務二)………………………………………127
附錄五:英語字彙測驗 (任務三)………………………………………129
附錄六:教室觀察記錄…………………………………………………131
附錄七:教學日誌…………………………………………………………135
表次
表3-5-1 英語學習態度問卷內容…………………………………………54
表4-1-1 整體任務英語字彙測驗前測與立即後測配對樣本的t檢定摘表………62
表4-1-2 整體任務英語字彙測驗立即後測與保留測驗配對樣本的t檢定摘要…64
表4-1-3 任務一英語字彙測驗前測與立即後測配對樣本的t檢定摘要表………65
表4-1-4 任務一英語字彙測驗立即後測與保留測驗配對樣本的t檢定摘要表…66
表4-1-5 任務二英語字彙測驗前測與立即後測配對樣本的t檢定摘要表………67
表4-1-6 任務二英語字彙測驗立即後測與保留測驗配對樣本的t檢定摘要表…68
表4-1-7 任務三英語字彙測驗前測與立即後測配對樣本的t檢定摘要表………70
表4-1-8 任務三英語字彙測驗立即後測與保留測驗配對樣本的t檢定摘要表…71
表4-1-9 字彙測驗整體結果………………………………………………………73
表4-2-1 英語學習態度前後測配對樣本的t檢定摘要表…………………………74
表4-2-2 英語學習態度分項前後測配對樣本的t檢定摘要表……………………75
表4-3-1任務式教學法學習之感受問卷各題平均數與標準差……………………77
表4-3-2任務式教學法學習之感受問卷得分分布情形……………………………77
表4-3-3 是否喜歡這學期給予小組任務的上課方式………………………………82
表4-3-4 喜歡的任務主題……………………………………………………………83
表4-3-5 任務式教學法對自己的幫助……………..………………………………84
表4-3-6任務式教學法對英語的幫助………………….……………………………85
表4-3-7對於任務中規定要說英語是否覺得有壓力……………………………….86
表4-3-8是否喜歡與小組一起完成任務…………………………………………….87
表4-3-9任務式教學法課程模式和一般上英語課的方式喜歡哪一種..........88
表4-3-10再參與任務式教學法課程的意願…………..……………………………89
圖次
圖2-3-1 任務式教學法理論架構……………………………………………………12
圖3-1-1 學生座位表…………………………………………………………………34
圖3-1-2 研究架構圖…………………………………………………………………35
圖3-2-1 研究流程圖…………………………………………………………………36

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