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研究生:劉麗蘭
研究生(外文):Lilan Liu
論文名稱:廣告英語教學對高職生之英語學習效益研究
論文名稱(外文):EFFECTS OF ADVERTISING ENGLISH ON ENGLISH LEARNING
指導教授:陳靖奇陳靖奇引用關係
指導教授(外文):Chingchi Chen
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
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:2014
畢業學年度:102
語文別:英文
論文頁數:89
中文關鍵詞:學習策略任務導向學習真實學習教材表現電腦輔助同儕更正學習
外文關鍵詞:Learning StrategiesTask-based Language LearningAuthentic Learning MaterialsPerformanceComputer- aidedPeer review
相關次數:
  • 被引用被引用:3
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  • 下載下載:70
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摘要
本研究旨在探討廣告英語教學對高職生英語學習效益,進而研究學生之英語學習動機是否因職業類科相關之廣告英語教學而有所提升。本研究的研究工具為兩份英語成就測驗及兩份學習態度問卷,兩份教案及兩份學習單,藉以分析廣告英語教學對於提升高職生之英語學習效益及動機所產生的效用。
在為期十週的廣告英語教學活動中,參與本研究的76位學生被分成兩組,分別是英語成績較高組和英語成績較低組,兩組學生參與研究者所設計之廣告英語教學活動,活動中教師根據英語成績較高組和英語成績較低組使用兩份不同的教案。兩個班皆使用一份根據學生英文能力前測所設計之學習單。在廣告英語教學前後,所有學生都需參加英語能力前測,而在廣告英語教學後參加後測。這些測驗成績都被收集統計及量化分析,以觀察學生之英語成就是否因實施廣告英語教學而有所提升,而且比較英語成績較高組和英語成績較低組對象之學習動機和成績差別。本研究另有兩份學習態度問卷,在研究前後各填寫一份有關學生英語學習態度及對本研究實施內容建議之問卷,以提供量化及質化分析。
透過本研究的發現,不僅提供方法給高職學生學習英語的參考,同時也提供給相關教育人員之參考建議。最主要的是提供給職業學校英語教師,運用職業類科相關之廣告英語作為教材教法之參考,營造實用而有趣的語言學習環境,以增進職業學校學生的英語學習動機、興趣與成就。
本研究的主要發現摘述如下:
一、學生在參加廣告英語教學後,在聽、說、讀、寫的能力普遍提升。
二、廣告英語教學提升學生的學習動機、興趣和態度,且願意學習相關的教材。
三、學生認為廣告英語在日常生活中是有用的,而且廣告英語教學協助學習英語。
四、英語成就較高組學生和英語成就較低組學生都認為廣告英語教學是有趣的。
五、基於顯著的差異,大部分學生認為廣告英語教學是一種好的教學方式。
六、英語成就較高組學生和英語成就較低組學生同時發展出互助合作、彼此更正和建議的學習策略。
根據以上研究結果發現,廣告英語教學對於提升高職生學習英語成效有顯著影
響。因此,建議教師運用廣告英語教學作為教學方式,營造一個低焦慮的語言學習環境來幫助學生培養對英語的學習效益,增進英語學習動機和態度,進而提升英語能力。




Abstract
The purpose of this study is to explore the effects of Advertising English on Learning English as Foreign Language (EFL) of vocational high school students. It also aims to study whether the students’ English learning attitudes and scores improved through the teaching of related Advertising English Teaching Program (AETP). Two English achievement tests, two learning attitudes questionnaires, two English advertising vocabulary lesson plans and two learning worksheets were used as research tools to analyze the students’ English language proficiencies, including listening, speaking reading, and writing abilities. A total of 76 participants, who are the twelfth - graders of Electronics Division from a Vocational High School in Kaohsiung city, were the subjects in this study. They were divided into two groups according to their English pretest scores, the higher English proficiency (HEP) group and the less English proficiency (LEP) group. Moreover, the attitudes and the scores of the two groups before and after the AETP are compared.
During ten weeks, the participants of the HEP group were asked to take part in the AETP designed by the researcher while the participants of the LEP group were treated in traditional teaching methods, teacher-centered and grammar-translation. Before and after the AETP, all the students were required to participate in English language proficiency pretest and posttest. The test scores were collected for the purposes of statistical and quantitative analysis, aiming to observe the result of the implementation of AETP to examine if the students’ English proficiency had been promoted due to the experiment. Moreover, there were two learning attitudes questionnaires to be filled out before and after the AETP, each questionnaire contains a self expression on students' English learning attitudes and suggestion toward this study in order to provide data as qualitative analyses.
Findings of this study can not only provide an alternative way to students to learn English, but also provide a valuable reference to educators. The most important thing is that the findings can be provided to the English teachers of vocational high schools, the use of related Advertising English Teaching Program as teaching materials and methods to create an efficient and interesting learning environment to enhance students’ learning attitudes and achievements.
The findings are described as follows:
1. Students became more skilled in listening, speaking, reading, and writing abilities and gained higher scores after jointing the AETP.
2. AETP increased the participants’ learning motivations, interests, and attitudes to do more related activities.
3. Students thought that advertising English is useful in daily life and AETP can help them learn English.
4. The students of both the HEP group and the LEP group regarded AETP as an interesting activity.
5. Most students agreed that AETP is a good way to assist English teaching based on the significant difference.
6. The students of the HEP group and the LEP group developed their learning strategies: cooperation, peer correction, and suggestions.
Based on the above findings, the AETP enhances the English learning effects of vocational high school students. It is suggested that English teachers adapt the AETP as a teaching method to create a low-anxiety environment to help students develop an effective English learning. Thus, students can increase their learning motivations and attitudes to promote their English proficiency.



TABLE OF CONTENTS
Chinese Abstract i
English Abstract iii
Table of Contents vi
List of Tables viii
List of Figures ix
CHAPTER ONE INTRODUCTION Page
1.1 Background and Motivation 1
1.2 Research purposes 3
1.3 Research questions 3
1.4 Signification of this study 4
1.5 Definitions of terms 4
1.6 Limitation of this study 5
CHAPTER TWO LITERATURE REVIEW
2.1 Advertising English as Professional Language 6
2.1.1 Definition of Advertisement
2.1.2 Origination of Advertisement
2.1.3 Media of Advertisement
2.1.4 Relationship between Advertisement and Human Life
2.2 Advertising English as Multilingual and Global Language 10
2.2.1 Advertising English as Multilingual Language
2.2.2 Advertising English as Global Language
2.3 Significance of Advertising English 11
2.4 Application of Advertising English 13
2.5 Academic values of Advertising English 13
2.5.1 Advertising English as Teaching contents
2.5.2 English Proficiency of Vocational High School Students in Taiwan
2.6 English as a Compulsory Curriculum 16
2.7 Advertising English as Teaching Materials 17
2.8 The Task-based Learning Strategy on Learning Advertising English 18
2.9 Various Learning Methods of Vocational High School Students 21
2.10 The Task-based Learning Strategy on Learning Advertising English 24
2.11 The Advertising English Teaching Program 26
CHAPTER THREE METHODOLOGY
3.1 Subjects 30
3.2 Teaching Materials 30
3.3 Instruments 31
3.4 Study Procedures and a flow chart 31
3.5 Research methods (quantitative and qualitative) 33
CHAPTER FOUR RESULTS AND DISCUSSIONS
4.1 The Effects of Students’ English Proficiency 35
4.2 Students’ Attitudes toward the AETP 36
4.2.1 The Students’ Attitudes of HEP Group toward AETP
4.2.2 The Students’ Attitudes of LEP Group toward AETP
4.3 The Subjects’ Favorite Categories Ranking of Advertising Products 47
4.4 The Possible Reasons of the Subjects’ Favorite Advertising Products 48
4.5 Subjects’ Comments and Suggestions after Joining the AETP 49
4.6 The Findings of Research Questions 54
CHAPTER FIVE
CONCLUSIONS, IMLICATIONS, AND SUGGESTIONS
5.1 Conclusions 59
5.2 Pedagogical Implications 62
5.3 Suggestions for Further Researches 63
REFERENCE 65

APPEDIXES
Appendix A-1 Pre Study Attitude ( English ) 69
Appendix A-2 Pre Study Attitude ( Chinese ) 71
Appendix B Pretest 72
Appendix C-1 Sample lesson plan 76
Appendix C-2 Sample lesson plan 78
Appendix D-1 Worksheet 80
Appendix D-2 Worksheet 82
Appendix E Posttest 83
Appendix F Post Study Attitude 87
LIST OF TABLES
Table 1 Comparison of the Basic Abilities of the Students between 36
the HEP Group and the LEP Group.
Table 2 Comparison of the HEP Students’ English Attitudes before 38
and after Experiment toward the AETP
Table 3 Comparison of the HEP Students’ English Attitudes before 40
and after Experiment toward the AETP
Table 4 Comparison of the HEP Students’ English Attitudes before 42
and after Experiment toward the AETP
Table 5.1 Comparison of the LEP Students’ English Attitudes before 45
and after Experiment toward the AETP
Table 5.2 Comparison of the LEP Students’ English Attitudes before 46
and after Experiment toward the AETP
Table 5.3 Comparison of the LEP Students’ English Attitudes before 47
and after Experiment toward the AETP
Table 6.1 Comments and Suggestions from the HEP Group after 50
Joining the AETP
Table 6.2 Comments and Suggestions from the HEP Group after 51
Joining the AETP
Table 6.3 Comments and Suggestions from the HEP Group after 52
Joining the AETP
Table 7.1 Comments and Suggestions from the LEP Group after 52
Joining the AETP
Table 7.2 Comments and Suggestions from the LEP Group after 53
Joining the AETP
Table 7.3 Comments and Suggestions from the LEP Group after 54
Joining the AETP
LIST OF FIGURES
Figure 1 A Flow Chart of the Study Procedures 32
Figure 2 The Frequency and Ranking of the Subjects’ Favorite 48
Electronic Products
Figure 3 The Categories of the Possible Reasons Affecting the Subjects 49
to Choose Certain Products

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