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研究生:許淑雲
研究生(外文):Hsu, Shu-Yun
論文名稱:融合口譯訓練技巧及合作學習策略於高二英文教學之行動研究
論文名稱(外文):Action Research on the Investigation of the Integration of Interpreting Skills and Cooperative Learning in English Course for Second Year Senior High School Students
指導教授:王金國王金國引用關係
指導教授(外文):Wang, Chin-Kuo
口試委員:陳建民鄭瑞娟
口試委員(外文):Chen, Chien-minCheng, Ruey-Chuan
口試日期:2014-05-28
學位類別:碩士
校院名稱:靜宜大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
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:132
中文關鍵詞:合作學習口譯技巧行動研究
外文關鍵詞:Cooperative learninginterpreting skillsaction research
相關次數:
  • 被引用被引用:1
  • 點閱點閱:628
  • 評分評分:
  • 下載下載:19
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探討台中一位高中英文老師將四種口譯訓練技巧結合合作學習策略融入課程當中,用以提升學生學習成就以及態度的歷程。整個研究共計十週,參與者為一所台中高級職業英語科的54位中學學生。本研究採取行動研究,將呈現研究發展的過程,學生的感受和學業成就,以及研究者的反思。資料蒐集的方法包括研究日誌,學習日記,問卷調查,訪談以及作為預測試和後測的正式官方多益考試。
主要研究發現如下:
1. 透過此行動研究的歷程,研究者獲得許多教師專業成長.
2. 此教學策略可提高學員的學業成就。
3. 師生均肯定融合口譯技巧與合作學習之教學方式。

This research aims to develop and modify a systematic 10-week course with cooperative learning strategy involving four interpreting training skills and this innovative course at school is expected to solve the long-existing problem, to improve students’ academic achievement and to build an active learning attitude. The participants of the study consisted of fifty- four English majored students at a senior vocational high school. This research will present the gradual development of the course, the achievement and affective reaction of students, and the teacher-researcher’s reflection. Moreover, the research journal, the learning diary, questionnaires, interviews and TOEIC as a pre-test and a post-test are adopted as references to analyze the result in the research.
The findings are listed as follows:
1. The researcher gets teacher professional development.
2. This new course greatly enhanced the participants’ academic achievement.
3. Both teachers and participants give positive guarantee to the teaching methods of the integration of interpreting skills and cooperative learning.

Chinese Abstract Ⅰ
English Abstract Ⅱ
Acknowledgements Ⅲ
Table of Contents IV
Lists of Tables Ⅵ
List of Figures Ⅶ
Chapter 1: Introduction 1
1.1 Background of the study 1
1.2 Purpose of the study 2
1.3 Questions tackled 3
1.4 Definitions of terms 4
1.5 Significance of the study 6
Chapter 2: Literature Review 8
2.1 Interpreting skills 8
2.1.1 Interpreting 8
2.1.2 Interpreting skills 9
2.2 Cooperative Learning 12
2.2.1 Theoretical foundations of cooperative learning 13
2.2.2 Models of cooperative learning 18
2.2.3 Features of cooperative learning 20
2.3 Relevant studies 22
2.3.1 Previous studies on interpreting skill training adopted in English classroom 22
2.3.2 Previous studies on cooperative learning adopted in an English classroom 23
Chapter 3: Research Method 26
3.1 Participants 26
3.2 Framework of the research 28
3.3 The main procedures for the course development 32
3.4 The instruments 38
3.5 Data analysis 43
3.6 The procedures of this research 44
3.7 Reliability and validity 48
Chapter 4: Finding and Discussion 52
4.1 The development of the course 52
4.2 The academic achievement 74
4.3 The affective reaction of the students 79
4.4 The reflection and growth of the teacher-researcher 92
4.5 The reflection-on-action 104
Chapter 5: Conclusions and Suggestions 106
5.1 Conclusions 106
5.2 Limitations 110
5.3 Suggestions 111
References 115
APPENDIXES 123
APPENDIX A: Course plan 123
APPENDIX B: The Teaching Procedure 125
APPENDIX C: Observation list (for teacher use) 126
APPENDIX D: Observation list (for the observer use) 127
APPENDIX E: Class seat 128
APPENDIX F: Team standing chart 129
APPENDIX G: Improvement scoring system 130
APPENDIX H:Pictures 131
APPENDIX I: Work-sheet 132
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