臺灣博碩士論文加值系統

本研究以47名科技大學研究生為研究對象，採用觀察、問卷以及訪談的方式，探討中文對英語小組討論的影響。研究結果顯示(一)對學生來說，在英語小組討論中，使用中文有助於英語學習，學生能清楚明白英文字彙的意思和文法結構。(二)使用中文能使學生充分發揮團隊合作，在別人碰到問題時，能互相解釋或翻譯，減少溝通困難，讓活動能順利進行。程度較差的學生，也能在其他組員的協助下參與討論，不會因為無法用英文表達而放棄。(三)使用中文能減輕學生對英語小組討論的焦慮和壓力，畢竟學生平時沒什麼機會使用英文，禁止學生使用中文會使他們倍感壓力，對英語小組討論產生排斥。適度的允許學生使用中文能讓學生可以在輕鬆的環境中練習英文。簡而言之，為了提升學生的英語能力，必須鼓勵學生在小組討論中使用英文，但不代表需要全面禁止學生使用中文，允許學生適度的使用中文可以解決學習及溝通上的困難，並減輕學習壓力，但老師也須留意學生使用中文的狀況，以免學生毫無節制地使用中文。

This study aims to investigate the effects of using first language in English group activities and to examine whether first language is conducive or harmful to English. The methodology used in this study was a combination of qualitative and quantitative approaches, including observation, interview, and questionnaire. A total of 47 non-English major freshman students at the night division from a technology university participated in this study. The results showed that, firstly, the participants regarded first language as a useful learning strategy which facilitated English learning and dealt with difficulties in discussions, especially for negotiating meaning and form of English and producing ideas in English. Second, the participants developed a collaborative atmosphere through using first language in the group activities. Every participant was able to make equal distribution to discussions and helped each other solving problems. Last, allowing the participants to use first language made them feel less anxious and have more confidence and better motivation to participate in discussions. To conclude, fist language, instead of being harmful to English learning, plays a positive role in developing students’ English skill and reducing students’ pressure and anxiety to learning English in the group activities.

TABLE OF CONTENTS
Abstract…………………………………………………………………………………i
Acknowledgements……………………………………………………………………..iii
Table of Contents………………………………………………………………………..iv
List of Tables…………………………………………………………………………….vii
Chapter One: Introduction……………………………………………………………1
1.1 Research Background………………………………………………………….1
1.2 Motivation of the Study………………………………………………………..3
1.3 Purpose of the Study……………………………………………………………4
1.4 Research Question……………………………………………………………...5
1.5 Significance of the Study……………………………………………………….5
1.6 Definition of Terms……………………………………………………………..5
Chapter Two: Literature Review………………………………………………………..7
2.1 Advantage of English-only Instruction…………………………………………...7
2.2 Disadvantage of English-only Instruction……………………………………......10
2.3 Advantage of Using of First Language…………………………………………...11
2.4 Disadvantage of Using First Language…………………………………………..16
2.5 Students’ Perception of Using First Language…………………………………...17
Chapter Three: Methodology……………………………………………………………20
3.1 Rationale of the Study……………………………………………………………20
3.2 Participants……………………………………………………………………….21
3.3 Procedure…………………………………………………………………………21
3.4 Instruments……………………………………………………………………….22
3.4.1 Activities…………………………………………………………………..22
3.4.2 Questionnaire………………………………………………………….......23
3.4.3 Interview…………………………………………………………………..24
3.4.4 The Transcription…………………………………………………………24
3.5 Data Analysis………………………………………………………………….....25
3.5.1 Transcripts from Observation……………………………………………..25
3.5.2 Questionnaire……………………………………………………………...25
3.5.3 Interview…………………………………………………………………..25
Chapter Four: Research Results………………………………………………………...26
4.1 The Results from Observation……………………………………………………26
4.1.1 Task Management…………………………………………………………26
4.1.2 Content and Language…………………………………………………….30
4.1.3 Interpersonal Relationships……………………………………………….37
4.1.4 Conclusion………………………………………………………………...39
4.2 The Results from Questionnaire………………………………………………….42
4.2.1 The Participants’ Attitude toward Using Chinese and English in the Group Activities………………………………………………………………………..45
4.2.2 The Participants’ Comprehension to the Activities……………………….58
4.2.3 The Participants’ Self-Evaluation on English Ability…………………….64
4.3 The Results from Interview………………………………………………………74
4.3.1 The Participants’ Preference for Using English and Chinese……………..74
4.3.2 Whether Chinese or English Was more Conducive to English Learning…76
4.3.3 The Participants’ Perception of Progress in English Skills When Chinese Was and Was not Allowed to in the Group Activities..........................................79
4.3.4 Strategies the Participants used to Solve Difficulty in the Group Activities………………………………………………………………………..80
4.3.5 The Participants’ Opinion about not using Chinese in the Group Activities………………………………………………………………………..81
4.3.6 The Advantage of Using Chinese in the Group Activities………………..83
4.3.7 Summary……………………………………………………………….....84
4.4 Conclusion………………………………………………………………………..86
Chapter Five: Conclusion and Suggestion……………………………………………...90
5.1 Summary of the Study……………………………………………………………90
5.2 Limitations of the Study……………………………………………………….....93
5.3 Suggestions for Future Study………………………………………………….....93
References…………………………………………………………………………………94
Appendices………………………………………………………………………………...98
Introduction of the Author……………………………………………………………......169

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