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研究生:張筱文
研究生(外文):Hsiao-Wen Chang
論文名稱:Global Scholars網路平臺對於國小雙語班五年級學生 英語寫作能力與跨文化溝通能力之影響
論文名稱(外文):The Effects of Global Scholars Online Platforms on English Writing Ability and Intercultural Communicative Competence of 5th Graders in a Bilingual Class
指導教授:陳錦芬陳錦芬引用關係
口試委員:簡雅臻張鑑如
口試日期:2016-07-12
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:2016
畢業學年度:104
語文別:中文
論文頁數:221
中文關鍵詞:Global Scholars網路平臺英語寫作能力跨文化溝通能力CHILDES雙語班
外文關鍵詞:Global Scholars online platformEnglish writing abilityintercultural communicative competenceCHILDESbilingual class
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本研究旨在研究透過Global Scholars網路平臺進行的跨國寫作教學對於5位國小雙語班五年級學生英語寫作能力與跨文化溝通能力之影響。本研究採寫作前測與後測,蒐集研究對象的英語寫作資料,再以CHILDES系統進行資料編碼與分析,探討英語寫作能力的進步情形,最後透過教學回饋問卷調查和半結構性訪談方式,蒐集研究對象對於此教學模式之觀感。
研究結果顯示,Global Scholars網路平臺支持的跨國寫作教學不但提升研究對象的英語寫作能力,包括寫作的總字彙量、總句數和校正後相異字出現率,且有助於提升其跨文化溝通能力。另外,問卷調查與訪談結果顯示,研究對象對於本實驗寫作教學抱持喜歡與支持的正向態度。最後,依據研究結果提出相關建議,供未來教學及研究之參考。
The study aimed to explore the effects of cross-country writing program via Global Scholars platforms on English writing ability and intercultural communicative competence of five 5th graders in a bilingual class. Data were collected through the pre- and post- English writing tests, which were analyzed by CHILDES and descriptive statistical analysis, a reflection questionnaire and semi-structured interviews, which were evaluated with thematic analysis.
The study results indicate that the online cross-country writing program via Global Scholars not only enhances participants’ English writing proficiency significantly, especially on the total number of words, sentences that they wrote and CTTR effectively, but also promotes their intercultural communicative competence. Furthermore, all of the participants were highly motivated and maintained positive attitude toward practicing writing via the cross-country writing program on Global Scholars. Based upon research findings, some pedagogical suggestions for future learning through online platforms and further studies were offered.
目錄
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題6
第三節 名詞釋義7
第二章 文獻探討13
第一節 英語寫作能力13
壹、英語寫作能力之重要性13
貳、英語寫作能力之內涵16
参、英語寫作教學模式18
肆、英語寫作策略23
第二節 跨文化溝通能力27
壹、溝通能力27
貳、跨文化與語言學習29
参、跨文化溝通能力之教學策略32
第三節 網路平臺語言教學34
壹、網路平臺與多媒體的定義34
貳、網路平臺相關理論36
參、網路同步與非同步學習環境52
肆、多媒體教學工具和語言習得55
伍、網路平臺教學策略57
第三章 研究方法65
第一節 研究架構65
第二節 研究場域和對象67
壹、研究場域67
貳、研究對象68
第三節 研究步驟與研究時程73
壹、研究步驟73
貳、研究時程74
第四節 實驗教學設計77
壹、實驗教學平臺與教材77
貳、教學活動進度90
第五節 研究工具92
壹、學生英語學習背景問卷92
貳、國際兒童語料交換系統(CHILDES)92
參、英語寫作學習與分析網站(The Compleat Lexical Tutor)98
肆、網路平臺上的學生作品和留言98
陸、Global Scholars網路平臺教學回饋問卷101
柒、半結構式訪談104
第六節 資料處理與分析104
第四章 研究結果與討論107
第一節 學生在「英語寫作能力」前後測上的表現與分析107
壹、英語寫作前、後測之整體綜合分析結果108
貳、實驗教學前後英語寫作個別學生之表現122
第二節 學生在「跨文化溝通能力」上的表現與分析128
壹、Global Scholars網路平臺留言之分析128
貳、跨文化溝通能力前、後測之分析138
第三節 學生對Global Scholars網路平臺教學的回應144
壹、網路平臺教學回饋問卷145
貳、學生個別訪談內容結果151
參、綜合討論159
第五章 結論與建議161
第一節 結論161
壹、Global Scholars對雙語班五年級學生寫作能力之影響162
貳、Global Scholars對雙語班五年級學生跨文化溝通能力之影響 163
參、學生對於Global Scholars 網路平臺教學的反應164
第二節 研究限制165
第三節 建議165
壹、對教學之建議166
貳、對未來相關研究之建議169
參考文獻171
中文部分171
英文部分177
附錄191
附錄一 Global Scholars網路平臺教學教案191
附錄二 家長同意書(Parent Consent)200
附錄三 英語背景調查表(English Background Questionnaire)201
附錄四 寫作能力前後測驗試卷202
附錄五 Global Scholars網路平臺教學回饋問卷203
附錄六 半結構式訪談問題(學生)205
附錄七 學生英語寫作能力前、後測文章206
附錄八 英語寫作前、後測錯誤分析統整表221

表目錄
表2-1 不同學者提出有關網路科技輔助各領域教學之相關研究57
表2-2 不同學者提出有關網路科技與跨文化溝通能力之相關研究61
表3-1 研究對象背景基本資料69
表3-2 英語背景調查結果(1)70
表3-3 英語背景調查結果(2)71
表3-4 整體時程研究進度表74
表3-5 Global Scholars網路平臺課程主題單元83
表3-6 教學進度表90
表3-7 CHAT編碼格式95
表3-8 Byram(2000)跨文化溝通能力指標99
表3-9 網路平臺教學回饋問卷題目分析表103
表4-1 學生寫作字彙前測總字彙量及相異字總數摘要表108
表4-2 後測總字彙及相異字彙總數摘要表110
表4-3 學生整體寫作字彙能力前、後測分析結果111
表4-4 寫作能力前、後測總字彙及相異字彙總數112
表4-5 學生整體寫作句法能力前、後測分析結果114
表4-6 寫作能力前、後測總句數摘要表115
表4-7 寫作能力前、後測平均句長摘要表117
表4-8 學生寫作前、後測例句118
表4-9 寫作能力前、後測正確語句摘要表119
表4-10 英語寫作前、後測錯誤分析統整121
表4-11 S1寫作能力前、後測分析123
表4-12 S2寫作能力前、後測分析124
表4-13 S3寫作能力前、後測分析125
表4-14 S4寫作能力前、後測分析126
表4-15 S5寫作能力前、後測分析127
表4-16 Global Scholars網路留言統整130
表4-17 學生對網路平臺對英語能力影響之看法145
表4-18學生對於網路平臺的意見和觀點147
表4-19 網路平臺對跨文化溝通影響之看法148
表4-20 網路平臺教學回饋問卷開放性問題150

圖目錄
圖2-1 Hayes 和 Flower (1980)寫作模式圖。引自張玉茹(2005)21
圖2-1 Paivio(1986)的雙重編碼模式40
圖2-2 Keller(1983)的學習動機與教學設計與學習成果之關係圖51
圖3-1 研究架構圖66
圖3-2 實驗步驟圖73
圖3-3 Globals Scholars網路平臺登入後之首頁79
圖3-4 Globals Scholars網路平臺點選課程79
圖3-5 Globals Scholars網路平臺課程選單80
圖3-6 Globals Scholars網路平臺學習單下載處81
圖3-7 Globals Scholars網路平臺單元簡介81
圖3-8 Globals Scholars網路平臺討論區點選82
圖3-9 Globals Scholars網路平臺新增和回覆留言82
圖3-10 Globals Scholars網路平臺教學模式86
圖3-11 Globals Scholars網路平臺教學文章 範例一86
圖3-12 Globals Scholars網路平臺教學文章 範例二87
圖3-13 Globals Scholars網路平臺教學文章 範例三88
圖3-14 Globals Scholars網路平臺教學文章 範例四88
圖3-15 Globals Scholars網路平臺教學文章 範例五89
圖3-16 CHILDES程式指令編碼示意圖96
圖4-1寫作能力前、後測總字彙量學習成果長條圖113
圖4-2寫作能力前、後測校正後相異字出現率學習成果長條圖113
圖4-3寫作能力前、後測總句數學習成果長條圖116
圖4-4寫作能力前、後測平均句長學習成果長條圖117
圖4-5寫作能力前、後測正確語句學習成果長條圖120
圖4-6寫作能力前、後測錯誤分析比率學習成果長條圖(%)122
圖4-7 S1學習改變曲線圖123
圖4-8 S2學習改變曲線圖124
圖4-9 S3學習改變曲線圖125
圖4-10 S4學習改變曲線圖126
圖4-11 S5學習改變曲線圖127
圖4-12 Global Scholars網路平臺留言範例129
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