臺灣博碩士論文加值系統

論文摘要：
本論文旨在探討任務型導向教學課程對南台灣五十六位七年級學生英文閱讀表現與合作學習之效益。首先，研究者研究學生在任務型導向教學課程前後的英文閱讀理解能力之增益。其次，研究者研究學生在任務型導向教學課程前後對於英文閱讀看法之轉變。然後，研究者分析學生對任務型導向教學課程中四種任務類型與合作學習的回應與看法。最後，研究者分析學生對於任務型導向教學課程的獲益、所遭遇困難與建議。
本研究以嘉義市南興國中七年級兩個班共五十六位學生為研究對象，所有學生皆參與為期十二週的任務型導向教學課程，在本課程實施前，學生先接受英文閱讀理解能力前測，並填寫對於英文閱讀意見調查前測問卷。課程實施期間，學生參與老師設計之任務型導向教學課程，包括四種任務類型，如分類與排序、比較、問題解決、與創意任務。每次任務型導向課程均分為三個階段實施，含任務前、任務中與任務後。任務型導向課程結束後，學生填寫英文閱讀、四種任務類型與合作學習意見調查後測問卷以及對任務型導向課程看法的問卷調查。
本研究將學生的英文閱讀理解能力之前後測分數以及對英文閱讀之前後測問卷的量表數據，利用成對樣本t考驗作量化比較和分析。此外，受試學生對於任務型導向英語課程中四種任務類型與合作學習的問卷數據以及學生對於任務型導向課程的看法，則以敘述性統計進行分析呈現量化分析。
本研究的主要發現摘要如下：
一、 在實施任務導向教學課程後，學生在英文閱讀理解能力上有顯著差異。進而根據後測增加之平均分數可知，任務導向教學課程可以有效提升學生的英文閱讀理解能力。
二、 在實施任務導向教學課程後，學生在英文閱讀態度上有更正向的回應。進而根據後測增加之平均分數可知，任務導向教學課程可以有效提升學生對於英文閱讀的表現，學生在閱讀英文時更能了解重要單字、摘要文章大意，也較能夠掌握文章細節、推論文章意涵，對於喜歡與同學分享想法與主動閱讀英文的動機也有所提升。
三、 在實施任務導向教學課程後，學生對於分類與排序任務有正面積極的回應。進而根據學生的問卷反應可知，學生對於正確拼出英文單字、辨認字與字之間的關係並按正確次序分類完成任務都抱持肯定的態度，對於單字字彙量也有所提升。
四、 在實施任務導向教學課程後，多數學生對於比較任務呈現中立的態度。進而根據學生的問卷反應可知，學生較無法明確分辨相似與相異特質，然而任務導向教學仍有助於學生觀察力的提升。
五、 在實施任務導向教學課程後，學生對於問題解決任務的反應上表示出正面積極的態度。進而，學生認為在該課程根據所學完成任務強化了他們推論與解決問題的能力，在與其他小組成員共同找出解決問題方法的過程中，他們的溝通能力也因而改善。此外，學生對於利用各種資源並與同學共同解決問題的認知亦有明顯提升。
六、 在實施任務導向教學課程後，學生對於創意任務抱持肯定的態度。進而，學生認為在該課程對於改善組織能力與提供獨特的意見有正面積極的回應。此外，學生對於找出合適解決方法與提升成員間合作的認知有明顯增加。
七、 在實施任務導向教學課程後，多數學生都肯定合作學習的效果。學生認為在該課程對於分組合作學習讓他們喜歡與人合作完成任務、分享資訊、與其他同學有更進一步互動，並欣賞別人的優點。此外，學生學會與其他同學互動的現象也有所增加。
八、 在任務導向教學課程後，學生表示他們在課程中的主要收穫包含(一)增進英文閱讀表現，及(二)有更多機會使用目標語。另外，學生在課程中遭遇的主要困難則包含(一)英語表達能力不足，及(二)對於如何正確完成任務有疑惑。至於建議部分，學生提出了一項重要的建議：即請英語教師提供更多英語學習時間以利學生更充分完成指定任務。
依據上述研究發現，任務導向教學課程有助於改善學生的英文閱讀表現。首先，老師是學習的啟發者，學生在完成老師設計的任務的過程中，除了改善了學生的閱讀理解能力，更增加了使用英文的機會。其次，在任務導向教學課程中，強調合作學習與小組分享，學生之間互動增加，相互合作與分享也增進了人際溝通能力。第三，任務導向教學課程是以學生為中心，任務的設計貼近學生生活經驗，因此有助於提升學生學習動機與自發學習。

The aim of this study is to investigate the effects of the task-based instruction (TBI) on English reading performance for the seventh graders in southern Taiwan. First, the students’ English reading comprehension before and after the TBI were compared. Next, the student responses to English reading before and after the TBI were investigated. Then, the student responses to four types of tasks and cooperative learning were explored. Finally, the student responses to the TBI were analyzed.
The subjects in this study were 56 seventh-graders in two classes of Nan-Shin Junior High School in Chia-yi, Taiwan. All the students participated in the 12-week TBI. Before the implementation of the TBI, the students were required to take the pretest of English reading comprehension and answer the pre-study questionnaire on the responses to English reading. During the 12-week TBI, the students got involved in the four types of tasks. The researcher teacher implemented the TBI in three stages, including (a) the pre-task, (b) the during-task and (c) the post-task stages. After the 12-week TBI, the students were required to take the post-test of English reading comprehension, answer the post-study questionnaires on their responses to English reading, four types of tasks and CL as well as the questionnaires on their responses to the TBI.
The student scores from the pretest and post-test of English reading comprehension were compared by paired samples t-test, and so were the student responses to the pre-study and post-study questionnaires on the student responses to English reading. Moreover, descriptive statistics were applied to probe into the student responses to the five-point scale questions about the four types of tasks and CL. Finally, the data collected from the open-ended questions of the student responses toward the TBI were discussed and analyzed qualitatively.
Based on the data analyses, the major findings of the present study are summarized as follows:
1. There is a significant difference in the students’ scores of English reading comprehension between the pretest and the post-test. According to the increased mean scores of the post-test, the students’ performance in English reading comprehension was improved.
2. There is a significant difference in the student responses to English reading before and after the TBI. In addition, the mean scores of the student responses to English reading in the post-study questionnaire is higher than that of the pre-study, indicating that with the application of the TBI, the students’ English reading was enhanced. To be specific, the students could grasp the key words, understand the main ideas, find the details of the passage, and infer the meaning from the passage when they were reading. After the TBI was implemented, the students had a strong motivation to learn English.
3. In terms of the student responses to the sorting-and-ordering tasks, the students showed positive responses. Specifically, they expressed that they could spell the words correctly, recognize the relationship among words, and arrange in correct orders. They improved their vocabulary size as well.
4. In terms of the student responses to the comparing tasks, the students showed neutral responses. Specifically, they expressed that they could improve their observations, but there is still room for improvement for recognizing the similarities and differences.
5. In terms of the student responses to the problem-solving tasks, the students showed positive responses. Specifically, they expressed that they learned how to infer and solve the problems. When they found out the best solution to the problems, with their group members, their communication skills improved. According to the students’ responses on the questionnaire, students did develop the awareness of utilizing various resources to deal with the problems.
6. In terms of the student responses to the creative tasks, the students showed positive responses. Specifically, they expressed that they could organize things well and offer unique opinions. According to the student responses on the questionnaire, students did develop the awareness of enhancing better cooperation among members in the group and finding the best solution among all suggestions.
7. In terms of the student responses to cooperative learning, the students had positive responses to it and expressed their fondness for cooperation during the TBI. Specifically, they expressed that they thought cooperative learning helped them learn more about how to share information with others, liked to accomplish tasks with others, had a closer interaction with their classmates and appreciated others’ advantages. According to the students’ responses on the questionnaire, students learned more about how to interact with others.
8. After the TBI, students expressed their gains, difficulties, and suggestions for it respectively. Specifically, the students’ gains include (a) improving their English reading performances through the tasks in the TBI and (b) having more chances to use their target language. In addition, the students had difficulties in (a) expressing ideas and opinions in English and (b) finding the correct solutions of the tasks. As for the suggestions for the TBI, the students made the hope that the teacher allocate more time to discuss and finish the tasks.
On the basis of study findings, three implications were proposed. To begin with, teachers serve as facilitators. When they implemented the TBI, it could help students improve their English reading comprehension and provided more chances for students to use English. Second, the researcher teacher in the TBI emphasized cooperative learning and group sharing which enhanced students’ interaction and cooperation. Specifically, their communication skills improved when doing various tasks. Third, the TBI enhanced the students’ motivation and learner-autonomy because the TBI was student-centered and relevant to students’ life experiences. So it can be highly promoted in English reading instruction.

TABLE OF CONTENTS


CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purposes of the Study 4
Research Questions 5
Significance of the Study 5
Limitations of the Study 6
Definition of Terms 6

CHAPTER TWO LITERATURE REVIEW
Reading Comprehension
Importance of Receptive Language Skills 8
Factors for Reading Comprehension 9
Teaching of Receptive Language Skills 11
Importance of the Task-based Instruction 11
Features of the Task-based Instruction 13
Types of Tasks in the Task-based Instruction 15
Sharing and Cooperative Learning
Why Sharing 17
Why Cooperative Learning 19
Integrating Sharing and Cooperative Learning 20


CHAPTER THREE METHODOLOGY
Participants 22
Instruments 22
Procedures 27
Data Analyses 28
A Quantitative Analysis 30
A Qualitative Analysis 30

CHAPTER FOUR RESULTS AND DISCUSSIONS
Comparison of the Students’ English Reading Comprehension
Before and After the TBI 31
Comparison of the Student Responses to English Reading Before and After the TBI 32
The Student Responses to Sorting-and-ordering Tasks 35
The Student Responses to Comparing Tasks 38
The Student Responses to Problem-solving Tasks 41
The Student Responses to Creative Tasks 43
The Student Responses to Cooperative Learning 46
The Students’ Gains, Difficulties and Suggestions for the TBI 48

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions 56
Implications 59
Suggestions 60

REFERENCES 62

APPENDIXES
Appendix A: A Sample Lesson Plan 73
Appendix B-1: Worksheet 1: Unit 4 (Sorting-and-ordering Task) 75
Appendix B-2: Worksheet 2: Unit 5 (Creative Task) 77
Appendix B-3: Worksheet 3: Unit 6 (Problem-solving Task) 79
Appendix B-4: Worksheet 4: Unit 7 (Comparing Task) 81
Appendix B-5: Worksheet 5: Unit 7、Unit 8 (Creative Task) 82
Appendix C: A Pre-study Questionnaire on the Student Responses to English Reading (Chinese Version) 84
Appendix D-1: A Post-study Questionnaire on the Student Responses to English Reading and the Task-based Instruction (Chinese Version) 85
Appendix D-2: A Post-study Questionnaire on the Student Responses to English Reading and the Task-based Instruction (English Version) 88
Appendix E: Reliability of the Post-study Questionnaire on the Student Responses to English Reading and the Task-based Instruction 91
Appendix F: Validity of the Post-study Questionnaire on the Student Responses to English Reading and the Task-based Instruction 93

LIST OF TABLES AND FIGURES

Tables
1. The Comparison of the Students’ English Reading Comprehension Before and After the TBI 32
2. Comparison of the Student Responses to English Reading Before and After the TBI 33
3. The Student Responses to Sorting-and-ordering Tasks 36
4. The Student Responses to Comparing Tasks 39
5. The Student Responses to Problem-solving Tasks 41
6. The Student Responses to Creative Tasks 44
7. The Student Responses to Cooperative Learning 47
8. The Students’ Gains in the TBI 49
9. The Students’ Difficulties in the TBI 51
10. The Students’ Suggestions in the TBI 54

Figure Page
1. A Flowchart of the Study Procedures 29
2. A Sample of a Student’s Worksheet on Sorting-and-ordering Tasks 38
3. A Sample of a Student’s Worksheet on Comparing Tasks 40
4. A Sample of a Student’s Worksheet on Problem-solving Tasks 42
5. A Sample of a Student’s Worksheet on Problem-solving Tasks 45

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