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研究生:姚品琦
研究生(外文):YAO, PIN-CHI
論文名稱:運用溝通式教學活動教英語為外語兒童英文字彙
論文名稱(外文):Using Communicative Activities to Teach EFL Children English Vocabulary
指導教授:羅春琳羅春琳引用關係
指導教授(外文):LUO, CHUN-LIN
口試委員:陳薆華吳凱琳
口試委員(外文):CHEN, AI-HUAWU, KAI-LIN
口試日期:2020-07-01
學位類別:碩士
校院名稱:靜宜大學
系所名稱:英國語文學系
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:2020
畢業學年度:108
語文別:英文
論文頁數:86
中文關鍵詞:字彙溝通式教學活動動機
外文關鍵詞:vocabularyCommunicative activitymotivation
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本篇探討用溝通式教學活動教英文單字對學生字彙學習及動機的影響。研究方法採取量化的前後測及質化的教師訪談。參與的學生為國小三、四年級的學生,並且皆通過師德英檢第三級(約 600 字彙能力),學生人數共有 20 人,將學生分為 A、B 兩組進行對照,一組採用溝通式活動教學法,另一組採用傳統教科書教學法,為了瞭解溝通式教學活動是否能提升學生的英文單字能力,上課之前都有前測,上完課之後比較兩組後測成績的進步多寡,前後測的結果會用社會科學統計套裝軟體(SPSS)做 T 檢測的分析,結果顯示兩組學生皆有進步,但使用溝通式教學活動的學生有較顯著的進步,且兩組的後測有顯著差異。
針對學生對於遊戲式教學法及傳統教學法的動機問卷分析,使用溝通式遊戲的組別動機有明顯增加,然而傳統教學法的學生並沒有;在訪談中老師指出溝通式活動教學比較會引起學生的動機,而且學生會比較能參與課堂並樂意從事活動。

The purpose of the study was to find if it is effective to use communicative activity to teach students English vocabulary and the student’s learning motivation toward the approach. The methods applied included quantitative pretests and posttests, and qualitative interview with the teacher. The students who joined the project were in the third and fourth grade. All of the students passed “STYLE” English test level 3(about 600 word level). The 20 students were divided into two groups. One group was taught by the traditional way, and the other group was taught by the communicative activity. In order to understand if communicative activities can help the students increase their English vocabulary ability, pretests and posttests are provided. The results of the pretests and posttests of both groups were analyzed with t test using Statistical Package of Social Sciences (SPSS). The results of the performance showed that most of the students improved their vocabulary ability; in particular, the group of students learning by communicative activity improved more than the traditional text group. There is a significant difference between the posttest of two groups.
The results of the motivation scale indicated that most of the students in the communicative activity group improved their motivation after the lessons, while students in traditional text group did not. In the interview, the teacher claimed that students in group A (communicative activities) had more motivation than students in group B. Most of the students in group A were involved in class and were willing to do the activities.
Chinese Abstract i
English Abstract ii
Acknowledgments iv
Contents v
List of Tables viii
List of Figures x
CHAPTER ONE INTRODUCTION 1
Background (Statement of the Problem) 1
Purpose of the Study 4
Research Questions 4
Significance of the Study 4
Definitions of Terms 5
CHAPTER TWO LITERATURE REVIEW 7
Learning motivation 7
Intrinsic motivation and extrinsic motivation 8
Communicative activity as a teaching method 9
Virtual/Authentic environment 10
Vocabulary leaning 11
Role-play-game-based (RPG-based) learning 12
Game as a teaching method 13
Passive learning VS Active learning 15
The importance of active learning (The cone of learning) 17
Repetition of input 18
CHAPTER THREE METHODOLOGY 20
Research design 20
Participants 20
Background of the teacher 21
Procedure of the research 22
Teaching procedure 22
Data collection and analysis 30
CHAPTER FOUR RESULTS AND DISCUSSION 32
Results of pretest and posttest 32
Results of the motivation scale 41
Results of the interview 56
Discussion 58
CHAPTER FIVE CONCLUSION 60
Summary 61
Pedagogical implications 61
Limitations of the study and recommendations for further study 62
REFERENCES 63
APPENDICES 71
Appendix A: Motivation scale 71
Appendix B: Pretest and posttest of lesson one 77
Appendix C: Kid’s passport 78
Appendix D: Lesson one worksheet for group B 79
Appendix E: Pretest and posttest of lesson two 80
Appendix F: Pretest and posttest of lesson three 81
Appendix G: Lesson Three Worksheet for Group B 82
Appendix H: Pretest and posttest of lesson four 83
Appendix I: Pretest and posttest of lesson five 84
Appendix J: Lesson Five worksheet of colors for Group B 85
Appendix K: Pretest and posttest of lesson six 86
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馮靖惠 (2018 年 5 月 27 日)。學者:台灣家長對英文學習的焦慮感太深。聯合新 聞網

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