跳到主要內容

臺灣博碩士論文加值系統

(3.236.84.188) 您好!臺灣時間:2021/08/06 11:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:蕭柊薰
研究生(外文):Hsiao, Tung-Hsun
論文名稱:運用任務型教學法於航空專業華語教學效果之探討
論文名稱(外文):The Effectiveness of Task-based Teaching on Aviation Professional Chinese Learning
指導教授:洪榮昭洪榮昭引用關係
指導教授(外文):Hong, Jon-Chao
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:華語文教學系海外華語師資數位碩士在職專班
學門:人文學門
學類:中國語文學類
論文出版年:2021
畢業學年度:109
語文別:中文
論文頁數:89
中文關鍵詞:任務型語言學習(TBLL)任務型教學(TBLT)任務型教學法(TBI)目的語(Target language)情境式教學(Situated approach)角色扮演 (Role play)航空中文(Aviation Chinese)
外文關鍵詞:Task-based language learning(TBLL)Task-based language teaching (TBLT)Task-based instruction(TBI)Target languageSituated approachRole playAviation Chinese
相關次數:
  • 被引用被引用:0
  • 點閱點閱:29
  • 評分評分:
  • 下載下載:10
  • 收藏至我的研究室書目清單書目收藏:0
本研究將以任務型語言學習 (Task-based language learning,縮寫 TBLL),又稱任務型教學 (Task-based language teaching,縮寫 TBLT) 、任務型教學法 (Task-based instruction,縮寫 TBI) ,導入航空中文第二外語的訓練;任務型語言學習是一種語言教學法,配合情境式教學強調學生必須在以角色扮演的口頭報告時,大量使用目的語(Target language) 去完成有意義的任務。任務是否確實完成是任務型教學法的重點,其次才以語言精準度來評量學生的表現。因此,任務型教學法特別適合訓練學生在航空中文的口說能力,並且在訓練的過程中提升學生說中文的自信心。本研究將就任務型教學法,如何在航空第二外語的聽、說能力起到推波助瀾的成效,並對其教學法進行全面性的探討。
In this study, Task-based language learning (TBLL), also known as Task-based language teaching (TBLT) and Task-based instruction (TBI), is introduced to the training of Chinese as a second language in aviation. Task-based language learning is a language teaching method and in association with a situated approach that emphasizes the need for students to use the target language extensively in role-playing for oral presentations to accomplish meaningful tasks. The focus of the task-based approach is on the completion of tasks, followed by the assessment of student performance in terms of language accuracy. Therefore, the task-based approach is particularly suitable for students' oral skills in aviation Chinese training and enhancing their confidence in speaking Chinese. In this study, we will examine how task-based teaching can contribute to the listening and speaking skills of second foreign language in aviation, and conduct a comprehensive study of its pedagogy.
論文目次

第一章 緒論 1

第1節 研究動機與目的 1

第2節 研究方法 2

第3節 研究步驟與架構 3

第4節 名詞解釋 6

第二章 文獻探討 8

第1節 任務型教學法 8

第2節 以前測主導課前預習所激發的學習動機 16

第3節 心智圖法學習成效的相關研究 16

第4節 情境式教學法-角色扮演 17

第三章 方法技巧詮釋及分析 20

第1節 問題描述 20

第2節 研究設計與方法 23

第3節 執行過程 44

第四章 研究結果 49

第1節 前後測效益分析:取樣前後測試的成績比較 49

第2節 以角色扮演之口頭報告評量分析 54

第3節 問卷調查分析 61

第4節 效益分析:抽樣訪談 62

第五章 結論 67

第1節 研究成果 68

第2節 研究貢獻或啟示 71

第3節 研究限制及未來展望 71

參考文獻 72

附錄 79
中文參考文獻:
藍薇(2020)。故事結構策略運用於心智圖教學之實務分析。語文教育論壇,22,1-9。DOI:10.6750/LEF.202006_(22).01。
王季香(2018)。專業華語教材的編寫與實務-以《越南工廠華語通》為例。應華學報,19,17-51。
田相棟和陳志銳(2018)。任務型教學法在新加坡高中華文口語教學中的應用。華文學刊,31,78-96。
韓德彥(2018)。角色扮演在通識經典閱讀之運用-以三國演義課程為例。Role-play Technique Applied to Course of Classic Novel Reading: Taking Romance of the Three Kingdoms as Example.嶺東通識教育研究學刊,7(3),55-70。
彭妮絲(2017)。專業華語的教與學。華文世界,119,72-78。
賀娟(2014)。任務型教學法在大學英語教學中的應用。湖北廣播電視大學學報,1,138-139。
謝茉莉和洪利穎(2014)。醫病溝通教學的觀念與策略。Teaching Doctor-patient communication Skills: Concepts and Strategies.人文社會與醫療學刊,1,37-56。DOI: 10.6279/JHSSM.2014.1(1).02。
孫易新(2013)。台灣心智圖法學位論文研究之分析。Content Analysis of Theses on “Mind Mapping” in Taiwan.取自https://hdl.handle.net/11296/42rnyz。
趙順文,郭怡君和梁竣瓘(2012)。航空城之觀光專業日、韓、華、英語教學研究初探。台灣日語教育學報,19,420-444。
彭妮絲 (2012)。短期遊學華語文課程設計與實施-以沉浸式課程/任務教學設計為基礎。The Design and Practice of Short-Term Study Abroad Programme Based on Immersion Programme and Task-Oriented Teaching Method.中原華語文學報,10,75-99。
溫宏麗(2012)。任務型語言教學法在高校英語課堂中的應用。中國電力教育,19,138-139。
陳佳園(2011)。任務型教學法應用於課前預習的實驗研究。An Experimental Study of Task-based Learning in English Preview.浙江海洋學院學報(人文科學版),28 (1),75-79。
包丹鳳(2010)。輸入、輸出假設和任務型教學法。Input, Output Assumptions and Task-based Approach.語文學刊(外語教育與教學),8,132-133。
項桂芬,吳麗麗和羅晶(2010)。情景+任務型教學法在日語二外教學中的應用模式探討。On the Application of the Situation+Task-Based Approach in Teaching Japanese as the Second Foreign Language.東華理工大學學報(社會科學版),2 (29),168-172。
鄧宏春 和余劍虹(2010)。任務型教學法在大學英語精讀教學中的運用。湖北廣播電視大學學報,3(30),147。
錢昭君和張世彗(2010)。心智圖法寫作教學方案對國小學生創造力及寫作表現之影響。特殊教育學報.彰化師範大學特殊教育學系,79。
王仁癸(2009)。情境教學在國小英語教學的應用。北縣教育,69。
龔亞夫和羅少茜(2003)。任務型語言教學。Task-Based Language Teaching.人民教育出版社。

英文參考文獻:
Akinoglu, O., & Yasar, Z. (2007). The effects of note taking in science education through the mind mapping technique on students' attitudes, academic achievement and concept learning. Journal of Baltic Science Education, 6(3), 34-43.
Atkinson, J.W. (1964). An introduction to motivation. Van Nostrand.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Science, 2, 1305-1309.
Brinkmann, A. (2003). Mind mapping as a tool in mathematics education. Mathematics Teacher, 96 (2), 96-101.
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Brown, H. D. (2007). Principles of language learning and teaching. New York: Pearson Education.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Bui, H.Y.G. (2014). Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In P. Skehan (Eds.), Processing perspectives on task performance (pp.63-94). Amsterdam: John Benjamins.
Bui, G., Ahamaidan, M.J., & Hunter, A.M. (2019). Spacing effects on repeated L2 task performance. System, 81, 1-13.
Buzan, T. (2000). The mind map book. Penguin Books.
Bygate, M. (1999). Task as context for the framing, reframing and unframing of language. System, 27(1), 33-48.
Bygate, M. (2001). Speaking. In R. Carter &; D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp.14-20). Cambridge: Cambridge University Press.
Bygate, M. (2001): Effects of task repetition on the structure and control of oral language. In Bygate, M., Skehan, P. &; Swain, M. (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp.99-118). Harlow.
Bygate, M. (2015). Domains and directions in TBLT: Plenaries from a decade of the international conference (pp.87-122). Amsterdam: John Benjamins.
Bygate, M. (2016). Sources, developments and directions of task-based language teaching. The Language Learning Journal. DOI:10.1080/09571736.2015.1039566
Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogical tasks: Second language learning, teaching, and assessment. London: Pearson.
Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum. Language Testing, 19(4), 419-437.
Byrnes, H., Crane, C., Maxim, H., & Sprang, K. (2006). Taking text to task: Issues and choices in curriculum construction. ITL – International Journal of Applied Linguistics, 152, 85-109
Byström, K., & Lloyd, A. (2012), Practice theory and work task performance: How are they related and how can they contribute to a study of information practices. Proceedings of the American Society for Information Science and Technology, 49(1), 1-5.
Byström, K., Heiström, J., & Ruthven, I. (2019). Workplace information environment – challenges and opportunities for research. In K. Byström, J. Heinström, & I. Ruthven (Eds.), Information at work - information management in the workplace (pp.147-170). London: Facet Publishing.
Çankaya, S., & Karamete, A. (2009). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games, Procedia - Social and Behavioral Science, 1 (1), 145-149.
Colpin, M., & Gysen, S. (2006). Developing and introducing task-based language testing. In K.V. den Branden (Eds.), Task-based language education: From theory to practice (pp.151-174). Cambridge: Cambridge University Press.
Coyne, E., Grafton, E., & Reid, A. (2016). Strategies to successfully recruit and engage clinical nurses as participants in qualitative clinical research. Contemporary Nurse, 52 (6), 669–676.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220.
Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.
Ellis, R. (2005). Planning and task performance in a second language. Amsterdam: John.
Ellis, R. Skehan, P., Li, S., Shintani, N., Lambert, C. (2020) Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36(5), 426–431
Grimley, M., Green, R., Nilsen, T., Thompson, D., Tomes, R. (2011). Using computer games for instruction: The student experience. Retrieved from https://doi.org/10.1177/1469787410387733.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.
Hofer, B. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models, International Journal of Educational Research, 45(1–2), 85-95.
Isidori, E.,Oscar Chiva-Bartoll, Fazio, A., Sandor, I. (2018). Flipped classroom in physical education: Pedagogical models and possible implementation through Web 2.0. The International Scientific Conference eLearning and Software for Education, 3, 274-279, National Defence University.
Kasper, G., & Youn, S. J. (2018). Transforming instruction to activity: Roleplay in language assessment. Applied Linguistics Review, 9(4), 589-616.
Katriina, B., & Sanna, K. (2020). Vertical and horizontal relationships amongst task-based information needs. Information Processing & Management, 57, 102065.
Krasnic, T. (2010). Concise learning: Learn more & score higher in less time with less effort. Concise Books Publishing.
Lee, B. (2010). Effects of task and feedback types on Korean adult EFL learners’ oral proficiency. English Teaching, 65(2), 101-130.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319-326.
Long, M. (2015). Second language acquisition and task-based language teaching. Malden: Wiley Blackwell.
Masuram, J., & Sripada, P. N. (2020). Developing speaking skills through task-based materials. Procedia Computer Science, 172, 60-65.
McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), (pp.107-132).
Murayama, K., FitzGibbon, L., & Sakaki, M. (2019). Process account of curiosity and interest: A reward-learning perspective. Educational Psychology Review, 31(4), 875–895.
Norris, J. M. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), Handbook of language teaching (pp.578-594). Cambridge: Blackwell.
Nunan, D. (1989). Designing tasks for the communicative classroom. New York: Cambridge University Press.
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2006). Task-based language teaching in the Asia context: defining 'task'. Asian EFL Journal, 8(3), 12-18.
O’Grady, S. (2019). The impact of pre-task planning on speaking test performance for English-medium university admission, Language Testing, 36 (4), 505-526.
Østerlie, O. (2018). Can flipped learning enhance adolescents’ motivation in physical education? An intervention study, Journal for Research in Arts and Sports Education, 2(1). DOI: 10.23865/jased.v.2.916.
Østerlie, O. (2020). Flipped learning in physical education: A gateway to motivation and (deep) learning.
Østerlie, O., & Kjelaas, I (2019). The perception of adolescents' encounter with a flipped learning intervention in Norwegian physical education. Frontiers in Education, frontiersin.org.
Prabhu, N. S. (1987). Second language pedagogy. Hong Kong: Oxford University Press.
Rabkin, N., & Redmond, R. (2006). The arts make a difference. The Journal of Arts Management, Law, and Society, 36(1), 25-32. Retrieved from https://doi.org/10.3200/JAML.36.1.25-32.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Skehan , P., & Luo, S. (2020). Developing a task-based approach to assessment in an Asian context. System, 90, 102223.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P. (2003). Task-based Instruction. Language Teaching, 36 (1), 1-14.
Skehan, P. (2018). Second language task-based performance: Theory, research and assessment. London: Routledge.
Van den Branden, K. (1998). Task-based language education from theory to practice. Cambridge: Cambridge University Press.
Van den Branden, Kris. (2006). Task-based language education. From theory to practice. Cambridge: Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Youn, S. J. (2018), Task design and validity evidence for assessment of L2 pragmatics in interaction, N. Taguchi, Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics (pp.217–246). Amsterdam: John Benjamins.



連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關論文
 
無相關期刊
 
無相關點閱論文