臺灣博碩士論文加值系統

本研究探索活動式課綱應用於成人英文小說讀書會所帶來的助益，同時藉由上班族學習者的師生互動與意見回饋來思考成人英文讀書會可進步的空間。參與本研究讀書會的成員共計十位，皆來自同一工作場域，年齡層涵蓋二十幾歲到六十幾歲；讀書會成員所閱讀的英文小說是由洛伊絲．洛利（Lois Lowry）創作的《記憶傳承人》(The Giver, 1993)。本論文採取質性研究，以行動研究的方法進行共計八次的英文讀書會聚會，並以半結構個別訪談方式來了解活動式教學課綱及讀書會進行方式對成人工作者持續學習英文的幫助與影響。根據研究分析結果，本研究獲取結論如下：
一、活動式教學課綱對於成人英語學習的確帶來樂趣；成人英語學習除了常見的會話
課程以外，帶讀小說的讀書會型態是相當可行的方式。
二、自主導向學習, 經驗學習及轉化學習是成人學習的重要內在驅力；帶讀者設計活
　　動時應列入以重理解的活動式課綱設計的重要元素。
三、成人英語學習者已發展出慣有的學習模式與興趣偏好，又由於能夠投入進修的時間有限，帶讀者須要能在不同的年齡級距下設計出適合全體學習的課程活動。
四、提出以下具體建議：
（一）如何改善教學大網?
　　　1.為滿足英語小說讀書會成員的英語學習需求，應在成人讀書會第一次實施時
先由成員述說先前的學習經驗並適時修正已設計好的活動式課綱，朝向偏重
理解與生活經驗的學習方式。
2.在本梯次讀書會結束前，訪談各成員的學習心得，並請其建議英文讀本，作
　為下梯次讀書會的參考教材。
（二）未來研究方向：
　　　1.以善用偏重理解與生活經驗的活動式課綱設計為前提，進一步研究帶讀者及
　　學習者可共同營造的優質英語學習經驗。
2.可進一步探討其他活動式學習方式（例如：工作坊，閱讀心得演講或寫作），
　　 如何與重理解與生活經驗的課綱設計作結合，有效地提供成人學習者終身持
續學習文學與語言的機會。

With the growing population of senior citizens and emerging importance of extension education for adult learners after their graduation from schools, it becomes an urgent task for English teachers to re-examine the principles of their curriculum planning and to adjust their syllabus design. This must be done by adjusting learning activities inside the classrooms and after the class, and according to the needs and special circumstances of working adults. It is observed that working adults, ranging from mid-twenties to early sixties, wish to maintain and upgrade their English proficiency levels while fulfilling their job and household duties. They have specific requests. First, they would like to minimize pre-class preparation and post-class homework. Secondly, they prefer “friendly” studying materials that require less memorization and promote more critical thinking based on life experience. Thirdly, they look forward to learning or increasing their English proficiency, yet they must rely on effective means to help achieve their goals. Finally, they have time restraints. They can only manage a short session in between work and family time each week. With these factors taken into consideration, (1) an activity-based syllabus designed according to the aforementioned conditions and (2) a practicum of the syllabi were launched to test the validity and the effect. The practicum was undertaken using an off-work study group composed of ten voluntary colleagues at the same workplace. Their ages range from twenty-five to sixty years old. The study period lasts for eight weeks with a one-hour session per week. The study materials were the 1993 American young adult dystopian novel The Giver by Lois Lowry and its 2014 movie adaptation. After eight sessions, the instructor of the reading club conducted an interview with each of the participants to see how this activity-based syllabus was carried out and to seek suggestions for future syllabus design for working adults.
The conclusions were as follows: First, the activity-based syllabus brings working adults joy and fun from English learning. With its flexible and diverse subject variations, the form of a novel reading club is appropriate for working adults’ English learning. To choose interesting reading materials and to adjust the pre-designed syllabus, the instructor should reserve the first session for understanding the learners’ needs and expectation for English learning. Secondly, at the closing of each session, open questions based on the study material should be offered for the reading club, and the reading material for the next session should be pre-determined and recommended by group members. For future study, the interaction between the instructor and the learners is a point of focus. In-class activities, such as workshop and presentation, should be adopted. Moreover, to help working adults learn English through literature with joy and fun, the instructor can adopt more relaxing teaching activities with the elements of playing and games.

Chinese Abstract i
English Abstract iii
Acknowledgements v
Table of Contents vi
List of Tables vii
List of Figures viii
Chapter One Introduction 1
Chapter Two The Adult Novel Reading Club 7
Chapter Three The Subject for Adult Novel Reading Club 16
Chapter Four Activity-based Syllabus 22
Chapter Five Practicum and Feedback 31
Chapter Six Conclusion 55

References 60 1 Appendix A Weekly Syllabus 63
2 Appendix B-Units for Activity-based Syllabus 64

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