互惠學習用於英語為外語的低成就學生

Reciprocal Teaching for Low Achievers in an EFL Context

巫智堯(Chih-yao Wu)

指導教授 ： 陳秋蘭

國立臺灣師範大學/文學院/英語學系/碩士(2012年)

摘要

台灣的英語教育長久以來都存在著雙峰現象，學習低落學生的需求因此特別需要關注。但是，學校老師往往表達不知如何提供有效的補救教學。文獻上顯示，互惠學習可以適用在各種有學習困難的學生身上，它的成效在英文為母語的環境和英文為第二語言的環境中已被廣泛地證實，但是，它在台灣的相關研究往往都是鎖定一般學生，所以，這份研究就是要探索互惠學習是否也能幫助台灣英語成績低落的學生。
這個研究在台北市進行而且採用個案研究的方法。有四位七年級的學生參與了這個為期七周的研究，授課的老師亦即為研究者本人。課堂中所使用的讀物是圖畫書。研究者將學生每次上課的表現記錄在他的教學日誌，這份檔案紀錄了學生可能的改變和進步。此外，為了近一步瞭解學生對互惠學習的看法，我們也讓學生在七周後的課程填寫一份問卷，以獲知他們的想法。
結果顯示互惠學習可以幫助學生的學習，學生的正面表現可在七個面向觀察到，包含專心程度，為他人建立鷹架，彼此的互動，學習的自主，閱讀策略的使用，英文能力的進步，和行為的改變。但是，我們也在施測期間碰到未預期的困難，包含學生課堂的聊天和男學生的投入程度較低。此外，大部分的學生都表達對互惠學習的正面評價，並且想在日後繼續使用這種學習方式。

關鍵字

互惠學習 ； 低成就學生 ； 補救教學 ； 年齡、性別和策略教學

並列摘要

In Taiwan, bimodal distribution has been a prevalent phenomenon in English education for many years. The need of the low achievers, therefore, deserves much attention. However, school teachers usually express the difficulty in offering useful instructional help, namely remedial courses. Literature shows that reciprocal teaching can be applied to students with different learning problems. Its positive effect has been widely examined in English-speaking and ESL contexts. But in Taiwan, an EFL context, most relevant studies center on the average students. The study therefore aims to explore how reciprocal teaching may influence low achievers’ learning in an EFL context.
The study was carried out in Taipei City with a case-study approach. Four seventh graders participated in the remedial course offered by the researcher. The implementation lasted for seven weeks, and the teaching materials were picture books. Students’ in-class performance was observed and documented in a teaching journal and in the weekly worksheet. The documentation recorded students’ potential changes and progress during the intervention. Besides, to further understand students’ perception of reciprocal teaching, a questionnaire was distributed and collected after the intervention.
The result showed that reciprocal teaching could benefit students’ learning, and students’ progress was best witnessed in their classroom engagement, building scaffolding for others, mutual interaction, learning autonomy, competence in strategy use, improved English ability, and behavioral changes. However, some unexpected difficulties arouse during the implementation, including students’ off-task conversation and less engagement found in the boys. Besides, most students reported their positive attitude toward reciprocal teaching and would like to continue using the approach.

並列關鍵字

reciprocal teaching ； low achievers ； remedial course ； age, gender, and strategy instruction

參考文獻

Juan, L. and Cheng, C, K. (2008) Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning, 32 (4), 41-83.

Chiang, M, H. (2007). A novel idea: English as foreign language reading via virtual literature circles. English Teaching & Learning, 31 (4), 1-37.

Hsu, Y, K. and Chen, Y, H. (2007). EFL Teachers’ perceptions and practices regarding the implementation of remedial instruction for uderachievers. English Teaching and Learning. 31 (2), 1-43.

Wu, M, C & Chen, S, E. (2006). The effects of two early remedial training programs on word recognition in Taiwanese EFL young poor readers: a phonological-based approach. English Teaching & Learning, 30 (4S), 61-80.

Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for Change: Performance and Engagement Across Countries. Results from PISA 2000. Paris: Organization for Economic Cooperation and Development (OECD).