- 學位論文
國中英語雙師採EMI與小說The Little Prince 對學生學習成效之研究
An Active Research on Inspiring Students’ Learning Effectiveness by Bilingual Teachers through English Novel—The Little Prince
摘要
本研究旨在探討中外師協同教學採用EMI教學法應用在國中英語小說《The Little Prince》閱讀課堂上，對國中二年級學生的英語學習成效之影響，並探討實施後學生的回饋和反應，以及實施過程中教師遇到的困境和解決策略。採用行動研究法，以研究者任教學校8名學生為研究對象，從112年4月開始至6月結束，教學期程約兩個月的英語小說教學。研究期間透過學生課堂口說錄音錄影、測驗成績、紙本文件觀察記錄、教學過程錄影等方式蒐集研究資料，並將所蒐集的資料以質性為主的方式進行分析。 依據本研究結果得出以下結論： 一、本研究教學歷程以《The Little Prince》探討故事篇章主題為基礎，輔以閱讀策略的教授，有助於加強學生使用閱讀策略的精熟度。 二、EMI融入國中英語小說閱讀課程對學生學習成效帶來正向的影響。 三、遭遇的困難有：備課耗時、學生較不主動學習、教師用字會影響學生理解程度、學生單字量不足會影響閱讀理解、學生口說英語缺乏自信。 四、採行的解決策略為：教師增能學習、與協同教師討論教案、以多於教學活動吸引學生、增加學生閱讀理解度、善用學生舊有知識做基底、協同教學之教師合作、反覆練習單字、延長等候時間、利用科技輔助教學、使用適當的課室英語、增加聽說英語的練習機會。
並列摘要
This study aims to investigate the impact of collaborative teaching by both local and foreign teachers using the EMI (English as a Medium of Instruction) method on the English learning outcomes of second-grade students in junior high school. The study also aims to explore student feedback and responses, as well as the challenges faced by teachers during implementation and the strategies used to overcome them. The study adopts an action research approach and focuses on eight students in the researcher’s teaching school. The English novel instruction based on “The Little Prince” is conducted for approximately two months, starting from April of Year 2023 and ending in June. Data for the study is collected through methods such as recordings and videos of student oral presentations, test scores, observations of physical documents, and videos of the teaching process. The collected data is primarily analyzed using qualitative methods. Based on the results of this study, the following conclusions are drawn: 1. The instructional process of this study, based on exploring themes in “The Little Prince” and supplemented with teaching reading strategies, contributes to enhancing students’ proficiency in using reading strategies. 2. Integrating EMI into the junior high school English novel reading curriculum has a positive impact on students’ learning outcomes. 3. Challenges encountered include, time-consuming lesson preparation, students’ lack of initiative in learning, the impact of teacher language proficiency on student comprehension, insufficient vocabulary hindering reading comprehension, and students’ lack of confidence in speaking English. 4. Strategies implemented to address these challenges include teacher professional development, discussion of lesson plans with collaborative teachers, using engaging instructional activities, improving students’ reading comprehension, building on students’ prior knowledge, extending wait time, utilizing technology for instruction, using appropriate classroom English, and increasing opportunities for listening and speaking English.