國中補校學生眼中的英文課--一班國中補校學生的民族誌研究

English Courses of Supplementary Junior High School Students -- The Ethnographic Research of Supplementary Junior High School Students in a Class

謝妙鐶(Miao-Huan Hsien)

指導教授 ： 黃鴻文

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2006年)

摘要

本研究旨在探討我國國中補校中，學生如何詮釋其對英文課的學習歷程與看法。本研究採用民族誌研究法，針對一班國中補校學生進行長時間的觀察與深度訪談，所得的研究結果如下：

一、學生認為英文在所有國中補校課程中是「最難」且「有用」的課，肯定
英文在現代社會生活中的重要性。
二、學生認為英文課就應該要學「會唸」、「會看」、「會聽」，也要「會
寫」，最起碼看到英文字時「能唸」的出來，才算學會英文。事實上，國中補校的英文課似乎只是「跟著唸」、「照著抄」、「學不太會」和「聽不太懂」的課。
三、學生學習英文的成效緩慢，有些同學連二十六個字母都還學不會；大部分同學雖熟悉英文字母，能記憶的單字有限；僅極少數同學會簡單一、二個語句。
四、補校學生學英文的獲得，不在於學習的多寡，而在於生活中看懂簡單英文字母和單字時，難以形容的成就與滿足感。
五、學生學英文的障礙：記不起來，並且很容易就忘記；沒有KK音標的基礎，不會拼也不會唸；上課聽不懂，學不會；跟不上老師的教學速度；害怕被老師叫到。所採取的因應策略：退學；常不來上學；遲到或不想來；上課做其他事；聽不懂也會堅持；以及直接跟老師提出建言。
六、學生學英文的過程中，清楚瞭解自己想學什麼？知道自己學習狀況為何？他們建構一套讓自己學會英文的方法，認為老師如果這樣教，學生就學得會。
七、補校學生學英文有不同的目的，年輕學生為「文憑」；中年學生在於「實用」；年紀大的學生則純屬「休閒」。
八、國中補校學生所處的社會文化背景，會影響到他們對英文課學習的方式、態度與看法。

關鍵字

民族誌 ； 國中補校

並列摘要

This study investigates how supplementary junior high school students in Taiwan interpret their learning process in English class. Through ethnographic research and deeply interviewing and long observing supplementary junior high school students in a class, conclusions are derived as follows:

1. Supplementary junior high school students not only approve the importance of English in modern life but also consider that English courses are the most difficult
but the most useful of all courses.
2. Supplementary junior high school students consider that they should learn how to speak, read, listen and write. Their cognizance of English relies on the ability to speak out English vocabulary. Actually, supplementary junior high school students in English class are just to repeat after the teacher and copy down the teacher’s words; they can not learn and understand this course well.
3. The efficiency of studying English is slow; even some students can’t learn 26 English letters. Although most of the students can learn the English alphabet well, they still remember few vocabulary; only a few students learn one or two sentences.
4. What supplementary junior high school students want to obtain in English courses is not the quantity but the application of learning through which they feel a sense of
achievement and satisfaction in their daily lives.
5. The difficulties of learning English for supplementary junior high school students are as follows: they memorize nothing or forget easily; they don’t have the foundation of KK phonogram; they can’t spell or read; they can’t understand what the teacher says in class; they can’t keep up with the teacher’s instruction; they worry about the chances of speaking English. Consequently, they often adopt
strategies as follows: they drop out from school; they seldom come to school; they are late for school; they do other things in class; they stay there with patience; they
directly offer suggestions to the teacher.
6. During the process of learning English, supplementary junior high school students clearly know what they want to learn and how their learning condition is. They construct their way of learning English and consider that they will learn well if the teacher follows the same way.
7. Supplementary junior high school students have different motives of learning English: young students study for a diploma; middle-aged students study for practicability; and the elders study for leisure.
8. Under different social background, supplementary junior high school students will have different ways and different attitudes of learning English.

並列關鍵字

ethnography ； the supplementary junior high school

參考文獻

教育部（2000）。國民教育九年一貫課程暫行綱要。臺北：教育部。

黃政傑（1991）。課程設計。臺北：東華。

李昭瑩（2004）。主題課程下幼兒經驗課程之個案研究。國立臺灣師範大學人類發展與家庭研究所碩士論文，未出版，臺北市。

邱惠群（2001）。國中學生經驗生命教育課程之研究。國立臺北師範學院課程與教學研究所碩士論文，未出版，臺北市。

黃政傑（1994）。躍登課程改革的政治舞台。中華民國教育學會主編，教育改革。臺北：師大書苑。