學習困難訊息的回饋對國中生英語科成就的影響之實驗研究

The Effects of Information Feedback of Learning Difficulties on Junior High School Student's English Achievement

張春興(Chung-Hsing Chang) ； 吳武典(Wu-Tien Wu) ； 洪有義(Yu-Yih Hung)

《教育心理學報》 12期 (1979/06) Pp. 69-88

https://doi.org/10.6251/BEP.19790601.5

摘要

本研究旨在探討：在排除智力、實驗前英語成績、成就動機、家庭社經水凖、對教師的知覺等因素的影響以後，對教師提供學習困難訊息，並採用以單元測驗逐一發現困難、隨時矯正的教學策略，是否有助於學生之英語學習成就（以發音字彙、文法結構、課文理解、聽力四項爲效標），參加實驗的受試爲台北市兩所國中一、二年級學生共704人，各分成實驗組與控制組，兩組人數相近，男女人數亦相近。實驗組維持班級型態，控制組學生則分散於實驗組以外各班上課。一年實驗結果，經施以自編國中英語成就測驗和聽力測驗，透過多變項共變數分析、迴歸分析和典型相關分析，主要發現如下：①一年級實驗效果顯著，二年級則較不顯著；②在文法結構方面，實驗效果顯著，在發音字彙、課文理解和聽力方面，則較不明顯；③無論一、二年級，最有效的預測英語學習成就（以總分爲效標）變項是「智力」和「初測學業成績」；④聽力是相當獨立的典型因素，除智力外，也受到家庭（社經地位）和師生關係（對教師知覺）的影響。

並列摘要

To investigate the effects of information feedback of learning difficulties on English learning, an one-year experiment was conducted in two junior high schools, in which 704 subjects from grades 7 and 8 were sampled and divided into experimental group and control group, nearly counterbalanced for grade and sex. In the EG, the teachers were given information concerning learning difficulties before instruction, and were asked to explore actual problems by means of unitary diagnostic English tests and to correct errors immediately. While the students of the CG were distributed in normal classes without any special instruction. The criterion variables were Vocaburary-Frounciation, Grammer, Comprehension, and Listening. The control variables were intelligence, pre-achievement, achievement motivation, social economic status, and perception-toward-teacher. The results were analyzed by Finn's multivariance analysis of covariance, stepwise multiple regression analysis, and MAPS's canonical correslational analysis. It was found that (1) The effects of the new teaching strategy were more salient in grade 7 than in grade 8; (2) The information feedback approach was clearly in favor of Grammer learning, while in Vocaburary-Pronunciation, Comprehension, and Listening there were no consistent effects for both grades; (3) Intelligence and pre-achievement were the two major predictors for post-achievement in both grades; (4) Listening was a relatively independent canonical factor, in which intelligence, SES, and perception-toward-teacher played important roles in prediction. It suggests that the teaching strategy of information feedback is much effective in Grammer learning and when the learning difficulties are newly formed.