From Similarity to Diversity: The Changing Use of Language Learning Strategies in Content and Language Integrated Learning at the Tertiary Level in Taiwan

從相似到歧異：臺灣高等教育中融合學科內容與語言學習教學法下學習者的英語學習策略之研究

楊文賢(Wenhsien Yang)

《英語教學期刊》 41卷1期 (2017/03) Pp. 1-32

https://doi.org/10.6330/ETL.2017.41.1.01

摘要

Due to the aims of developing university students’ future mobility and employability in a globalised market, more and more tertiary courses and degree-based programmes have been integrating content and language learning in Taiwan. Content and Language Integrated Learning (CLIL), a very common approach in European contexts, is increasingly popular in many Asian EFL contexts. Research indicates that CLIL learners can outperform EFL learners in many areas of linguistic production. Yet, how these former EFL learners employ language learning strategies differently to fit their new CLIL learning environment and then achieve better language performance is still underrepresented in the research. The present study attempts to identify the preferred strategy types and to compare the differences among Taiwanese university undergraduate groups who learn English in typical language courses and in CLIL programmes. A mixed-method research design, including a strategy inventory survey and in-depth interviews, was employed. The results indicate that indirect strategies, replacing direct strategies, have become dominant in tertiary CLIL contexts due to the features of frequent collaborative interaction with peers and the differentiated purpose of learning English. Pedagogical implications and suggestions for future work are also provided.

關鍵字

Content and Language Integrated Learning ； language learning strategies ； Taiwan tertiary education

並列摘要

臺灣的高等教育中將學科內容與外語學習相結合(CLIL)的課程正急速增加，此種教學法雖濫觴於歐洲，但在亞洲地區也逐漸風行。眾多的CLIL研究顯示，學習者的語言表現有較傑出的成就。然而，當EFL學習者轉變成CLIL者之後，其如何運用學習策略以適用新的教學法卻鮮為人知。本研究旨在比較大學中CLIL與EFL學習者間語言學習策略上的相異。研究方法則融合了量化的量表調查及質性的訪談。結果顯示：CLIL學習者偏好使用間接式的學習策略，取代了以往所慣用的直接式策略；其原因在於CLIL有大量的目的語輸入、頻繁的同儕互動，及差異化的英語學習目的。

並列關鍵字

學科內容與外語學習結合 ； 語言學習策略 ； 臺灣高等教育

參考文獻

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