本研究的目的在於探討幼兒園「雙語」與「全美語」兩種班別的美語課堂中,老師與幼兒間的口語互動情形為何及是否有差異存在。「雙語班」是指在幼兒園中實施兩種語言教學的班級,主要的教學活動以中文為主要語言,但在一週固定的時段實施3~5次的美語課程,「全美語班」是指幼兒園中所有課程主要都以英語進行的班級,幼兒在班上必須以美語發言、交談。本研究的對象為中部地區兩所幼兒園中就讀的幼兒,包括「全美班」大班各兩班和「雙語班」大班各兩班,合計八班共210位幼兒及其班級的美語老師,研究方法採用觀察記錄法。研究結果發現兩種班別間教師間接影響與直接影響的比率(i/d ratio)、教師發問比率(TQR)、學生話語-學生主動比率(PIR)三種類別達顯著的差異,三種類別都呈現全美班比率較雙語班高的情形。
This study investigated teacher-student verbal interaction during bilingual and immersion kindergarten English classes, in bilingual classes, teachers typically speak Mandarin during activities and when teaching. The bilingual classes had 3-5 periods of English instruction per week. During English immersion classes, children were not allowed to speak Mandarin. Study samples were eight kindergartens classes located in central Taiwan: four bilingual classes; and, four English immersion classes, in total, there were 210 children and 8 teachers. Data were collected by using an observational method. Analytical results demonstrated that significant differences exist between immersion and bilingual classes for teacher indirect direct influence ratio (i/d ratio), teacher question ratio (TQR) and pupil initiation ratio (PIR). English immersion classes had higher i/d ratios, TQRs and PIRs than the bilingual classes.