A Case Study of English Remedial Teaching for Underachievers in an Elementary School of the Taichung Area

臺中地區國小英語補救教學之個案研究

劉顯親(Hsien-Chin Liou) ； 林冠慧(Guan-Hui Lin)

《逢甲人文社會學報》 33期 (2016/12) Pp. 93-117

摘要

In recent years, remedial English instruction had become a serious challenge to the English teachers in Taiwan's primary schools. The study examined a case where a pre-service English teacher implemented a remedial instructional program trying to enhance the English learning ability of six children (Grade 4 or 5) in a rural school of the Taichung area. Basic English abilities with vocabulary focus were the instructional goal. The reason why a pre-service teacher participated was because no certified teachers would come to this rural school to serve. Treatment lasted for ten periods in five weeks for six participants who were interviewed and assessed with pretest-posttest. The results indicated that the instructional activities designed with games and songs could facilitate participants' memorization of English words. Better receptive and productive vocabulary performance perhaps due to the remedial instruction led to good gain scores with the pretest and posttest comparison. In addition, students' attitudes became positive and the motivation of English learning was enhanced. However, individual differences were noted even when there were only six students involved in the program. More resources are needed in rural areas for remedial instruction to take root. Timely assistance is needed to help pre-service teachers to step in the real classroom which aims to help underachievers in the primary school.

關鍵字

remedial instruction ； rural area ； pre-service teacher ； individual difference

並列摘要

近年來，英語補救教學對臺灣國小教師是一大挑戰。本研究旨在探討一位職前教師提供國小英文補救教學之經驗，檢視該教學是否能提升學生的學習成果及學英語的態度。本研究中有六位參與學童，就讀臺中區一所偏鄉的國小，參加為期五週，一週兩次，十節課的補救教學課程。教學目標是為提升學生的基本英文（含單字）的能力；我們施予前後測及訪談。研究的結果發現：經過遊戲及歌唱教學活動，學生在後測表現，無論認字或拼出英文單字兩方面，都多少有進步；學習英文態度也改變得較為正向。即使僅六位學生參與，他們的態度及英語表現，都呈現不少個別差異。透過本研究之結果，我們建議教育當局應予偏鄉學校充足教學設備及資源，並提供職前教師專業支援，才能深耕發展。最後，本文並建議偏鄉地區的補救教學需要更多的人力資源，針對遞補提供補救教學老師能提供及時協助，才能讓後段班學生在課業上穩紮穩打。

並列關鍵字

補救教學 ； 偏鄉地區 ； 職前教師 ； 個別差異

參考文獻

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