中學生參與博物館雙語學習活動之態度－以「氣候變遷」雙語活動為例

為配合行政院「2030雙語國家政策」，博物館可運用其豐富的雙語資源，成為中、小學學生課外雙語學習的場所。內容和語言整合學習（CLIL）是一種使用額外的語言進行內容和語言學習的教學法，實施方法非常具有彈性，適合運用在非正式教育的環境中。本文以參與博物館雙語教學活動之國中學生為對象，進行問卷調查，以了解學生對活動的態度。本文將學生態度依「對於博物館CLIL活動成果的態度」、「對於博物館CLIL活動經驗的態度」以及「在博物館使用英語的態度」等三個層面分類，結果發現，學生對博物館CLIL活動成果及博物館CLIL活動經驗方面皆抱持正面的態度，但對在博物館使用英語的態度則因個人實際使用英語能力或信心的差異較為分歧。本文最後提出加強鷹架運用、平衡語言難度及設置對照組深入探討博物館CLIL活動對學生學習成果與態度的影響等三個建議。

關鍵字

內容和語言整合學習；學生的態度；非正式語言學習

並列摘要

To comply with the Executive Yuan's Bilingual 2030 policy, museums can become a venue for extracurricular bilingual learning for middle school and elementary school students by providing rich bilingual resources. Content and Language Integrated Learning (CLIL) is a teaching method that uses additional languages for content and language learning. It is very flexible in implementation and is suitable to be used in informal education contexts. In this study, a questionnaire survey was conducted among middle school students who participated in a bilingual learning program implemented by the museum to understand the students' attitudes toward the program. This article categorizes students' attitudes into three aspects: "attitudes towards the outcomes of museum CLIL activities," "attitudes towards the experience of museum CLIL activities," and "attitudes towards using English in museums." The results show that students have a positive attitude towards the outcomes of museum CLIL activities and the experience of museum CLIL activities. However, students' attitudes towards using English in museums vary depending on differences in their English proficiency and self-confidence. The study concludes with three suggestions: reinforcing the use of scaffolding, balancing the language difficulty, and setting up control groups to explore the impact of museum CLIL activities on students' learning outcomes and attitudes.

並列關鍵字

content and language integrated learning (CLIL) ； students' attitudes ； non-formal language learning

參考文獻

Coyle, D. (2013). Listening to learners: An investigation into 'successful learning' across CLlL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), 244-266. doi: 10.1080/13670050.2013.777384

de Graaff, R., Koopman, G. J., Anikina, Y., & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). The International Journal of Bilingual Education and Bilingualism, 10(5), 603-624. doi: 10.2167/beb462.0

Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224. doi: 10.1080/09571736.2014.889508

Fazzi, F., & Lasagabaster, D. (2021). Learning beyond the classroom: Students’ attitudes towards the integration of CLIL and museum-based pedagogies. Innovation in Language Learning and Teaching, 15(2), 156-168. doi: 10.1080/17501229.2020.1714630

Lin, A. (2015). Conceptualizing the potential role of L1 in CLIL. Language Culture and Curriculum, 28(1), 74-89. doi: 10.1080/07908318.2014.1000926

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