大一學生在專題式外語劇場課程的學習投入與語言學習策略使用之質性研究

A Qualitative Study of College Freshmen's Learning Engagement and Use of Language Learning Strategies in a PjBL Foreign Language Theater Class at Central Taiwan University of Science and Technology, Lecturer National Taichung University of Education, PhD Student

楊靜愉(Ching-Yu Yang)

《臺中教育大學學報：教育類》 35卷1期 (2021/06) Pp. 33-62

摘要

本研究目的乃在分析外語劇場課程學生投入學習與使用語言學習策略的情形。研究對象為科技大學大一學生，透過小組探討問題、編寫劇本、分工與合作、排演等，以專題式目標讓學生投入學習，解決可能遭遇的問題；輔以使用語言學習策略熟悉語言技能，期末演出戲劇。本研究探討學生在專題式學習外語劇場課程中：一、學習投入的情形如何？二、運用語言學習策略情形如何？研究方法係改編LESCS及SILL問卷，進行訪談分析。分析研究結果：一、學習投入情形：（一）互動和態度投入有顯著提升；情感及表現投入呈現下降趨勢，因舊有習性改變少。（二）技巧投入：瞭解學習困境；口語能力訓練後流利有自信；努力改善學習成效。二、語言學習策略：（一）社交策略求助他人。（二）補償策略比手畫腳換字表達。（三）壓力化為情意策略的正向能量。（四）以後設認知策略思索改進學習缺點。（五）記憶策略使用有待增強。（六）認知策略稍嫌薄弱。本研究肯定該課程帶給學生學習的效應。藉由小組教學，師生有更多互動；透過有建設性的課程實施，賦予學生情境語言任務，強調語言乃在複雜、有意義的情境中學習，學生得以培養自發探究和合作的精神。研究發現學生透過專題式外語劇場課程，不斷討論與回饋，投入學習的情形步入佳境，也瞭解使用語言學習策略的重要性。

關鍵字

語言學習策略 ； 學習投入 ； 專題式學習 ； 戲劇

並列摘要

The purpose of this research is to analyze foreign language students' engagement with language learning strategies in the field of theater. The research subjects are two groups of students. Through group discussions, script writing, task allocation, rehearsal, etc., the goal of this project-based learning course is to showcase students' performance onstage. This study aims to enable students to learn leadership and problem solving skills. Two research questions are posed: 1. Do project-based foreign language theater courses engage students' interest in learning? 2. What language learning strategies do students rely on in a project-based foreign language theater course? The research methodology involved interviews, and the utilization of an adaptation of LESCS and SILL questionnaires, in order to collect data for qualitative analysis. Research findings explored five categories of learning engagement. (1) The results indicated that students improved their interaction and attitude engagements significantly; however, their emotional and performance engagements suggested a downward trend, with little change due to old habits. Concerning skills engagement, students learned to understand their learning difficulties; they became fluent and confident after their on-stage theatrical oral training, and thus strove to improve their learning effectiveness. (2) The SILL Oxford inventory was followed to examine six language learning strategies. Students knew how to use social strategies to seek help from others as well as compensation strategies to express themselves through body language and simple words. Students turned pressure into positive energy in their affective strategy application, and they learned about their shortcomings and tried to ameliorate them while employing metacognitive strategies. However, their use of memory and cognitive strategies appeared to be significantly weak. This study affirmed that foreign language theater courses have a positive impact on student learning. Through an apprenticeship group teaching method, teachers and students had more opportunities to interact, thereby facilitating teaching and learning. Furthermore, through adding these types of constructive activities to the curriculum, especially contextual language tasks which emphasize complex and meaningful situations, students cultivated practices involving spontaneous inquiry, cooperation, problem-solving skills, and autonomous learning abilities. In the final analysis, this project saw students actively engaged in the learning process and they improved their understanding of the importance of language learning strategies.

並列關鍵字

language learning strategy ； learning engagement ； project-based learning ； drama

參考文獻

林淑惠、黃韞臻 (2012)。「大學生學習投入量表」之發展，測驗學刊，59(3)，373-396。doi:10.7108/PT.201209.0373。

Maroco, J., Maroco, A., Campos, J., & Fredricks, J. (2016). University student’s engagement: Development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Critica, 29(1), 1–12. https://ezproxy.ctust.edu.tw:2067/10.1186/s41155-016-0042-8

Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. Journal of Educational Research, 98, 184-191.

Harmer, J. (2007). The practice of English language teaching. Essex. England: Pearson Longman.

Honig, A. S. (2007). Oral language development. Early Child Development and Care, 177(6-7), 581-613.