認知風格對英語寫作邏輯訓練系統之使用

THE INVESTIGATION OF THE USE OF A TRAINING SYSTEM FOR THE LOGIC OF ENGLISH TEXT: A COGNITIVE STYLE APPROACH

曾毓棻(Yu-Fen Tseng) ； 王振漢(Jen-Hang Wang) ； 陳攸華(Sherry Y. Chen)

《國立臺灣科技大學人文社會學報》 14卷1期 (2018/03) Pp. 45-55

摘要

為幫助研究者及研究生提升英語寫作之邏輯能力，本研究開發英語寫作邏輯訓練系統，並探討不同認知風格之學習者對於使用英語寫作邏輯訓練系統的觀感，研究結果顯示，整體型學習者與序列型學習者有都偏好使用位置提示來解決困難，且他們皆不認為英文解釋提示為有用之提示。在另一方面，整體型學習者會略微依賴使用直接顯示答案來幫助完成題目。反而，序列型學生會希望以自己的能力獨立完成題目。並且整體型學習者與序列型學習者也建議提供不同的額外功能，故本研究之貢獻在幫助了解不同認知風格學習者在使用英語寫作邏輯訓練系統上的需求，以建立個人化的英語寫作邏輯訓練系統。

關鍵字

認知風格 ； 提示 ； 英文學習

並列摘要

We developed a Training System for the Logic of English Text (TLET) to help learners develop the understandings of the logic of English text. Moreover, an empirical study was conducted to investigate how cognitive styles affected learners' perception for the use of the TLET. The results indicated that Holists and Serialists preferred to use the position hint to solve problems. Besides, they thought that the hint of English explanation was not useful for them. On the other hand, Holists slightly relied on the answer hint to complete the tasks while Serialists would like to complete the tasks independently. Additionally, extra functionalities suggested by Holists and Serialists were also different. In brief, of this research contributes to provide a deep understanding of the different requirements of Holists and Serialists when they using the TLET. Such an understanding can be applied to develop a personalized TLET.

並列關鍵字

cognitive styles ； hints ； English learning

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