英文接收型字彙教學影片之製作與應用

Production and Application of Self-learning Videos on English Receptive Vocabulary

朱秀瑜(Hsiu-Yu Chu)

《通識教育學報》 8期 (2020/12) Pp. 133-146

https://doi.org/10.6517/MCUT.202012_(8).0006

摘要

本計畫為明志科技大學108年高教深耕計畫所補助的「教學創新計畫」之一案，研究的開端是因為觀察到現今學生的英文閱讀能力下滑，最根本的原因是字彙量不足。基本上，字彙的使用大致分為兩大類：「接收型」（receptive）字彙－主要做為聽、讀之用，以及「運用型」（productive）字彙－主要做為說、寫之用。而本研究主要在於針對學生「接收型」字彙不足的問題，嘗試於108學年在兩班「大一英文（高級班）」的課程中進行學生自學字彙教材的製作，與配套的教學活動與評量，也就是：（一）學生習得的「接收型」字彙必須是有系統的，才能符合最佳學習效益；（二）製作生動有趣的字彙教學影片，適當連結教學活動與評量，以幫助學生迅速有效的提升字彙量。本計畫質量驗證方式為：（一）學生字彙前後測的成績比較；（二）每周定期舉行的平時測驗中，影片字彙的答題狀況；（三）學生問卷回饋結果。另外本計畫的具體成果為：（一）篩選出500個重要英文單字納入創新教材，再加上字根、字首、字尾的小課程，利用有趣的動畫呈現來加強學生對單字的印象，總計產出字彙教學影片教材共20單元；（二）根據教學影片內容，同時產出相關學習單及平時測驗供學生加強練習；（三）規劃班級單字大賽，藉同儕壓力及比賽樂趣，讓學生字彙能力更上層樓。

關鍵字

英文字彙 ； 接收型 ； 教學創新

並列摘要

The present study is one of the projects under MCUT's (Ming Chi University of Technology) Teaching Innovation Project (sponsored by the Ministry of Education's Higher Education Sprout Project) for the year of 2019. The study itself started with the observation that many students' English reading proficiency was poor due to insufficient English vocabulary size. Basically, there are two major categories of vocabulary in use: receptive vocabulary (mainly used for listening and reading) and productive vocabulary (mainly used for speaking and writing). This study focused on students' shortage of receptive vocabulary, aiming to improve the situation by making and applying a series of self-learning vocabulary videos on two classes of Freshman English (advanced level) at MCUT in the school year of 2019-2020, with vocabulary-related teaching activities and assessment implemented at the same time. The study was conducted as follows: (1) The receptive vocabulary to be learned was systematic in order to achieve the best learning effect; (2) Fun and lively vocabulary videos, connected with appropriate teaching activities and assessment, were made to help students increase their vocabulary size efficiently. The results of the study came from (1) the comparison between students' pre- and post test scores on their general vocabulary size; (2) students' test performances on weekly vocabulary video quizzes; (3) students' questionnaire feedback. Meanwhile, the present project also generated the following teaching materials: (1) 500 important English words were taken in and 20 minicourses on word roots, prefixes and suffixes were included in the videos (20 units in total), which were all presented with animations to help students internalize the words learned; (2) weekly worksheets and quizzes in accordance with the videos were produced to give students more practice; (3) vocabulary contests in each class were held to encourage students to work harder and enjoy the fun of games.

並列關鍵字

English vocabulary ； receptive ； teaching innovation