探討人格特質與修正反饋之研究—以臺灣大學生為例

英語是各國使用最廣泛的語言，在大多數亞洲國家，掌握英語能力水平的重要性相當高。如今，為了提高學生的英語能力和提高第二語言習得的吸收率，越來越多的教育工作者不僅考慮到教學風格，還試圖透過檢驗學生的心智能力和心理層面來尋求額外的支持。本研究旨在找出修正回饋與學生的人格特質之間是否存在任何關聯。如果有，是否有任何特定的人格特質能從特定類型的修正回饋（明確或含蓄）的處理中更加受益。共有65名學生和1名教師參加了此研究。這些學生的組成是透過參加了英語實習課（口說和聽力）而形成。這項研究持續了一個學期。為了檢驗被提供不同類型之修正回饋的兩個組別的進度，而進行了前測和後測。此外，實施由 McCrae 和 Costa (1992)詳盡闡述的人格五因素模型（五大性格特質）是為了觀察和檢測參與者的心智和心理層面是否會影響他們對特定類型之修正回饋的偏好，以及具有特定五大性格特質的人對所提供之修正回饋的反應。並且，從兩個組別中收集了一份關於第二語言學習者對修正回饋之信念的問卷，用以探索他們如何從他們的角度看待和感受它。結果表明，兩個組別的學生在明確式修正回饋與含蓄式修正回饋中的後測成績都取得了進步。根據調查結果，大多數學生同意兩種類型的修正回饋對他們而言很重要。 iv 這項小規模研究的結果與 Banaruee 和 Khoshsima (2017) 的調查結果一致，他們的前測和後測的結果表明，雖然明確式修正回饋對外向者更有效，但含蓄式修正回饋對內向者能產生更好的結果。還注意到外向性分數為大約 50% 或更少的人，稍微不認同在課堂上從老師那裡獲得直接的（明確的）修正回饋。然而，更多的發現是，上述學生的後測成績仍然有所提高。儘管本研究的規模不大，但發現在外向性、嚴謹自律性等維度上得分較低（低於 50%）的學生有時需要被注意和傾聽。儘管提供修正回饋帶來了諸多優勢，但仍需要克服一些困難和挑戰，以提高這種處理的效果

關鍵字

五大性格特質；修正回饋；明確式修正回饋；含蓄式修正回饋；二語言學習

並列摘要

English is the most widely used language across countries and the importance of acquiring English proficiency is considerably high in most of the Asian countries. Nowadays, to enhance students’ English abilities and to improve L2 learning uptake, more and more educators take into account not only the styles of teaching, but also try to find extra support through examining mental abilities and psychological aspects of their students. The present study aimed at finding out whether there were any relationship between Corrective Feedback and students' personality traits. If yes, were there any special traits which had benefited more from a treatment with a particular type of CF (Explicit or Implicit type of CF). A total of 65 students and one teacher participated in the study. These students were formed by taking an English Lab class (Speaking and Listening). This study lasted for one semester. To examine the progress of two groups with different types of CF provided, a pre-and post-tests were held. Also, the five-factor model of personality (Big 5) elaborated by McCrae and Costa (1992) was implemented to see and examine if participants' mental and psychological aspects can influence on their preference for a particular type of the CF, and how people with a particular trait from Big 5 react on the provided CF. Furthermore, a questionnaire about L2 learners' beliefs about CF was collected from both groups to explore how they view and feel it from their perspective. Results have shown that the students from both groups, Explicit CF and Implicit CF, made improvements on their post-tests. According to the findings, most of the students agreed that Corrective Feedback (both types) was important for them. The finding in this small scale study was in agreement with the investigation of Banaruee and Khoshsima (2017) whose results of a pre-test and a post-test showed that while explicit corrective feedback is more effective for extroverts, implicit feedback produces better results for introverts. It was also noticed that students whose level of Extraversion was approximately 50 or less percent, slightly disagree with being provided a direct (explicit) CF from a teacher during the class. However, what was found out more, the mentioned students still had improved their post-test results. Regardless of the small size of the present study, it was found that students who scored lower (less than 50%) in dimensions like Extraversion, Conscientiousness sometimes needed to be noticed and heard. Despite the advantages that came along with providing CF, there were still some difficulties and challenges which needed to be overcome in order to improve the effects of this kind of treatment.

並列關鍵字

The Big Five ； Corrective Feedback ； Implicit CF ； Explicit CF ； L2 teaching

參考文獻

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探討人格特質與修正反饋之研究—以臺灣大學生為例

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