運用多感官教學法於國中七年級英語補救教學之行動研究

國中英語補救教學的現況為現職英語教師不堪英語補救教學的繁重工作量，加上外聘教師經驗不足，導致英語補救教學成效有限。因此，本研究旨在探討運用多感官教學法於國中七年級英語補救教學對學生之影響。期許低成就學習者能透過視覺、聽覺、觸覺和動覺等多感官教學活動的參與，學會應用字彙學習策略，進而建立基本的字彙量。本研究採行動研究法，研究對象為宜蘭縣市某國中七年級英語補救教學之六位學生，進行6週共6節課之英語補救教學課程。課程內容為「國民中學英語科補救教學基本內容」的七年級英語基本字彙，針對英語字彙教學作多感官的教學活動設計。教學流程分為四部份，包含認識字彙、精熟字彙、延伸發展字彙以及應用字彙。研究中所應用的工具為：學生英語學習背景問卷、課堂學習單與課後評量、教師教學日誌、心得學習單、英語字彙能力測驗 (前後測)、及學習滿意度問卷等。主要的研究結論如下：一、教師運用多感官教學法於字彙教學對低成就學習者的字彙學習有正面的影響。二、教師運用多感官教學法有助於英語補救教學學生的課堂表現。三、學生對運用多感官教學法設計的課程持正向的態度。四、教師透過行動研究的歷程可促進教師之專業知能。本研究者進一步根據研究結果提出建議，以供未來相關教師與研究者作為參考。

關鍵字

多感官教學法；低成就學習者；英語補救教學；英語字彙學習

並列摘要

The current status of English remedial instruction in junior high school is that the internal English teachers are unable to bear the heavy workload of English remedial instruction, coupled with the lack of the external teachers’ teaching experience, resulting in the limited effects of English remedial instruction. Therefore, this study aimed was to explore the effects of implementing multisensory teaching on a group of seventh graders of English remedial instruction. It was expected that low-achieving learners could learn to apply vocabulary learning strategies by participating in multi-sensory teaching activities, involving sight, hearing, touch, and kinesthetics, to acquire basic vocabulary. This study adopted the action research method. The research participants were six seventh-grade students of English remedial instruction in a rural school in Yilan. A total of six English remedial instruction courses was conducted in 6 weeks. The participants were guided to learn the basic vocabulary of seventh grade in "Basic Contents of Remedial Instruction of English Courses in Junior High School". A series of multi-sensory teaching activities were designed for English vocabulary teaching. The teaching process was divided into four parts, including recognizing vocabulary, practicing vocabulary, extending vocabulary, and using vocabulary. The instruments employed in this study were student English learning background questionnaires, worksheets and after-class tests, teachers’ teaching logs, feedback worksheets, English vocabulary ability tests (pretest and posttest), and learning satisfaction questionnaires. The result of the research showed that (1) implementing multi-sensory teaching on vocabulary teaching brought positive impacts on vocabulary learning for low-achieving learners, (2) implementing multi-sensory teaching contributed to the classroom performance of low-achieving learners, (3) students had a positive attitude towards courses designed according to multi-sensory teaching methods, and (4) the process of implementing the action research could promote teachers' professional knowledge. Based on the findings of the research, further suggestions for future teachers and researchers were provided as a reference.