運用動畫影片學習英語單字：兒童學習態度與動機之個案研究

本研究旨在探討兒童透過觀看動畫以及使用影片劇本學習英語之態度。研究對象為台灣北部某小學之五位六年級學生。每位受試者皆選擇一部欲觀賞之動畫影片，並接受兩種不同的字彙教學指導：使用動畫影片劇本的字彙教學以及未使用影片劇本的字彙教學。在觀看完兩次影片並結束所有字彙教學之後，五位受試兒童皆予以字彙後測以及延遲字彙測驗；兩次測驗項目均包含認知詞彙知識以及應用詞彙知識。　　研究結果發現五位受試者皆對於透過觀看動畫學習英語抱持正面態度。受試者認為英語發音的動畫影片能夠增加他們對英語的敏感度以及熟悉度，且特別有助於其英語發音能力及聽力。然而，本研究數據顯示為期十一周的動畫觀看課程對於受試者學習英語之整體動機並無法產生顯著影響。　　另一方面，五位受試兒童皆偏好在不使用影片劇本之情境下學習英語字彙；而此發現也與其字彙測驗成績相互符合：整體而言，無論是在認知詞彙或是應用詞彙知識上，受試者在未使用劇本的學習情境下表現較佳。　　未來在使用動畫影片以及影片劇本作為研究素材之前，建議先仔細考量受試者之語言能力與文法程度，此外也鼓勵未來研究者嘗試有別於此研究之應用詞彙的教學方法與測驗型式。使用動畫影片教學之成效非一朝一夕所能見，期許未來有更多的長期研究為動畫教學領域帶來創新的觀點。

關鍵字

動畫影片；動畫；兒童；學習動機；學習態度；字彙學習

並列摘要

This is a case study exploring children’s attitudes toward learning English through watching animated films and learning vocabulary by using film scripts. Five sixth graders were selected from an elementary school in Northern Taiwan. Each child watched an animated film two times and received two types of vocabulary instruction-- instruction with and without the use of film scripts. After finishing all the viewing sessions, the children were given one post test and one delayed test containing both receptive vocabulary and productive vocabulary test items. The findings of the study showed that the children held positive attitudes toward learning English through animated films. They believed that watching animations with English soundtracks was a great way to increase their sensitivity as well as familiarity with English, particularly in terms of English pronunciation and listening ability. Nevertheless, the statistical results revealed that the treatment did not exert much influence on the five subjects’ overall motivation for learning English. It was also found that the children preferred learning English vocabulary without the use the film scripts, which corresponded to results of their vocabulary tests-- the children achieved both better receptive and productive vocabulary learning results under instructions without the use of film scripts. It is suggested that for future research, more consideration should be given to learners’ proficiency levels and their grammatical knowledge before using animated materials and film scripts. Also, different teaching methods and test formats of productive vocabulary are encouraged. Finally, more longitudinal studies are expected to evaluate the cumulative effects of using animated films in language learning.

並列關鍵字

animated film ； animation ； children ； learning motivation ； learning attitudes ； vocabulary learning

參考文獻

Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. NJ: Prentice Hall Regents.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.

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de Groot, A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56, 463-506.

Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.

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運用動畫影片學習英語單字：兒童學習態度與動機之個案研究

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