- 學位論文
玩偶教學對幼兒英語學習焦慮之影響: 以桃園縣的一所小學為例
The Effects of Puppet Use on Young EFL Learners’ Foreign Language Anxiety: A Case of an Elementary School in Taoyuan County
摘要
在台灣的國小英語教育,重視口語的教學已經引起了學習焦慮的問題（Chan, 2004），然而，運用玩偶於教學中的方式，也許能減少語言學習時所產生的焦慮與犯錯的恐懼（Pak, 2004）。本研究旨在於探討玩偶運用在英語教學上，對於幼兒英語學習者在語言焦慮的影響。以桃園縣某國小二年級的27名學生爲研究對象，英語實習老師利用課餘時間來進行教學，在每週一次英語課中使用玩偶教學，此英文課程為期十週。這項研究針對質與量方面進行資料的收集與分析，試著回答三個主要的研究問題：（1）何為小學二年級學生的英語學習焦慮？（2）是否運用玩偶能夠減輕他們對外語學習的焦慮感？（3）學生和老師對運用玩偶於英語教學中的認知為何？ 在量化方面，使用外語學習焦慮問卷（Horwitz, Horwitz, & Cope, 1986）收集參與者的回饋，並於英語課程之前和之後進行外語學習焦慮問卷的施測。 在質化方面，採用課堂觀察與六名學生以及英語老師訪談的方式。資料分析的結果顯示，在執行玩偶教學後學生的外語焦慮平均值下降。我們能透過結果得知，英語焦慮是能夠透過玩偶的使用而顯著減少。這項研究的結果顯示，在英語課堂中使用玩偶的環境下，可降低幼兒的英語學習焦慮，同時也提高學生的專注力以及對英語課的興趣。
並列摘要
Emphasis on oral aspects of English instruction has given rise to the issue of foreign language anxiety in the primary education of Taiwan (Chan, 2004). The use of puppets may be one technique to reduce anxiety and fear of making mistake in language acquisition (Pak, 2004). The present study aims to explore the effects of puppet use in English teaching on young EFL learners’ language anxiety. The research participants were twenty-seven second-grade students in a public elementary school in Taoyuan County, Taiwan. They took an extra English class from an English practicum teacher by using puppets once a week for ten weeks. The data of this current research was both quantitatively and qualitatively collected in order to address three major research questions of interest namely: (1) What are the second-grade elementary school students’ foreign language anxiety levels toward learning English? (2) Can puppet use lessen their foreign language anxiety? (3) What are the students’ and teacher’s perception on puppet use? Quantitative data were collected through the questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz, & Cope, 1986) as the main instrument to collect responses from the participants. The pre and post-test of FLCAS were employed before and after the treatment. Classroom observation, six students’ interviews, and English teacher’s interview were conducted to collect qualitative data. Quantitative findings show that the mean of the students’ foreign language anxiety levels decreased 21% after the treatment. The result indicates that English language anxiety was significantly reduced through puppet use. Qualitative results reveal that the use of puppet in English teaching was helpful to lessen the students’ English speaking anxiety and to increase the students’ concentration and interest in English class. In conclusion, it is hoped that the proposed study can shed some light on the use of puppets in teaching English in the primary school education.