直接教學法與電腦輔助語言學習應用於輕度智能障礙學生英文單字學習成效之比較

Comparing the Effectiveness of Direct Instruction and Computer Assisted Language Learning on English Vocabulary Learning among Students with Mild Mental Retardation

張簡畹惠(Wan-Hui ChangChien)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外語研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00047

摘要

摘 要

雖然大部分安置在普通班的輕度智能障礙學生對於英語學習有很大的困難，但這個問題長久以來一直被忽視。有些人對於這些學生學習英文之必要性感到質疑，然而有學者認為學生學習外語的權利不應該因為身心障礙的因素而被排除。而且他們進一步指出，教師可以設計更彈性且更合適的課程來鼓勵這些學生學習外語。
根據研究文獻指出直接教學法被應用於身心障礙學生的成效頗佳。而近年來，電腦輔助教學在特殊教育上也一直被大量運用，且被證實有效。然而大部份的研究多著重在這兩種教學方式分別的成效，因此本研究的目的則在進一步比較此兩種教學法對於身心障礙學生英語學習的教學成效，也就是探討直接教學法和電腦輔助語言學習使用於輕度智能障礙國小學童英語生字教學成效之差異。
本研究採取單一受試法中的交替處理設計。研究對象是三位就讀於桃園縣某國小資源班的輕度智能障礙學生。資料蒐集後透過視覺分析與C統計處理得出的結果如下：直接教學法對於輕度智能障礙學生的英文單字學習效果，無論在立即學習成效或保留學習成效上都比電腦輔助學習來得有效。
由實驗結果可得知輕度智能障礙的學生除了需要詳細清楚的教學之外，當他們在學習上遇到困難時更需要老師即時的協助。因此在英語生字的學習上直接教學法比電腦輔助語言學習的使用來得成效更好。另一方面，從實驗中也發現到，電腦能引發學生強烈的學習動機及提供大量練習的機會。因此建議電腦不應該取代老師教學，而是用來提高學習動機或做額外的練習，也就是做為老師教學的輔助工具。

關鍵字

直接教學法 ； 電腦輔助語言學習 ； 單字學習 ； 交替處理法 ； 英語教學 ； 輕度智能障礙學生

並列摘要

ABSTRACT

Having significant difficulties in learning ability, students with metal retardation often have a hard time learning English in regular classes. Some people may argue that English as a foreign language is not a priority for students with mental retardation. However, some researchers suggest that teachers should design a flexible and appropriate instructional curriculum to encourage students with disabilities to enroll in English classes.
Direct Instruction provided an appropriate model to teach English to students with mental retardation. Similarly, a growing number of studies showed that students with disabilities benefit from a variety of multimedia computer programs. However, related literature about the different effects of Direct Instruction and Computer Assisted Language Learning on English vocabulary learning of students with mild mental retardation was relatively lacking. In light of the above concern, the purpose of this study was to compare the effect of two methods in teaching English vocabulary to students with mild mental retardation in the resource room.
Direct Instruction has many features in common with behavioral approaches usually utilized in special education. Direct Instruction also has been confirmed to be effective with students with mild disabilities and disadvantaged students. Moreover, it is claimed that reading or language curriculum based on Direct Instruction model lead to higher academic gains for children with disabilities than traditional approaches. On the other hand, a number of studies have been conducted to investigate the implementation of technology and its effectiveness on students with disabilities. The results show that computers and other technologies can improve the learning of students with mild disabilities. It is found that computers offer students with disabilities self-paced, individualized instruction including immediate feedback and opportunities for practice.
In this study, the participants were three elementary school students with mild mental retardation in the resource room in TaoYuan County. There were two teaching methods including Direct Instruction and Computer Assisted Language Learning. In Direct Instruction session, the instructor employed flash cards and followed the teaching procedures of Direct Instruction to teach vocabulary. Additionally, in Computer Assisted Language Learning session, the teaching process was mediated by computer. An alternating treatment design, a type of single subject design, was used to compare the effects of Direct Instruction and Computer Assisted Language Learning. The percentage of vocabulary identified and recalled by participants during intervention, and maintenance phases were the dependent variables in this study.
Results indicate that after the two-week instruction, all participants made significant gains in vocabulary learning regardless of the implementation of Direct Instruction or Computer Assisted Language Learning. However, participants got better performance under the implementation of Direct Instruction, and difference was clearly discernible through visual inspection.
From this study, it was concluded that students with mental retardation need explicit and detail instruction. They benefit from intensive, well-sequenced, and teacher-directed instruction. The use of the computer as an aid to teach cannot replace the teachers’ instruction. Lastly, concerning the use of computer in English vocabulary learning, computer technology is good to raise the motivation or make additional and extended practice. It is suggested that teachers should balance the implementation of computer technology in their English teaching.

並列關鍵字

vocabulary learning ； Computer Assisted Language Learning ； Alternating treatments design. ； students with mild mental retardation ； English teaching ； Direct Instruction

參考文獻

AAMR (1992). Mental Retardation. Definition, classification, and systems of supports, (9th ed.). Washington,D.C.

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