桌上遊戲融入聽說教學法對學生英語學習成效之研究-以國小六年級為例

本研究旨在探討桌上遊戲融入聽說教學法對學生英語學習成效的影響，並分析不同背景變項之差異及相關情形，最後根據研究結果提出具體建議，以供欲實施桌上遊戲融入聽說教學法的教師、做相關課程設計的教師以及未來研究者之參考。本研究採用準實驗研究法，研究對象為新北市永恆國小(化名)六年級兩個班共43名學生，進行桌上遊戲融入聽說教學法教學與傳統式教學，實驗時間共三週六堂課。兩組學生均施行英語學習成就測驗前、後測，實驗組學生於後測後再施行英語學習感受問卷。收集之資料以統計軟體進行描述統計、獨立樣本ｔ檢定、ANOVA、單因子共變數分析以及Scheffé事後檢定，獲得研究結果如下：本研究結果如下：一、實驗組與控制組學生在經歷不同的教學法後，成就測驗後測皆顯著優於前測，尤其是口說測驗的部分。二、教學實驗後，實驗組英語成就測驗成績未顯著優於控制組。三、桌上遊戲融入聽說教學法帶給學生「高度滿意」的正向學習感受，其中以「能力」層面排行最高；「壓力」層面排行最低。四、不同背景變項之學生以有補習的學生英語成就測驗顯著進步，並在英語學習感受問卷中「喜歡」層面達顯著差異。

關鍵字

英語學習成效；桌上遊戲；聽說教學法

並列摘要

The purpose of this study aimed to investigate the effect of integrating board games into Audio-Lingual Method on students’ English learning performance.In addition, to analyze the differences and related situations of different background variables and to explore the relationship among them. Based on the findings, the study proposed specific suggestions for teachers who want to try this teaching method, teachers who do the similar curriculm design and future researchers. Quasi-experimental research was adopt to conduct this study. Two 6th grade classes from New Taipei City took part in the experimental study. 22 students were taught with integrating board games into Audio-Lingual Method and the other 21 were taught with traditional teaching. The experiment lasted for three weeks, two times a week. Both groups took the “English achievement tests” before and after the instruction, while the experimental group students took the “Learning Perception Survey ”as well. The data collected were analyzed with descriptive statistics, independent sample t- test, ANOVA, one-way ANCOVA and Scheffé post-test data analysis and discussion . The results of the study are as below: 1. Both groups performed better in the post English achievement test than the pretest, especially the part of speaking test. 2. Both groups showed no significant difference after the experiment . 3. Through applying integrating board games into Audio-Lingual Method in English teaching, students had “high” positive feeling toward English learning. Ability ranked the highest, and pressure ranked the lowest. 4. There was a significant difference in the achievement enhancement of students who go to the cram school, and they showed significant difference in the fondness part of the “Learning Perception Survey ”from the others who don’t.