評估英語課能力分級教學之成效 :以北台灣一所小學為例

Evaluating The Effectiveness of Teaching Proficiency-based English Classes in an Elementary School in Northern Taiwan

黃郁婷(Yu-Ting Huang)

指導教授 ： 劉蕙君

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.2008.00388

摘要

摘 要
本研究主要目的，在於探討中原國小三年級英語課分級教學之成效，希望藉由學生之英語學業成績表現、其對於接受分級教學之看法與反應，以及各級別任課教師依不同程度學生所使用之教學策略，來綜合評估三年級英語課分級教學之成效。中原國小三年級學生依程度不同總共分為四級：初級、中級、中高級、進階級，而本研究對象為初級與中高級學生各一班。研究工具包括自製英語測驗、問卷調查、教室觀察，以及與教師之非正式訪談。英語測驗包括前後測各一，含聽力及閱讀測驗；問卷調查內容涵蓋學生對於接受分級教學之反應、學習態度；教室觀察與非正式訪談則用於收集教師針對不同程度之學生，其教學策略之實施背景和原由。
研究結果顯示，一學期之後，二班不同程度之學生均於英語聽力和閱讀測驗有顯著進步，但二班進步幅度相較之下則不明顯。此外，除了學生之學習背景，以及其對英語分級教學的看法會有所不同，二班不同程度之學生均認為，英語課分級教學能有效地增強其英語學習興趣，且提升學業成績。再者，研究結果亦顯示，教師的確會依照學生之程度，而調整其課堂教學策略，以求更符合學生在英語學習層面之不同需求。本研究最後並依探討後之結果，提出有效實施英語課分級教學之相關建議。

關鍵字

分級教學 ； 英語測驗

並列摘要

Abstract
This study evaluates the effectiveness of learning English in proficiency-based classes for the third graders in the Chung Yuan Elementary School. The students are classified into four levels: basic, intermediate, high intermediate, and advanced. The basic and high intermediate level classes are selected for this study. The purpose of this study is to evaluate the outcome of implementing the proficiency-based English instruction policy in terms of students’ academic achievement, their perceptions toward proficiency-based instruction, and teachers’ instructional strategies adopted in different levels of proficiency-based classes. An achievement test is used for pre- and post-instruction assessment on students’ English listening and reading proficiency; a questionnaire is administrated to collect information regarding students’ perceptions and attitude toward proficiency-based instruction; and classroom observations and informal interviews with teachers are used to explore the reasons underlying the instructional strategies adopted in different levels of English classes. The results show that students in both levels of proficiency-based classes make significant progress in English listening and reading comprehension. Nevertheless, no statistically significant difference is detected on the extent of progress made by the two classes over a semester’s proficiency-based instruction. Next, despite students’ differential backgrounds in English learning and perceptions toward learning English in proficiency-based classes, students in both levels report that they perceive such type of class to be effective in increasing their English learning interests and enhancing their learning achievement. Furthermore, it was found that the instructor of each level indeed adjusts their instructional strategies to meet the students’ special needs for English learning. Finally, the research and pedagogical implications are discussed based on the empirical findings on the effectiveness of proficiency-based instruction.

並列關鍵字

proficiency-based instruction ； t test

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