台灣高中生對文化學習納入英語教學觀感之問卷調查研究

A Survey Study on Taiwanese Senior High School Students’ Perceptions of Culture Learning and Instruction in the English Class

陳怡君(Yi-Jiun Chen)

指導教授 ： 常紹如

國立臺灣師範大學/文學院/英語學系/碩士(2011年)

摘要

由於文化和語言息息相關，在語言學習的過程中，文化學習也是重要的一環。然而，關於學生對語言學習中文化學習的看法之研究卻相當罕見，尤其在台灣文獻中更是屈指可數。因此，本研究旨在探究台灣高中生對文化學習的看法。本研究主要涵蓋三部份：（一）對文化及英文學習的看法、（二）英文課堂中的文化教學、（三）文化教學的偏好。此外，本研究也探討學生的背景因素與他們看法的關聯性。
　　在2010年六月，本研究之問卷發放給約1050名台灣高中生填寫。結果顯示，高中生普遍對文化學習感興趣、已意識到語言和文化的關聯性，且相信對文化的了解能夠幫助他們學習英文。大致上，他們對英文老師的文化教學感到滿意，但卻對英文課本上的文化內容感到不滿，這或許也導致他們對現階段英文課堂上的文化教學興趣較低。關於英語課堂上的文化教學，學生最喜愛的教材是影片、歌曲及圖片，而最喜歡的活動是遊戲及與外國人互動。與生活方式有關的議題是他們最感興趣的文化學習內容，而是非題/選擇題則是最受歡迎的評量方式。學生也指出，在英語課堂上，非英語系國家的文化也應被同等重視與討論。此外，本研究也發現，學生的性別、英文程度、與英語媒體/外國文化的接觸以及未來目標皆會影響他們對文化學習的看法。相較之下，學生的年級及就讀類組與他們對文化學習的看法則較無關聯。
　　在教學方面，本研究建議，教師應該要了解學生對文化學習的看法及學生的個人背景，才能進行成功的文化教學。最後，作者也針對研究結果提出了對於高中英文教材編寫及相關學術研究的建議。

關鍵字

文化學習 ； 語言學習 ； 英語學習 ； 高中生 ； 台灣 ； 文化和語言

並列摘要

As it has been widely recognized that language and culture are inseparable, culture learning plays an important role in language learning. However, studies exploring students’ perceptions of culture learning in language classrooms are scant, especially on the native soil. Therefore, the present study aims to investigate Taiwanese senior high school students’ perceptions of culture learning. Questions concerning the following themes are pursued in the study: (1) perceptions of culture and its connection to English learning, (2) cultural instruction currently provided in the English class, and (3) preferences for cultural instruction. Besides, this study examines the relationships between students’ background variables and their perceptions of culture learning.
　　A questionnaire was distributed to approximately 1050 first- to third-year high school students in June, 2010. The results show that in general, students were interested in culture learning. They recognized the close relationship between language and culture, and they considered culture learning beneficial to their English learning. While they were generally pleased with their English teachers’ cultural instruction, they were less satisfied with the cultural content presented in current English textbooks, which corresponded to the fact that they were less interested in cultural instruction they currently received than general culture learning. As for the preferences of cultural instruction in the English class, films, songs, and pictures were the most favored materials, while games and interaction with foreigners were the most popular activities. Things related to daily life were the favorite topics, and true/false and multiple choice questions were the favorite assessments of cultural learning. Students also indicated that English-speaking cultures should not be exclusively introduced in the English class. Besides, students’ gender, English proficiency, exposure to English media/foreign culture and future goals were found to have played important roles in shaping their perceptions of culture learning. On the other hand, students’ school year and academic aptitude group had little connection with their perceptions of culture learning.
　　The study, thus, concludes that to achieve effective cultural instruction, teachers should understand the students in terms of their perceptions of cultural learning and their background. Suggestions are also made for high school English material writers and researchers regarding cultural learning in local English class.

並列關鍵字

culture learning ； language learning ； English learning ； senior high school students ； Taiwan ； language and culture

參考文獻

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