溝通式教學法融入文法翻譯教學法對國中生英語學習成效及學習動機之研究

本研究根據文法翻譯教學法和溝通式教學法來設計此行動方案，並應用於國中七年級課堂，目的在探討不同教學法對於學生英語學習成效和動機之影響，期望此行動研究能給日後有想要進行相關研究的同仁和學者建議和參考。在學習成效層面，文法翻譯教學法能有效提升讀和寫的能力；溝通式教學法則是有效提升聽和說的能力。學生們在兩種方法相融學習之下，學生的聽力和口說進步更為明顯，尤其是學生的口語對答能力。在學習動機層面上，學生在課堂中主動學習態度有非常明顯的進步。方案執行過程中，學生在課堂進行交流時，表現得更加主動、積極，最重要是學生會在課前和課後主動複習單字和內容。本研究在面臨教學時的困難和因應的方法如下：教師在使用英文講述活動內容時，學生反應聽不懂英文解說，因此教師調整了英語使用比例，調整的狀況是以學生的學習情況為主，並在進行活動時，會再請同學出來示範，確保學生了解活動流程，英文使用比例在學生了解之後，教師會再次調整英語比例，並使用英語進行課程活動，以訓練學生的英文聽力部分。本研究可以提供給未來想進行相關研究的研究者建議和範例做為參考。

關鍵字

文法翻譯教學法；溝通式教學法；學習成效；學習動機

並列摘要

The action research was based on Grammar Translation Method（GTM）and Communicative Language Teaching Method（CLT）, which were used to see how GTM and CLT influenced the seventh graders’ learning performance as well as motivations. GTM improved students’ reading and writing ability effectively while CLT clearly enhanced listening and speaking ability. The result showed the integration of both methods could promote students’ English learning more essentially, especially in listening and speaking. As for the aspect of learning motivations, the result showed that CLT increases students’ learning motivations. During the class, students’ reactions were more active than before. Last but not least, they are willing to answer the questions. The students become positive and like to preview the vocabulary and the content they learned. The researcher made the adjustment: the ration of English using in class . When students did not understand, teacher explained the questions or vocabularies with Chinese or demonstration. After realizing the activity, teacher taught in English again, ensure they could practice listening ability. The research provides teachers useful consideration and understanding of English teaching methods.