國小學童英語情境課程學習經驗之探究

本研究旨在瞭解個案班級學生對於英語情境課程的觀點與看法，尤其探討其在課堂中對教學活動、教材內容、評量方式與情境設施的學習經驗，以及分析小學生的英語情境課學習經驗是受到哪些因素所影響。本研究採個案研究法，以臺北市一所設有英語情境中心的國小作為研究場域，並以四年級學生為研究對象，透過觀察、訪談、文件分析，輔以問卷調查蒐集資料。根據研究結果，本研究結論如下：一、在學生眼中的英語情境課，是一門「重要」、「有趣、好玩」且是「有用」的課，能培養英文溝通能力，並能從中獲得更豐富的日常單字用語、更敢說英文的勇氣，以及對外國文化認識的增長。二、在教學活動的經驗方面，學生對外師全英語教學反應兩極，卻一致認為透過外師的風趣和提示、真實活動、分組合作能更加了解英文，但礙於對話內容無詳細解釋、不允許討論及影片字幕過於複雜，導致課堂活動成效打折。三、在教材內容的經驗方面，學生認為提供與生活經驗相關和外國文化的主題是實用的，但黑白的課本內容著實無助於學習，也對臨摹或重複抄寫習題意見分歧，惟有特殊型式的習題較能引起相同共鳴。四、在評量方式的經驗方面，學生認為英情課非主科因而不重視考試，而筆試比口試困難在於需要拼字和多選項易造成混淆，並期望能有趣味的多元評量。五、在情境設施的經驗方面，學生肯定情境教室和情境教具，認為能藉由感受、體驗和情境融入來理解英文，但囿於場地限制和材質問題而無法對課程主題和單字有更深刻的體會。六、國小學生英語情境課學習經驗是人與整個學習情境的相互交織逐漸形塑而成。「日常生活經驗」、「英語能力水平」、「校外英語補習經驗」、「家長重視與支持」、「同儕力量拉扯」、「學校課程設置規劃」六項因素影響著學生在學習歷程中的觀點、態度和行為。最後依據研究結果，提出對學生學習觀點之省思及日後實施英語情境課程與教學實務上之建議。

關鍵字

英語情境課程；英語情境中心；英語村；學習經驗；學生觀點

並列摘要

This study aimed to understand students’ perspectives on the English scenario class, and to investigate their learning experience with regards to instruction, teaching materials, assessment and scenario facilities in particular. Then to analyze what factors influenced students’ learning experience in the English scenario class. This study applied case study and involved a class of the 4th grade students in an elementary school that had established English scenario center in Taipei. Data for the study was collected from participant observation, interviews and document analyses, supplemented with a questionnaire survey. The results led to the following conclusions: 1. The students view English scenario class as “important”, “interesting, funny” and “useful”. They think the purpose of attending the class is to learn English communication skills. Through the class, they obtain rich daily vocabularies and sentences, the courage of speaking English and the increasing understanding of foreign cultures. 2. In terms of instruction, the students have polarized opinions on English-taught courses from foreign teachers, but they all hold that foreign teachers’ humor and reminder, authentic activities, teamwork enable them to know more about English; however, the lack of explanation for conversation in books, no permission of discussion and complex subtitles of videos result in ineffective learning outcomes. 3. In terms of teaching materials, the students consider themes that can link with daily life experience and offer foreign cultures are practical. They think that monochrome materials are useless for learning and also divide on copied and repeated writing exercises, only special types of exercises can resonate with them. 4. In terms of assessment, the students deem that the English scenario class is not a main subject which causes their indifference to the examinations. And the written tests are harder than the oral tests due to spellings and confusing fill-in-the-blank questions. Besides, the students expect interesting multiple assessment. 5. In terms of scenario facilities, the students are agreed on scenario classrooms and objects which can provide them with feeling, experience and real scenes to comprehend English. However, they are not able to have deep understanding of the themes and vocabularies owing to the restricted classrooms and materials of the objects. 6. Elementary school students’ learning experience in the English scenario class is gradually formed by students themselves and the whole learning environment’s interacting with each other. 6 factors such as “Daily life experience”, “English ability”, “English school experience”, “parents’ attention and support”, “classmates” and “establishment of the curriculum” affect students’ views, attitudes and behaviors during the learning process. Finally, based on the research results, reflection on students’ learning perspectives and suggestions on implementation of curriculum and instruction of English scenario class are provided.