以賽促學對於技術型高中專業英語學習之效益—以新北市為例

競賽作為一場零和遊戲使得以賽促學的效益一直存在著利與弊的爭議，而近年來，技術型高中學生的英語力在鼓吹雙語的政策下依舊沒有聲色，故本研究嘗試將以賽促學融入技術型高中學生的專業英語教學中，探討其學習效益。分析學生在經過一學期以賽促學的教學模式後，所得到的的成績回饋、學生學習興趣、外語學習焦慮的現況；瞭解3個變項之間的差異、相關的影響。藉以抽取3所新北市技術型高中，得到272例有效數據，學生在參與為期一學期的PVQC訓練以及前後測之後，發放「以賽促學對於技術型高中專業英語學習之效益」問卷施測，所得量化資料採用描述性統計、成對樣本t檢定、卡方檢定、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析和相關實證研究進行分析。主要研究結論包括：一、技術型高中學生PVQC前後測有顯著進步但仍還需努力。二、女生比男生有更高的外語學習焦慮，但在經過以賽促學的訓練下，更有機會得到正回饋。三、公立技術型高中學生的學習興趣和外語學習焦慮都高於私立技術型高中學生。四、得到正回饋的技術型高中學生會有更高的學習興趣，更少的外語學習焦慮。五、得到負回饋的技術型高中學生學習興趣越高，外語學習焦慮越高。根據上述結論，本論文分別對教師、學生及未來研究方面提出建議。

關鍵字

以賽促學；回饋；學習興趣；外語學習焦慮

並列摘要

Competition, as a zero-sum game, has always been controversial on the benefits and disadvantages of competition-based learning. In recent years, the English ability of vocational senior high school students has remained indifferent under the policy of advocating bilingualism. Therefore, this study attempts to integrate competition-based learning into the professional English teaching of vocational senior high school students and explore its benefits. I try to analyze the students after a semester of teaching mode about competition-based learning, the current situation of the students’ feedback, interest in learning, foreign language anxiety, analyze the differences between the three variables and their related effects. Three vocational senior high schools in New Taipei City were selected to obtain 272 valid data. After the students participated in the PVQC training for one semester and the pretesting and post-testing, they were given the questionnaire of "The Benefits of Competition-based Learning in Professional English Learning in Vocational Senior High School". The quantitative data were analyzed by descriptive statistics, dependent sample T-test, Chi-square test, independent sample T-test, ANOVA, Pearson product difference correlation analysis, and empirical study. The main conclusions include: First, vocational senior high school students PVQC pretesting and post-testing have made significant progress but having work to do. Second, girls have higher anxiety in foreign language learning than boys, but they are more likely to get positive feedback after the training of competition-based learning. Third, the students’ interest in learning and foreign language learning anxiety in public vocational senior high schools are higher than those in private vocational senior high schools. Fourth, vocational senior high school students who get positive feedback would have a higher interest in learning and less foreign language anxiety. Fifthly, The higher interest of vocational senior high school students who receive negative feedback, the more their foreign language anxiety. According to the above conclusion, this thesis puts forward suggestions for teachers, students, and future research.