文本出發的英語跨技巧溝通表達教學—以高一英語課堂為例

在素養導向教學浪潮下，除了基本語言能力，學生亦需培養以英語文進行邏輯思考、表達與溝通的能力。本研究欲探索在高中的英語文課中，教師如何從部定教科書課文出發進行教學設計與實踐，創造學生英語表達的機會，讓學生在課堂上學習與運用英語跨技巧（聽、說、讀、寫），並同時探知與幫助學生產生主題內容及英語語言運用上的理解。本研究為個案研究，研究參與者為北部公立高中某位英語教師及其班上的學生，研究範圍為一個單元實施的五堂課。為了探討學生在英語課堂中的口語表達與寫作表達培養與展現，本研究在課前與教師進行教學設計的訪談，並分析其設計的講義，在課中觀察並記錄師生的課堂對話及學生在組內的對話，在課後分別與師生進行訪談，探討教師在教學實踐上的想法及學生在課堂中的學習經驗。本研究主要發現：一、在促進學生英語溝通表達與理解的課前設計中，教師以「能溝通、能表達」作為長期目標，規劃了「能遷移、能應用」的單元學習核心理解，透過設計紙本講義並規劃同儕互動，讓學生能參考講義資訊，在對全班回應前有機會先對同儕練習，減緩犯錯的緊張。二、在搭建學生英語表達與理解的教師教學實踐中，教師以課前設計硬鷹架為基礎，視學生學習狀況及表達內容而彈性提供軟鷹架，讓學生在每個學習任務中與同儕互動、有更深入的思考。過程中，教師亦關注學生情意面向的學習，並透過認知、情意方式營造學習氣氛。藉由教師的引導，不僅課文、講義中的文本成為學生閱讀的學習素材，同儕在組內或面對全班時表達的內容，亦成為值得繼續思考、探索的語言學習要點，使其成為學生在進行說、寫等輸出前所需的輸入來源，學生在input-interaction-output的模式中彼此互相學習、支持，學生不同的想法有機會互相串聯。最後，學生方能在最終的寫作任務中展現其於學習任務中透過豐厚學習經驗而獲得的理解。

關鍵字

閱讀文本；學生溝通表達；鷹架搭建；英語跨技巧

並列摘要

In the era of competency-based instruction, besides basic language skills, students also need to acquire the ability of logic reasoning, expressing one’s ideas and communicating in English. This research aimed to explore how a teacher, based on the textbook, designed and implemented English lesson planning, and therefore created opportunities for students to communicate in English, guided students to learn and practice English integrated skills, which involve English listening, speaking, reading, and writing. At the same time, students’ understanding of the content and language usage was explored and assisted in class. This research is a case study, and the participants involved were one senior high school English teacher in Northern Taiwan and a majority of students in her class. This study focused on one unit, which lasted for 5 periods in total. Before the unit started, the teacher was interviewed about the lesson planning; the handouts designed by the teacher was analyzed as well. During each period, conversation between the teacher and students, conversation in students’ groups were observed and analyzed. After the unit, the teacher and several students were interviewed respectively about how they think and learn in class. Two primary findings of this research are listed here: First, during the lesson planning phase, in order to facilitate students’ English communication and understanding, under the long-term goal, “able to communicate and express yourself,” the teacher planned a unit core understanding which students may “transfer and apply” in somewhere. Also, with the handouts in hard copy and the opportunities to interact with peers, students can learn and have less fear to make mistakes while communicating in English. Secondly, during the lesson implementation phase, based on the hard scaffolds among the learning tasks, taking students’ learning and communication into consideration, soft scaffolds were thus provided by the teacher so as to make students think deeper and interact with peers meaningfully. During the class, the teacher also paid attention to students’ affective learning, and built up the learning atmosphere in cognitive and affective way. With the teacher’s guidance, students’ comprehensible English learning input didn’t limit to textbooks and the handouts only. What’s more, some language learning points in students’ output in groups or in front of the class were emphasized and encouraged to think and explore further, which could be seen as comprehensible English learning input for further learning. Therefore, students’ learning and supports thus arose in the input-interaction-output model; students’ different ideas and opinions were connected. Finally, the understanding gained and structured by students would be able to be presented in students’ writing pieces.