- 學位論文
英語流行歌曲運用在國中英語課程之研究
A Study on the Use of English Pop Songs in Junior High School English Classes
摘要
英語流行歌曲運用在國中英語課程之研究 摘 要 本研究旨在描述英語流行歌曲運用於國中英語課程之教學，並探究此項教學如何增進學生動機、學習態度以及英語聽說讀寫的理解力。本研究採用立意選樣，共有十位南臺灣國中八年級的學生參與。本研究以質性資料蒐集的方式，包括課室觀察、半結構性訪談、開放性問卷調查及文件收集。本研究以內容分析法以及持續比較法，進行資料分析。根據四個研究問題分析：一、研究者採用的方法對英語流行歌曲融入國中英語課程的效果；二、選擇英語流行歌曲時融入學生需求以提升國中英語課的教與學；三、使用英語流行歌在國中英語課的優點；四、使用英語流行歌曲教學時教師可能面對的困難。 本研究主要發現如下：一、英語流行歌曲融入國中英語課程之教學架構，有六項要素：學生需求分析結果、教學目標、教材設計、英語流行歌曲學習活動、學習態度、學習成效；二、整合學生需求於歌曲的選擇，有四要項：英語課程大綱、學生英語能力、學生興趣、學生學習意願；三、使用歌曲在國中英語課程的優點，含五項要素：動機、真實素材、理解詞彙、情感過濾器、學生態度；四、教師使用英語歌曲所面對的困難，有五項：教學的進行、學生的反應、同事的批評、家長的疑慮、教學的設備。 另外，本研究建構出的理論模式，稱為『使用英語流行歌曲在國中英語課程之螺旋式教學法』。教學中，課室活動持續產生的教學成果依照黃金比例在增長。該理論描述並說明運用歌曲的螺旋式教學法四個決定性要素：量身打造的教材、受參與的英語流行歌曲課室活動、被增強的學習動機、被活化的學習態度。 本研究對教師運用歌曲教學的建議是：一、幫助學生享受學習英語；二、選擇歌曲時要融入學生的需求；三、找到教師教學與學生學習之間的平衡；四、了解運用英語流行歌曲在英語課程的優點；五、留意教師可能要面對的問題。 關鍵詞：英語流行歌曲、動機、學習態度、黃金比例
並列摘要
A Study on the Use of English pop songs in Junior High School English Classes ABSTRACT The purpose of this study is to describe the implementation of the English pop songs instruction in junior high school English classes and to explore how this instruction enhanced learner motivation, learning attitude, and the comprehension of listening, speaking, reading and writing. By using the qualitative method of purposeful sampling, selected participants were ten eighth graders from a junior high school class in southern Taiwan. Multiple qualitative data collections included classroom observations, semi-structured interviews, open-ended questionnaires, and document collection. The qualitative analysis of various sources of data was conducted through content analysis and constant comparative method. The analysis, based on the four research questions, was focused on (a) the effects of the researcher’s method of integrating English pop songs into junior high school English classes; (b) the integration of students’ needs and the selection of songs for maximizing junior high school English teaching and learning; (c) the advantages of using songs in English classes; and (d) the difficulties that teachers might face when doing the instructions of using English pop songs. The major findings of this study were discussed. First, six components were identified to describe the framework for the instruction of English pop songs in junior high school English classes including the result of students’ need analysis, instructional goals, teaching material, English pop songs classroom activities, learning attitude, and learning effects. Second, four factors of students’ needs were identified to integrate into the selection of English pop songs in junior high school English classes, including English course syllabus, students’ English competence, students’ interest, and students’ will of learning. Third, five factors were identified to contribute the advantages of using songs in junior high school English classes, including motivation, authentic materials, comprehensible input, affective filter, and learner attitude. Finally, five aspects were identified to analyze the difficulties that the teacher was facing while using English pop songs, including implementing the instruction, students’ reflections, colleagues’ comments, parents’ queries, and teaching equipments. Furthermore, the study constructed a theoretical model entitled “Spiral approach to the instruction of using English pop songs in junior high school English classes”. The growing results of the continual song-based instruction followed the Golden Ratio. This theoretical model described and explained four crucial factors of the spiral approach to the song-based instruction , including the designed teaching materials, the partaken English pop songs classroom activities, the enhanced learning motivation, and the activated learning attitude. Recommendations for the teachers who adopt the song-based instruction in junior high school English classes are (a) helping their students enjoy learning English as much as they enjoy eating hamburgers; (b) integrating the students’ needs into the selection of proper songs; (c) striking a balance between their teaching and students’ learning; (d) recognizing the advantages of using English pop songs in their English classes; (e) being aware of the significant problems which they might face. Key words: English pop songs, motivation, learning attitude, Golden Ratio