- 學位論文
任務型教學在高職英語教學之探討
The Use of Task-Based Instruction for Teaching EFL to Vocational High School Students
摘要
本研究主要探討在高職英語教學中，任務型教學對於學生在語言技能、情意發展及社交技能三方面的學習成效。此研究參與對象是台中某私立高職兩班的一年級學生及教師，兩個班級分別來自餐飲科及觀光科，而研究期間為期十週。參與教學者同時也是本論文研究者，兩個班級分為任務型教學組及傳統教學組，研究期間實驗組進行了八個英語學習任務。 資料蒐集包含問卷、訪談、課室觀察、前後測。資料分析包含質的分析和量的分析。質化分析以內容分析法為主，而量化分析以描述性統計法進行以期提升本研究結果之信度與效度。 本研究發現，在實驗課程後的後測表現中，兩組的表現皆有進步。但經統計的量化分析結果發現，任務型教學並沒有證實比傳統教學有效。然而，藉由訪談及問卷調查，實驗組多數認同他們藉由任務型教學，在情意發展、社交技能上有進步；學生的學習意願及信心也都有所增加。此外，學生也學到了小組合作學習的重要性。因此，本研究結果顯示，任務型教學確實能促進學生於語言技能、情意發展及社交技能的發展，不定時的在傳統教學中帶進任務型教學可提升學生的學習動機並有利於學生的英語學習。
關鍵字
無資料並列摘要
The purpose of the study is to investigate the influence of task-based instruction (TBI) in a private vocational high school in terms of students’ developments in language proficiency, affective domains and social skills. A total of 90 vocational high school students in the department of Food and Beverage Management, and the department of Tourism participated in the study for ten weeks. The researcher of the study also served as the teacher of TBI during the study. One class received the TBI and the other one received the traditional teacher-led instruction. Eight tasks were designed in order to facilitate participants’ four language skills and other domains in the present study. The data of the study were collected through questionnaire surveys, interviews, classroom observations, and pre- and post-tests. Both qualitative and quantitative analyses were employed to increase the reliability and validity of the study. The qualitative data were analyzed by the method of content analysis while the quantitative data were presented with the descriptive statistics analysis. Results of the analysis indicated that the participants in both groups had better performance on the post-test after the study. TBI was not proved to be an effective teaching method compared to traditional teacher-led instruction. However, through interviews and questionnaires, participants in the TBI group showed more positive attitude in terms of the developments of social skills and affective domains. Students’ learning motivation and iii confidence were increased, and the students also realized the importance of team work. Therefore, the study concluded that TBI benefitted EFL students. It is suggested that TBI implemented from time to time in order to enhance students’ developments in language proficiency, affective domains and social skills.