任務型教學法實施於國小英語補救教學之歷程研究

A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School

孫珍貞(Chen-Chen Sun)

指導教授 ： 洪志成

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary School
Advisor: Dr. Hung, Chih-Cheng
Student: Sun,CHen-Chen

ABSTRACT

Researches on Task-based Instruction in English remedial instruction are more on the effects of learning by quantitative analysis, and less on the study of the processes. This study aims to explored the process of implementing Task-based Instruction in English remedial instruction in an elementary school . Eight fourth-grade English underachievers at an elementary school was selected to participate in this study held from April, 2012 to January, 2013. The data collected for this study were from classroom observations, interviews, reflective journals, worksheets and questionnaires. The main findings are as follows:
First, the gradations of underachievers’ characteristics occur during the process: 1. Learners learning turns to through cooperative learning from spectating alone. 2. Learners turn to learn by operation from being absent-minded. 3.Learners show the ability of self-study through the integration and innovation instead of making use of learning experiences. 4. Learners turn to be willing to try and make errors from being lack of confidence. 5. The learning interest comes from the sense of accomplishment in task, not from the games only. 6. Learners whose habits are hard to change turn to apply the strategies for learning actively. 7. Learners who are apt to being interferred gradually appear with forbearance. In the meantime, Task-based Instruction in remedial education , the process of peer intercation shows "participation, two-way interaction, opinion expression, self-feedback. "
Second, in Task-based Instruction, the case teacher’s adjustment and coping includes：1. Raising task difficulties help language learning more challengeable and motivated when learners are lack of interactive learning. 2. It helps learners to complete the task that case teacher examine learners’prior knowledge first and design courses when learners fail in task. 3. Setting models like worksheets help learners’ imitating and learning when they rely much on teachers than themselves. 4. Providing adequate task-based activites makes learns concentrated on learning. 5. Composing chants enhance learners’ memory when learners are with less patience.
Third, through Implementing Task-based Instruction in English Remedial Instruction in an Elementary school, case teacher obtains teacher knowledge : 1. The knowledge of curriculum development: Case teacher developes Improved Task-based Instruction. 2. General pedagogical knowledge: (a)Combining cognitive structure with learning diagnosis systems can accurately test learners’ ability. (b) Well organized lesson plan promotes learmers’ concentration. (c) Simple rules and mnemonic chants make courses easier and facilitate learners’ learning. 3. The discipline teaching knowledge: (a) It’s necessary for teachers to aid learns to process knowledge integrating. (b) Teachers decide the basic teaching contents according to learners’ Prior Knowledge. (c) Teachers should have the ability of designing courses to different prior Knowledge.
Finally, case teacher also changes teachers' beliefs: 1. The teaching objectives turns to ”teach less learn more”. 2. The curriculum Design: The sense of accomplishment in task is also treatd an interest besides games. 3. The teacher-student relationships: (a) Caes teacher’s attitudes to learners’ cultural disadvantaged caused by family background turn to consideration from ignorance. (b) It’s better to conduct and make allowances for learners instead of always restraining. (c) The learner need a teacher more than a mentor.
Finally, discussions are presented in the study based upon the findings, suggestions are given for teachers, parents, school administrations, the implemention of Task-based Instruction and future research.

Keywords: English Remedial Instruction、Task-based Instruction、English underachievers

關鍵字

英語低成就學習者 ； 任務型教學法 ； 英語補救教學

並列摘要

任務型教學法實施於國小英語補救教學之歷程研究
指導教授：洪志成博士
學生：孫珍貞

摘 要

任務型教學法實施英語補救教學之研究多以量化之分析證實其學習成效，本研究旨在任務型教學法實施於國小英語補救教學之歷程研究。參與者為國小四年級英語低成就學習者八人，研究時間由2012年4月至2013的1月底。資料蒐集包含課堂觀察、訪談、教學省思，學習單及問卷等。主要研究結果如下：

壹、以任務型教學法進行英語補救教學，學生學習特性發生階段性改變，如：一、從「觀望」到「嘗試透過團隊合作進行學習」。二、從「恍神」進步到「動手做的邊緣學習」。三、由「藉助學習經驗」轉變為「主動融合創新，展現自學能力」。四、從「缺乏自信」轉為「具有嘗試錯誤的勇氣」。五、學習興趣的產生由「遊戲」轉為「完成任務的成就感」。六、從「學習習慣不易更改」轉變為「積極運用策略學習」。七、由「易受環境干擾不受控制」進步到「透過紀律提醒即能專注學習」。而同儕互動討論之歷程為：「參與、雙向互動、意見說明、自我回饋」。

貳、個案教師在任務型教學下，因困境所做的調整與因應如下：一、當學生面臨缺乏互動學習之困境，增加「任務」的難度，可引起學生挑戰之動力與討論動機。二、當遇到學生無法完成任務之困境時，重新檢驗學生之先備知識，學生因理解後得以完成任務。三、當學生過度依賴教師阻礙思考時，以學習單提供步驟與模仿之樣本，有助於語言習得。四、在學習環境吵雜學生易分心的困境下，適時以「動態」教學替代「靜態」課程可讓學生專注於學習。五、在學生缺乏學習耐性、教師難以推動學習之困境下，以口訣編唱歌曲可成功增強學生記憶。

?、透過任務型教學法實施英語補救教學，個案教師在實務知識之主要成長為：一、課程發展知識方面由傳統任務型教學法發展出改良式任務型教學法。二、一般教學知識為 (一)試題題型併入簡易認知層次，由易而難使能測出真正能力。(二)對課程時間之安排精準細切割可避免補救學生分心。(三)淺顯易懂的規則或口訣讓低成就學習者願意學習。三、學科教學知識上(一)幫助英語低成就學習者進行知識連結是必要的。(二)依英語低成就學習者之先備知識決定優先補強之基礎知能。(三)針對英語補救教學內容，需培養在不同程度課程中判讀出基礎課程的能力。另外個案教師之教師信念亦有所改變：一、教學目標由「教得多」轉變成「教得巧」。二、在課程設計上以「任務」替代「遊戲」，完成任務的成就感也是一種興趣。三、師生關係方面 (一)對個案學生家庭背景的文化資本弱勢傾向從忽視到尊重。(二)對低成就學習者之行為由一貫的限制改採理解及引導。(三)由亦師亦友轉變為良師。

最後，研究者根據研究發現加以討論，並對教學者、家長、教育主管、任務型教學法之實施及對未來後續研究提出建議。

關鍵詞：英語補救教學、任務型教學法、英語低成就學習者

並列關鍵字

Task-based Instruction ； English Remedial Instruction ； English underachievers

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