認知語言教學法和傳統教學法對國中生文法學習成效之影響

The Effects of the Cognitive Linguistic Approach and the Traditional Approach on Junior High School Students’ Grammar Learning

黃奕嘉(Yi-Chia Huang)

指導教授 ： 林惠玲

國立中正大學/文學院/外國語文學系/碩士(2013年)

摘要

本研究旨在比較認知語言教學法與傳統教學法對臺灣國中學生學習動名詞及不定詞之影響。此外，研究者亦調查學生對認知語言教學法與傳統教學法的認知。本研究採用雙組前測、後測及延遲後測類實驗設計。實驗組學生採用認知語言教學法進行動名詞及不定詞之教學，而控制組學生則採用傳統教學法進行教學。資料蒐集包含：前測、後測、延遲後測及一份問卷調查。量性資料以T檢定進行分析，而質性資料分析則是將學生在問卷的回答加以分類並計算各類的百分比。
研究結果顯示，認知語言教學法對於國中學生學習動名詞及不定詞之用法比傳統教學法有更立即正面的效益，即使這種教學法的正面效益無法長時間維持。此外，問卷調查結果亦顯示大多數學生喜歡使用認知語言教學法來學習文法。
總括而言，本研究之結果提供證據支持在教導國中學生學習動名詞及不定詞之用法時，認知語言教學法比傳統教學法更為有效。

關鍵字

動名詞 ； 認知語言教學法 ； 文法教學 ； 不定詞

並列摘要

The present study aimed to compare the effects of the cognitive linguistic approach and the traditional approach on Taiwanese junior high school students’ learning of gerund and infinitive complements. In addition, students’ perceptions of the cognitive linguistic approach and of the traditional approach were also investigated. The study adopted a two group pretest-posttest-delayed posttest experimental design. The students in the experimental group were taught the use of gerund and infinitive complements with a cognitive linguistic approach, while the students in the control group were taught with a traditional approach. The data were collected from a pretest, an immediate posttest, a one-month delayed posttest, and a questionnaire. The quantitative data were analyzed by using
t test. The qualitative data were analyzed by classifying students’ responses in the questionnaire into several categories and then calculating the percentage of each category.
The study results indicated that the cognitive linguistic approach had a more immediate positive effect on Taiwanese junior high school students’ learning of gerund and infinitive complements than the traditional approach even though its positive effect did not last over time. Furthermore, the data obtained from the questionnaire revealed that a majority of the students favored the use of the cognitive linguistic approach in their grammar learning.
In conclusion, the results of the present study have provided evidence that the cognitive linguistic approach is pedagogically more effective than the traditional approach to teaching junior high school students in Taiwan the use of gerund and infinitive complements.

並列關鍵字

gerund ； cognitive linguistic approach ； grammar teaching ； infinitive

參考文獻

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