運用遊戲練習文法對於國中生學習成效和學習動機的影響

The Effects of Employing Games in Grammatical Practice on Junior High School Students' Learning Outcomes and Learning Motivation

王惠琪(Hui-Chi Wang)

指導教授 ： 林惠玲

國立中正大學/文學院/外國語文學系/碩士(2014年)

摘要

本研究旨在探討運用遊戲練習文法對於以英語為外國語言的中學生學習成效和學習動機的影響。這項研究在兩個八年級的男生班級裡進行。除了以不同的策略練習目標文法「比較級」外，實驗組和控制組接受同樣的教材和教學步驟。實驗組運用遊戲的方式練習目標文法，控制組運用反覆操練的方式練習目標文法。資料收集的工具包括前測、後測、延遲後測、學習動機問卷和半結構式訪談。

研究的整體結果是正向的。就學習成效而言，運用遊戲為主的文法練習對於實驗組在即時成效的表現非常顯著，且高中低程度的受測者皆從中受益良多。學習動機問卷和半結構式訪談的結果也顯示運用遊戲為主的文法練習有助提升實驗組受測者的學習動機。然而，運用反覆操練為主的文法練習對控制組的受測者並無上述效益。

總而言之，本研究結果顯示遊戲是有有效的文法練習策略，同時也是提升學習動機的好方法。

關鍵字

比較級 ； 著重形式教學 ； 反覆操練 ； 遊戲 ； 文法練習 ； 文法

並列摘要

The purpose of the present study is primarily to investigate the effects of integrating games into grammar practice on the EFL secondary students’ learning outcomes as well as learning motivation. Two intact classes with totally 64 eighth-grade male students participated in the study. Both the experimental and control groups received six class periods of instruction with the same teaching material concerning the targeted grammatical feature, the comparative, and teaching procedure except for the strategies used for grammar practice. Games were used in the experimental group while drills and exercises were used in the control group to practice the aimed linguistic feature. The following instruments were used to collect data: the pre-test, post-test, delayed post-test, a questionnaire on learning motivation, and semi-structured interviews.

Overall the results of the study were positive. In terms of the results of the learning outcomes, game-based grammar practice worked remarkably on the immediate effects. All the three subgroups, including the high, middle, and low achievers benefited from it. As for the results of the learning motivation questionnaire and semi-structured interviews, they both indicated that games helped enhance the experimental participants’ learning motivation. Contrarily, drill-based grammar practice did not have the same effects to the participants of the control group.

In sum, the positive effects of the present study indicate that game-play is an effective strategy for aimed grammar practice and a good tool to foster students’ learning motivation.

並列關鍵字

comparative ； Focus on Form ； Drills ； Games ； Grammar Practice ； grammar

參考文獻

Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummings, & M. Swain (Eds.), The development of second language proficiency (pp. 57-81). Cambridge, UK: Cambridge University Press.

Allery, L. A. (2004). Educational games and structured experiences. Medical Teacher, 26, 504-505.

Ames, C. (1981). Competitive versus cooperative reward structures: The influence of individual and group performance factors on achievement attributions and affect. American Educational Research Journal, 18, 273-287.

Bay-Hinitz, A. K., Peterson, R. F., & Quilitch, H. R. (1994). Cooperative games: A way to modify aggressive and cooperative behaviors in young children. Journal of Applied Behavior Analysis, 27, 435–446.

Briere, E. J. (1978). Variables affecting native Mexican children’s learning Spanish as a second language. Language Learning, 28, 159-174.