- 學位論文
私立高職的英語角教學活動之行動研究
The Action Research of English Corner Activity in Vocational High School
摘要
本研究以高雄市私立樹德家商輪調班學生為研究對象，採用行動研究法，透過研究教學歷程中，以課程內容及活動方式為研究題材，分析資料、反省檢討，並進而活絡教學的內涵，研究歷程中設計高品質鷹架行為之英語角學習環境、透過英語角活動提升學生之學習動機及學習成效，強調歷程取向的行動研究，目標提升教學者個人英語專業教學能力及探究情境教學實施成效。本研究之研究對象在教師方面，包括研究者共有四名高職英語教師，分別為樹德家商餐旅科輪調班之班導師一名，應外科英語教師兩名及研究者本身。而在學生方面則是邀請樹德家商餐旅科輪調班學生參與英語角教學活動之實施，學生合計42名。學生在實驗組參與中，入學前之英文基測成績未達20分人數為16人，透過學生基測成績可看出這些學生的英語能力不足的現象，然而透過活動可明顯的看到情境式英語教學對於學生有正面的影響。因此希望透過本研究強化英語角活動，以達到未來幫助從事英語角活動工作教師之依據。研究結果發現1.學生英語負面學習經驗影響學生英語學習意願；2.英語角教學活動可提升職校學生英語學習意願;3.英語角教學活動可提升職校學生英語學習成效；4.英語角教學活動中提升學生學習意願及成效之有效教學策略，包括學習內容若能和生活做連結即可作有效學習；分數引導學習的觀念可能導致許多學習成效低落的學生不敢再嚐試學習；5.透過英語教學活動之教學省思報告，可提升教師專業成長並得知教師和學生的互動關係會影響學生學習成效等五點結果。最後希望情境式的英語教學方式在未來可以普遍的融入一般的英語課程中，達成〝Learning English can be fun！〞的目標。
並列摘要
In this study, the subjects are the students from the rotary cooperative education class in Kaohsiung Shu-Te Vocational School, and the method is the action research. Through the examining of the process of teaching, the research theme focuses on the course contents and activities. The data is analyzed to do self-reflection and activate the content of English instruction. During the process of doing research, the learning environment of high-quality scaffolding-based English corner activities, has been designed, and through the English corner activities, students’ learning desire and learning achievement can be enhanced. The present research emphasizes the process-oriented action research and aims to upgrade individual teachers’ professional English teaching ability and explore the effectiveness of situational teaching. In the present study, teachers, as part of the subjects, are four vocational high school English teachers, including one homeroom teacher of the rotary cooperative education class of Department of Hospitality in Kaohsiung Shu-te Vocational School, two English teachers of Department of Applied English, and the researcher. As for the subjects of students, there are 42 students from the rotary cooperative education class of Department of Hospitality, participating in the activities. Sixteen students in the experimental group had pre-admission test score, less than 16, of the English Basic Competency Test. Thus, their score has shown that the English proficiency of these students is obviously inadequate. However, through English corner activities, it can be seen that the situational English instruction really has a positive impact on students. Therefore, the author hopes that by this research English corner activities can be strengthened to achieve the great help that can be provided as a guideline for those teachers partaking in the instruction of English corner activities in the future. The findings are shown as follows: First, students’ negative experience of learning English influences their English learning desire. Second, English corner teaching activities may promote the vocational school students’ English learning desire. Third, English corner teaching activities may enhance the vocational school students’ English learning effectiveness. Fourth, through English corner teaching activities, the effective teaching strategies can promote the students’ learning desire and increase effectiveness. If the content of learning can be connected with students’ daily life, then it makes English learning effective. Actually, the idea of the score-oriented study possibly makes many low-achieved students unwilling to try to study again. Fifth, the self-reflection report on English teaching activities can augment teachers’ professional development and realize that the interaction between the teacher and students can affect students’ learning effectiveness. To sum up, the situational English teaching method hopefully can be universally integrated into general English curricula so as to achieve the goal of “Learning English can be fun!”