國中英語科全英語教學對學生口說能力之影響

本研究旨在探究國中英語科全英語教學對學生口說能力之影響。本研究採質量並重之研究方法，以屏東縣樂樂高中(化名)國中部二年級學生為研究對象，進行每週兩堂課，為期十週的全英語教學活動。本研究以康軒版國民中學第三冊英語課本及「大家說英語」2018年9月份雜誌內容為教材，並據此發展十週全英語教學課程方案。藉由授課之外籍教師及協同教學之研究者自編測驗，以評量二十三位學生的英語口說能力表現。本研究之量化資料分析是藉由SPSS 20 版統計分析軟體，以分析學生英語口說能力進步之情形。此外，本研究亦透過課堂觀察、結構式訪談、學生回饋單等方式進行資料蒐集、整理、分析與歸納，以進一步了解全英語教學對學生英語口說能力之影響，本研究獲致結論如下：一、全英語教學需搭配符合學生需求的全英語教學課程方案設計以達教學目的二、全英語教學課程方案實施歷程之影響（一）全英語教學課程方案之實施歷程對溝通互動的活動設計需求高。（二）全英語教學課程方案之實施歷程需要差異化課程設計。三、全英語教學課程方案對國中二年級學生英語口說能力有正向之影響根據以上研究結果，提出具體建議，以供實施相關教學或後續研究之參考。關鍵詞：全英語教學、英語口說能力、國中學生

關鍵字

全英語教學；英語口說能力；國中學生

並列摘要

The purpose of this study was to explore the influence of implementing English-only instruction to promote junior high school students’ English speaking proficiency. This study employed both quantitative and qualitative approaches to collect and analyze the data. Participants were the eighth graders of Le-Le High School in Pingtung County. They participated in the English-only activities during ten weeks with two periods of class per week. The ten-week English-only activities were mainly designed according to the content of the English textbook, published by Kang Hsuan Educational Publishing Group, and Let’s Talk in English magazine, published in September, 2018. The English speaking proficiency of the students was evaluated through a test designed by the foreign instructor and the researcher. The English speaking proficiency test was conducted to 23 students. And the collected data was analyzed by the statistical software SPSS 20 to understand the progress of students’ English proficiency. In addition, the researcher analyzed and concluded the collected data such as class observation logs, interviews, and students’ learning feedback to further understand the influence of implementing English-only instruction to promote junior high school students’ English speaking proficiency. The conclusions of the study were summarized as follows: 1. In order to achieve the teaching goals, it is better to implement English-only instruction to go with the English-only teaching plan which meets students’ needs. 2. The influence of implementing English-only instruction (1) It requires a lot of communicative activities to achieve the teaching goals while implementing English-only instruction. (2) It requires the design of differentiated instruction to achieve the teaching goals while implementing English-only instruction. 3. The students’ English speaking proficiency was enhanced through English-only instruction. Based on the conclusions, this study offered specific recommendations for future implementations or studies of English-only instruction. Keywords: English-only instruction, English speaking proficiency, junior high school student