應用K.K.音標教學與折衷式教學觀，結合同儕教導模式提升高職生英語學習能力之研究－以中部某一私立高職為例

A Study of Applying K.K. Phonetic Symbols & Eclecticism Combine with Peer Tutoring to Promote the Vocational High School Students’ English Learning Ability－a Private Vocational High School in Central Taiwan as a Example

蔡幸娟(Sing-cheng Tsai)

指導教授 ： 楊智超

朝陽科技大學/管理學院/企業管理系/碩士(2009年)

摘要

本研究應用K.K.音標教學與折衷式教學觀，結合同儕教導模式輔助英語教學，探討此一模式對高職生英語學習能力之影響。研究對象為台灣中部地區某一私立高職綜合高中一年仁班44位學生，每週五節的英語教學，輔之以每週二節的餐旅英文與會話。從學生學習成就與學習態度的量化分析及焦點團體訪談內容，加以綜合整理歸納出本研究的研究結果。本研究的主要發現如下：
一、經過實驗教學，三年來，由各學期的學業競試中，發現實驗組的英文科成績表現優於其他班級，全班平均成績由95年上學期第七名，95年下學期第五名，進步到96學年度起均維持在第二名，僅次於以英語為主修的應英忠班。
二、經過實驗教學，研究者以95學年度入學時的國中基測之英文成績為控制變數，分成高分、中高分、中低分與低分四個群組，結果發現：無論在學習成就與學習態度等各方面，中高分群皆有最明顯的進步。
三、同儕教導是本研究的主軸之一，比較同儕小老師與同儕學習者的學習態度，結果顯示無論在喜歡、投入、勝任與總量等方面的得分，同儕小老師都高於同儕學習者，而且全部達到顯著。
此外，應用「焦點團體法」與學生座談，進一步了解學生對於K.K.音標、同儕教導等教學設計的看法與對英語學習態度的影響，以作為日後研究者教學改進之方向，並將實驗過程中所體驗的心得，試圖提供一些想法與建議以供參考。

關鍵字

K.K.音標 ； 折衷式教學觀 ； 同儕教導

並列摘要

The purpose of this study is to explore the effect of the vocational high school students’ English learning ability by applying K.K. phonetic symbols and Eclecticism combined with Peer Tutoring. Forty-four students in a private high school of central Taiwan was assigned as the experimental group. They had the English classes five times a week and Hospitality English ＆ Conversation classes two times a week. The quantified and qualified analyses are used to examine on their English learning achievement and learning attitude. Following are the main findings of this study.
First, after the experimental approach, the experimental group’s scores of the school academic competitions in English made a lot of progress in these 3 years. From ranked seventh in the school at the first semester’s test of 2006 upgraded to the fifth place at the second semester’s test, and maintained the second place from 2007 to 2008, their scores of the tests were not superior to the students in the Applied English Language Department only.
Secondly, based on the English scores in the test of junior high school entrance test, the class is divided into four groups. They are high-level, middle-high-level, middle-low-level and low-level group. Both of their English learning achievement and learning attitude, the middle-high-level group shows the greatest progress among these four.
Thirdly, as Peer Tutoring is one of the main subjects in the research, comparing the learning attitude with peer teachers and peer students, the result shows the scores in peer teachers are significantly higher than peer students’ , no matter in“liking”,“devoting”, “competency”and “total”.
Furthermore, talk with students about K.K. phonetic symbols、Eclecticism and Peer Tutoring in the 「Focus Interview」, to know what are their opinions and how are these elements affect their English learning attitude? I think these suggestions and the results will help teachers to take as a reference when they teach.

並列關鍵字

Peer Tutoring ； Eclecticism ； K.K. phonetic symbols

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