English Remedial Teaching for Young Learners: A Case Study of Integrating English Learning with Arts

吳慧玲(Hui-Ling Wu) ； 洪淑秋(Shu-Chiu Hung)

《英語教學與文化》 9期 (2013/06) Pp. 48-57

並列摘要

Since 2000s, English has been one key language subject in the curriculum of elementary education in Taiwan. Pupils in Taiwan have started to study English since elementary school and ever earlier at kindergarten. However, it is accepted that not every young English learner can study or learn English as good as been highly expected. Often, remedial English teaching is offered to assist students whose English learning achievement fell below average. The study is to report impacts of integrating English teaching with arts in remedial English teaching for young English learners. Six 40-minute lessons which integrated English learning with arts and action were developed and applied into remedial English teaching. Six young English learners who are 2nd-grade students at one elementary school in Taipei city took part in the case study. For data collections, English Learning Achievement Test (ELAT), Learning Motivation Questionnaire I (LMQI) and Learning Motivation Questionnaire II (LMQII) were employed. The results of the case study have displayed that more than 60% of the participants in the case study appeared to benefit from the remedial course of integrating English teaching with arts. In addition, enhanced learning motivation of the participants was reported. In conclusion, the case study is illuminative, and has shed light on the potential of integrating remedial English teaching with arts for young English learners in Taiwan who are temporarily standing at a less advantageous point of learning English as a second/foreign language.

並列關鍵字

remedial English teaching ； young English learners ； integrating English teaching with arts ； learning motivation ； questionnaire