本研究之主要目的在探討運用情境教學對於國小三年級學生英語學習動機與學習成就之影響,採用行動研究法,以新北市某國小學生為研究對象,共14人。 研究方法以質化研究為主,量化研究為輔。量化研究工具有英語學習動機量表、英語聽力測驗及英語口說測驗,所得資料採用統計套裝軟體SPSS20.0版進行分析;質性研究工具為教學日誌、教師反思紀錄表、訪談,用以蒐集質性資料並加以探討。本研究進行前述資料的分析,以瞭解學生在英語的學習動機與英語學習成效,其主要發現如下: 一、英語情境教學可提升學生英語學習動機。 二、英語情境教學對於高分組及低分組學生在英語學習動機的「學習情境層面」有正向影響。 三、英語情境教學可顯著提升國小三年級學生口說能力。
The main purpose of this study is to explore the effects of adopting situated teaching in improving learning motivation and learning achievement for the third grade students. The action research method was adopted. The participants were 14 third graders in an elementary school in New Taipei City. Both quantitative and qualitative data were collected. The quantitative data were collected through English learning motivation, English listening test, and English speaking test for children analyzed by SPSS 20.0 statistical software.The qualitative data were also collected such as teaching logs, teaching reflection records, and interviews. The findings of this study are as follows: 1.English situated teaching can improve students’ English learning motivation. 2.English situated teaching can significantly improve English learning motivation in “learning situation level” for high-achievers and low-achievers. 3.English situated teaching can significantly improve students’ English speaking ability.