母語使用對專業英語學習的影響：
以新聞英文為例

對英文學習者來說，使用自身母語能力幫助英文學習是件很自然的行為，母語的使用與英文學習的關係密不可分。然而，母語干擾的問題使部分語言學家支持教師使用大量目標語教學，反對在課堂中使用母語。即使如此，近年許多研究顯示母語融入英語教學，對學習者情意因素上仍有許多正面影響。本研究旨在探討，專業英文教學課程結合母語輔助後，對不同類型學生的影響。此外，本研究也探究學生如何利用自身母語能力與教師提供的母語資源等學習策略，來幫助英文學習。研究對象選取八十九位來自各系選修新聞英文的學生。教學主要採中文，部分教材提供全文翻譯等中文學習資源。本課程針對提升新聞英文閱讀能力為目標，進行一學期的教學後收集學生對母語使用看法。研究方法採用量化問卷與質性訪談，問卷以SPSS軟體進行描述性統計與獨立樣本T檢定分析。研究結果指出，多數非英文系受試者認為加入中文輔助教學有助於降低他們的學習焦慮、提高學習動機以及學習自主性，而英文系受試者則認為對心理上影響較小，但有助於大幅提升學習效率。兩組受試者皆認為，在新聞英文課程加入母語的正面效益多於負面影響。此外，本研究也發現學生利用母語能力，發展出多種學習策略，且對學習有正面影響。然而，專業英文教師必須特別注意過於依賴母語的問題，以及中英間理解差異與干擾所造成的負面影響。本研究顯示專業英語課程加入母語輔助英語教學的可行性，並支持學生的看法必須納入考量。

關鍵字

第一語言(L1) ；專業英文 (ESP) ；翻譯；學習策略

並列摘要

Using first language (L1) is a nature way to assist English learning. The connection between L1 use and English learning are inseparable for English learners. However, a number of language researchers believe that language should be acquired by comprehensive target language instead of L1 assistance to avoid the mistakes made by language interference. Even though, many studies have shown that there are many advantages to use L1 in English teaching, such as the positive influence on affective factors. The present study aimed to investigate the influence of L1 use on English learners with different backgrounds in the English for Specific Purpose (ESP) course. In addition, the present study also discussed how students use their L1 as one kind of learning strategies to facilitate their English learning. Eighty-nine students from different departments who enrolled in the class of English for Journalism participated in the present study. The teacher uses Chinese as the major language to teach in English for Journalism course. Some of the teaching materials provide L1 information resource such as articles with Chinese translation. The teaching objective of English for Journalism is to increase students’ reading ability. After one semester of teaching, students’ perception and perspective toward L1 use in English for Journalism are collected by quantitative questionnaire and qualitative interview. SPSS software is used to analyze questionnaire through descriptive statistics and independent T-test. The result showed that the majority of non-English majors believe that the assistance of L1 use has reduced their learning anxiety and increased their learning motivation, willingness and autonomy. On the contrary, the English majors believed that the assistance of L1 use has less impacted on their psychological, factors. Nevertheless, L1 use can still significantly increase their learning efficiency. In addition, both English and non-English majors reflected that the L1 use in English for Journalism has more benefit than its negative influences. The present study also found that participants develop a variety of learning strategies on the basis of their L1 ability, and thus facilitate their learning process. However, ESP teachers have to pay close attention to the L1 over-dependent problem and the negative influences caused by L1-L2 difference and interference. The present study showed the feasibility of using L1 in an ESP course to assist English learning, and students’ perceptions should be taken into consideration appropriately.

並列關鍵字

First language (L1) ； English for Specific Purpose (ESP) ； Translation ； Learning strategy

參考文獻

Guo, S., & Su, R.(2014). A Study on the implementation of the English services emblem in the greater Taipei area. Taiwan International ESP Journal. 6(2), 53-76.

廖柏森 Liao, P. S. (2004)。<論翻譯在外語學習上之角色>。<<翻譯學研究集刊>>。第九卷。頁 269-289。

Alpetkin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47, 136-143.

Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.

Beardsmore, H. B. (1982). Bilingualism: Basic Principles, Tieto: Avon.

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母語使用對專業英語學習的影響：以新聞英文為例

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