文化教材融入英語補救教學之成效｜國立臺灣科技大學博碩士論文系統

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研究生：	孟繁宗 Fan-Tsung Brian Meng
論文名稱：	文化教材融入英語補救教學之成效 The Effectiveness of Integrating Cultural-Oriented Teaching Into Remedial English Instruction
指導教授：	黃玟君 Wen-Jiun Huang
口試委員:	田曉萍 Shiau-Ping Tian 吳美貞 Mei-Jen Wu
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	128
中文關鍵詞：	文化、英語為外國語言、學習態度、學習成就、補救教學
外文關鍵詞：	Culture, EFL, learning attitudes, learning achievement, remedial instruction
相關次數：	點閱：536 下載：22
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摘要

許多研究顯示，在英語為外國語言的教室中實施以文化導向為中心的教學對學習者而言不僅在語言方面有正向的成效，在文化認知上更有良好的提升。然而，文化教學對於英語補救教學成效的影響則有待觀察。本研究旨在探討文化教材融入英語補救教學對台灣英語低成就之國中學生之成效，包含學生在英語能力學習上整體及個別項目的成就，以及學生對於文化教學的學習態度及想法。本研究之參與者為12位台灣北部某所國中之國一學生，這些學生105學年上學期的英語課程不及格(總成績45到59之間)。此研究為期10周，從民國106年四月八日至民國106年六月十日止，共實施了12堂英語融入文化教學的補救課程。課程的教師即為本研究之研究者。所蒐集之資料包含學生英文測驗之前、後測、學習態度問卷調查、焦點團體訪談、以及學生所寫的周記。研究者在蒐集到資料後，透過前、後測來比較學生在授課後學業成就上的進展；問卷用來評估文化教材對學生學習態度上的影響；焦點團體訪談及學生周記之資料提供了學生對於文化教材融入補救教學中的深入看法。研究結果顯示，文化教材融入英語補救教學不僅對學生之學業進展及學習態度上有明顯正向之影響，此種教學方式亦可提供其他英語教師參考，能夠提供符合低成就學生需求之補救課程，並有效地運用創新的自編教材做為授課內容。

關鍵字: 文化、英語為外國語言、學習態度、學習成就、補救教學

ABSTRACT (English)

It is well-documented that cultural-oriented instructions work well in English as Foreign Language (EFL) classrooms not just linguistically, but also culturally. However, how culture teaching can affect the outcome of English remedial instructions remains to be seen. The aim of this study is to examine the effectiveness of the integration of culture teaching into a remedial English course to a group of junior high school low achievers, including the students’ overall learning achievement along with their learning attitudes toward the instructions. Twelve seventh graders who have failed the English subject in the first semester of the 2016-17 school year with the grade from 45 to 59 comprised the participants of this study. 12 remedial English cultural-oriented instructions were carried out by the researcher during a period of 10 weeks from April 8th, 2017 to June 10th, 2017. The data collected in this study were pre- and post-tests, learning attitude questionnaires, focus group interviews and participants’ weekly journals. Findings were reported from data collected through the assessment of the pre-test and the post-test to determine the progress and compare the achievement levels from before and after the instruction. Questionnaires were used to assess the effect upon learning attitudes toward the use of cultural-oriented materials. Finally, focus group interviews and weekly journals were used to provide a more in-depth understanding of the participants’ thoughts on cultural-oriented materials and their implications in a remedial instruction. The results were significantly positive. It also enhanced the notion that EFL teachers can teach low-achieving students effectively by designing materials that utilize innovative approaches aim to best fit the needs of the students.

Key words: Culture, EFL, learning attitudes, learning achievement, remedial instruction

TABLE OF CONTENTS

ABSTRACT (Chinese)...................................................I
ABSTRACT (English)..................................................II
ACKNOWLEDGEMENTS...................................................III
TABLE OF CONTENTS....................................................V
LIST OF TABLES....................................................VIII
LIST OF FIGURES......................................................X
CHAPTER ONE  INTRODUCTION............................................1
1.1 Background and Motivation......................................1
1.2 Purpose of the Study...........................................4
1.3 Definition of Terms............................................6
CHAPTER TWO  LITERATURE REVIEW.......................................7
2.1 Culture Oriented Instruction...................................7
2.1.1 What is Culture..........................................7
2.1.2 The History of Cultural Oriented Instruction.............9
2.2 Culture Oriented Instruction in Language Education............11
2.2.1 Culture in Language Education: The Importance and
Necessities...................................................11
2.2.2 The Need to Develop Cultural Awareness in EFL
Classrooms....................................................16
2.2.3 The Need to Build Intercultural Communication
Competence....................................................17
2.2.4 Challenges Encountered in Cultural Oriented Instruction
in Language Education.........................................20
2.3 Culture Oriented Instruction in Learning Achievement..........22
2.4 Culture Oriented Instruction in Learning Attitude.............23
2.5 Remedial Instruction..........................................26
2.5.1 Types of Remedial Program...............................27
2.5.2 The Effectiveness of Remedial Program...................28
CHAPTER THREE  METHODOLOGY..........................................31
3.1 Research Design...............................................31
3.1.1 The Remedial Course.....................................32
3.1.2 Instructional Materials.................................34
3.1.3 Instructional Design....................................37
3.1.4 Participants............................................43
3.2 Data Collection Instruments...................................43
3.2.1 Pre- and Post-tests.....................................44
3.2.2 Questionnaires..........................................45
3.2.3 Focus Group Interviews..................................46
3.2.4 Weekly Journals.........................................46
3.3 Data Analysis.................................................48
CHAPTER FOUR  RESULTS AND DISCUSSION................................49
4.1 Findings......................................................49
4.1.1 Research Question One: How does the cultural-oriented
remedial instruction affect the participants’ learning
achievement?..................................................49
4.1.2 Research Question Two: How does the cultural-oriented
remedial instruction affect the participants’ learning attitude
along with their perspectives toward the cultural-oriented
instruction?..................................................53
4.2 Discussions...................................................63
CHAPTER FIVE  CONCLUSION AND SUGGESTIONS............................68
5.1 Summary of Research Results...................................68
5.1.1 The Effect of Cultural-Oriented Instruction on the
participants’Learning Achievement.............................68
5.1.1.1 Progress Made in the Vocabulary Ability.........69
5.1.1.2 Progress Made in the Grammar Ability............69
5.1.1.3 Progress Made in the Writing Ability............69
5.1.2 The Effect of Cultural-oriented Instruction on the
Participants’Learning Attitude and their Perception toward the
Instruction...................................................70
5.2 Conclusion....................................................72
5.3 Pedagogical Implications......................................73
5.4 Limitations of the Study......................................76
5.5 Suggestions for Future Research...............................79
5.5.1 Course Planning.........................................79
5.5.2 Learning Achievement and Attitude.......................80
5.5.3 Research Methods........................................80
5.5.4 Researching Tools.......................................80
5.5.5 Teaching Instructor.....................................81
REFERENCES..........................................................82
APPENDIXES..........................................................91
Appendix A: Sample Lesson Plan....................................91
Appendix B: Comparing Eating Habits from the East and the West
Worksheet........................................................101
Appendix C: Scoring Sheet........................................102
Appendix D: Homework Worksheet...................................103
Appendix E: The Learning Motivation Questionnaire for Learning
English through Cultural-Oriented Teaching.......................105
Appendix F: Pre- and Post-test...................................109
 
LIST OF TABLES
Table 1 Instructional Topics and the Goals of Accomplishments.......36
Table 2 The Hardware Devices and the Teaching Aids Used.............37
Table 3 The Descriptive Statistics..................................49
Table 4 The Paired Samples Statistics...............................50
Table 5 The Paired Samples Test.....................................50
Table 6 The Means and Subtractions of the Means and the T Test Scores Under Each Category of the Pretests and the Posttests...............51
Table 7 The Mean and Percentage of Questionnaire Item 1 in the Attitude Questionnaire Related to Participants’ Attitude in Learning English Through Cultural-Oriented Instruction.......................54
Table 8 The Mean and Percentage of Questionnaire Item 2 to 4 in the Attitude Questionnaire Related to Participants’ Preference in Learning English Through Cultural-Oriented Instruction..............55
Table 9 The Mean and Percentage of Questionnaire Item 5 to 8 in the Attitude Questionnaire Related to Participants’ Learning Motivation in Learning English Through Cultural-Oriented Instruction...........57
Table 10 The Mean and Percentage of Questionnaire Item 9 to 14 in the Attitude Questionnaire Related to Participants’ Perception in their Learning Performance in Learning English Through Cultural-Oriented Instruction.........................................................58
Table 11 The Mean and Percentage of Questionnaire Item 15 to 19 in the Attitude Questionnaire Related to Participants’ Learning Attitude Toward the Cultural-Oriented Materials..............................60
Table 12 The Mean and Percentage of Questionnaire Item 20 in the Attitude Questionnaire Related to Participants’ Learning English Through Cultural-Oriented Learning on Their Own.....................61

LIST OF FIGURES
Figure 1. The Teaching Procedure of each Class......................40
Figure 2. The Procedure of This Study...............................41


                                

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