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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/828

    Title: 國中八年級英語科實施任務導向教學之行動研究;An Action Research of Implementing Task-based Instruction for the Eighth Graders in a Junior High School
    Authors: 李俐宛;LEE, LI-WAN
    Contributors: 教育學研究所
    Keywords: 任務導向教學;雙峰現象;行動研究;task-based instruction;bimodal distribution;action research
    Date: 2017
    Issue Date: 2019-07-17 10:49:40 (UTC+8)
    Publisher: 教育學研究所
    Abstract: 本研究採行動研究法,旨在探討於國中八年級英語科實施任務導向教學之歷程、困難問題與教學成效。研究者以任教班級之22位學生為研究對象,進行為期六週,總計18節課之任務導向教學方案,依實施前後之英語學習成就測驗成績,進行相依樣本t考驗,了解學生學習成就之變化,並以訪談、省思札記、學習單等方式蒐集資料與分析,探討教學歷程與成效。研究結果顯示:1.實施歷程分為編寫任務大綱、確立語言焦點及「任務前、任務環與語言焦點」三階段實施任務,依實施結果做循環修正,教師可於「任務前」階段利用多媒體素材和學生生活經驗,引發學生進行任務之動機。2.教學歷程中所遭遇的困難,如:時間和秩序掌控、學生程度、小組評量與缺乏專業教材等皆可獲得解決。3.任務導向教學可提升學生英語學習成就,也有助改善雙峰現象。4.任務導向教學增進學生同儕互動合作。5.任務導向教學增進教師教學專業之成長。最後,依據研究結果提出具體建議,以供教師進行教學或未來相關研究之參考。
    This study applies action research to explore the process, difficulties, and teaching effects of implementing Task-based Instruction for the eighth graders in a junior high school. The subjects were the 22 students in the researcher’s teaching class, who received Task-based Instruction in a project of 18 classes for six weeks. The study then compared their English exam results from before and after the project and conducted a t-test to investigate changes in the students’ English proficiency ; meanwhile, interviews, reflection journals, and worksheets were all collected for analysis to discuss the progress and effects of such teaching.The results of the study show as the following:1.The project’s process is divided into stages that include arranging task syllabus, establishing language focus, and using three-phase of “pre-task, task cycle, and language focus,” with circulatory revision being conducted based on application results. The instructor may utilize multimedia materials and students’ life experiences in the “pre-task” phase to boost the student’s motivation in carrying out tasks.2.The difficulties encountered during the teaching process, such as time and class management, student competency, group evaluations, and lack of professional materials, can all be resolved.3.Task-based instruction can improve the students’ English skills as well as the bimodal distribution phenomenon. ?4.Task-based instruction encourages peer collaboration between the students.5.Task-based instruction enhances the instructor’s professional growthLastly, the study offers suggestions based on research results that can serve as reference for instructors in their future teaching or related research.Keywords: task-based instruction, bimodal distribution, action research
    Appears in Collections:[教育學研究所] 學位論文

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