淡江大學覺生紀念圖書館 (TKU Library)
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系統識別號 U0002-0607201323435000
中文論文名稱 影片教學聽前活動在高中生英文聽力學習之行動研究
英文論文名稱 An Action Research of English Listening Learning on Video-Based Teaching integrated with Pre-listening Activities for Senior High School Students
校院名稱 淡江大學
系所名稱(中) 教育科技學系數位學習在職專班
系所名稱(英) E-Learning Executive Master’s Program in Educational Technology
學年度 101
學期 2
出版年 102
研究生中文姓名 林鴻惠
研究生英文姓名 Hung-hui Lin
學號 700740169
學位類別 碩士
語文別 中文
口試日期 2013-06-17
論文頁數 156頁
口試委員 指導教授-賴婷鈴
委員-黃雅萍
委員-李佳玲
中文關鍵字 英文聽力理解  聽前活動  影片教學 
英文關鍵字 English listening comprehension  pre-reading activities  video-based teaching 
學科別分類
中文摘要 自2015年起,國中教育會考與大學推甄「個人申請」入學都將採計英語聽力的成績。為了因應這英聽考試的趨勢,研究者設計發展的一影片英聽課程,結合三種不同的聽前活動以輔助高中生提升英聽理解能力。本行動研究的目的在了解不同程度高中生在接受影片教學聽前活動時的學習情形,以及教學活動後英聽理解的學習成效與教習感受。研究對象為新北市某高中29位一年級新生,利用Moodle課程平台進行8週的教學。資料蒐集包括教師的觀察記錄、學生半結構性訪談內容、問卷填答等質性資料,並輔以全民英檢英文聽力測驗前、後測、學習感受單、上課聽力理解測驗等量化資料進行資料之交互分析與討論,以深入了解學生的學習過程與反應。研究結果發現:
一. 在英聽理解的成效上,學生認為提供背景故事的聽前活動比預習測驗問題的聽前活動有幫助,而預習測驗問題配合預測情節的聽前活動最難,但能促進深層思考。
二. 影片教學對高中生的聽力理解的影響是正面肯定的。對影片教學三階段聽前活動,學生均持正面評價、滿意度極高。
三. 對各程度的學生而言,中等程度的學生聽力理解成效影響最大。
四. 就學習情形,觀察到會自行發展出跟著劇情唸與拉音軌重複聽的策略。
五. 透過本行動研究歷程能促進教師的教學思維,提升專業知能。
最後,研究者針對研究結果提出建議,做為未來教學與進一步研究的參考。
英文摘要 From 2015, the English listening comprehension test for junior high school students will hit the road and the listening test will be included in the Entrance Exam for senior high school students as well. For the test revolution, the researcher designed and developed an English course that using video-based teaching with three pre-reading strategies to improve students’ English comprehension ability. The purpose of the action research is to explore the learning process, the reflection of the course and the effects of English listening comprehension for the 29 senior high school students at varied proficiency levels. The students watched 20 movie clips on the Moodle courseware and used three pre-reading strategies to complete English comprehension tests in 8 weeks. Data collection included teacher observation records, semi-structured interview with focus groups and students’ feedback sheets. In addition, GEPT listening comprehension test, learning experience questionnaire and the comprehension tests of the films were accessed. Data were analyzed quantitatively and qualitatively. The results showed that (1) in terms of pre-listening activities, providing background introduction had better effects on English comprehension than on question preview; the pre-listening of question preview integrated with predicting plots was most difficult but it could promote deep thinking; (2) middle level students improved most from the listening comprehension course; (3) students felt satisfied with all of the three pre-listening activities and had positive effect of listening comprehension on video-based teaching (4) some students were able to develop their own strategies, such as the strategies of speaking aloud and reviewing the movie clips, to cope with the learning tasks; (5) by conducting the action research, the teacher as the researcher was able to improve her observation, reflection and professional teaching ability. Based on the results of the study, suggestions and recommendations had been made for future studies.
論文目次 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 5
壹、研究目的 5
貳、研究問題 5
第三節 重要名詞釋義 6
壹、英文聽力理解 6
貳、聽前活動教學 6
參、影片教學 6
第四節 研究範圍與限制 7
壹、研究範圍 7
貳、研究限制 7
第二章 文獻探討 8
第一節 英文聽力的涵義、困境與英聽教學演進歷程 8
壹、英文聽力的涵義 8
貳、英文聽力的困境與因素 9
參、英語教學法的演進 11
第二節 英聽學習策略的定義與方法探討 14
壹、英聽學習策略定義 14
貳、英聽學習的模式與策略探討 14
第三節 英文聽前活動相關研究 26
第四節 影片教學在英文聽力學習之相關研究 35
壹、 影片教學理論與英文聽力學習相關文獻研究 35
貳、影片的優勢與缺點 41
第三章 研究方法與實施 44
第一節 行動研究的原因 44
第二節 行動情境 46
壹、 行動場域 46
貳、研究場域 50
第三節 研究方案 52
第四節 研究設計 55
壹、 研究架構 55
貳、 研究流程 56
參、聽前活動教學設計 57
第五節 資料蒐集與分析 62
壹、研究工具 62
貳、資料分析 66
參、研究的信效度檢核 68
第六節 前導試驗研究(Pilot Study) 70
壹、確立研究方向與策略 70
貳、教材適用性 70
參、修正的內容 71
第四章 研究實施歷程與討論 73
第一節 三階段影片教學的學習情形與討論 73
壹、第一階段─給予背景故事的影片教學聽前活動的學習情形 73
貳、第二階段─給予問題預習的影片教學聽前活動的學習情形 81
參、第三階段─給予問題預習及預測情節之影片教學聽前活動的學習情形 90
肆、三階段聽前活動的影片教學觀察反思分析 101
第二節 影片教學聽前活動的學習成效的討論與分析 104
壹、影片教學聽前活動對高中生聽力學習成效 104
貳、影片教學聽前活動對不同程度的高中生聽力學習成效分析 105
第三節 學生對影片教學聽前活動的學習感受 分析與討論 108
第四節 教師在影片教學聽前活動課程的觀察與反思 117
壹、建立新習慣需要耐心教導與明確的講解 117
貳、提供聽前活動策略輔助,以降低學習難度 117
參、影片的選擇得考量學生的程度 118
肆、學生能自行發展學習策略 118
伍、影片剪輯的心得 119
第五章 結論與建議 121
第一節 結論 121
壹、 三階段影片教學聽前活動的學習情形 121
貳、 影片教學聽前活動的學習成效 122
參、學生在接受影片教學聽前活動之後的感受 123
肆、教師在影片教學聽前活動的反思 124
第二節 未來研究之建議 124
壹、影片教學聽前活動值得推廣 124
貳、延長研究時間,考驗其延宕效果 124
參、尋求其他伙伴進行協同教學 125
肆、測驗方式可多樣性 125
參考文獻 126
一、中文部分 126
二、英文部分 129
附 錄 138
附錄一:個人背景問卷調查表 138
附錄二:聽力學習感受單 139
附錄三:半結構式訪談問卷內容 141
附錄四:第一階段學習單(I)A Charlie Brown Thanksgiving--The Mayflower Voyagers 143
附錄五:第二階段學習單(II)幸運之吻(Just My Luck) 146
附錄六:第三階段學習單(III)十月的天空(October Sky) 148
附錄七:教師觀察記錄表 150
附錄八:影片題材選擇調查表與結果 151
附錄九:影片觀賞調查單與結果 152
附錄十:第三階段第一節課學習單問卷內容部份擷取 154
附錄十一:第三階段第二節課學習單問卷內容部份擷取 155
附錄十二:第三階段第三節課學習單問卷內容部份擷取 156

表 次
表 2-2-1 有意義學習論之學習方式 17
表 2-2-2 O’Malley 與Chamol’s (1990)學習策略分類表 19
表 2-2-3 Vandergrift後設認知聽力策略 20
表 2-3-1 國外聽前活動之相關研究整理 27
表 2-3-2 國內聽前活動之相關研究整理 29
表 2-3-3 國內高中生為對象的聽前活動相關研究彙整表 33
表 2-4-1 國內針對高中生英文聽力學習的相關研究 38
表 3-2-1 學生英文聽力能力分組 46
表 3-2-2 學生英語學習背景及學習動機調查表 47
表 3-2-3 交叉分析摘要表 48
表 3-2-4 電腦教室軟硬體設備說明 50
表 3-4-1 影片教學課程規劃表 57
表 3-4-2 第一、二、三階段的教學教案 58
表 3-5-1 焦點訪談成員明細表 65
表 3-5-2 質性資料分類說明表 68
表 4-1-1 第一階段教案簡易表 74
表 4-1-2 焦點組學生第一階段影片聽力理解成績 80
表 4-1-3 第二階段教案簡易表 81
表 4-1-4 焦點組學生第二階段聽力理解成績表 89
表 4-1-5 第三階段教案簡易表 90
表 4-1-6 學生S11,S12,S16的部份預測內容(第三階段第一節課) 96
表 4-1-7 S29、S20、S9的學習單問卷內容部份擷取(第三階段第二節課) 97
表 4-1-8 S27、10、15的學習單問卷內容部份擷取(第三階段第三節課) 98
表 4-1-9 焦點組學生第三階段聽力理解成績 101
表 4-1-10 三階段聽前活動的影片教學整理對照表 101
表 4-2-1 全民英檢中級聽力測驗成績,全班前測與後測成績平均數、標準差摘要表 104
表 4-2-2 全民英檢中級聽力測驗成績,「高中低分組」在前測與後測成績摘要表 106
表 4-3-1 影片英聽教學課程學習感受描述性統計摘要 108
表 4-3-2 學習態度向度描述性統計摘要表 109
表 4-3-3 學習效果向度描述性統計摘要表 110
表 4-3-4 學習興趣向度描述性統計表摘要 112
表 4-3-5 學習困難向度分析表 113

圖 次
圖 2-4-1 雙重編碼模式 35
圖 3-1-1 辯證的行動研究螺旋 45
圖 3-2-1 電腦教室區域網路平面圖 50
圖 3-2-2 實驗場域的實景照片(左)及教師主控機(右) 51
圖 3-4-1 研究架構圖 55
圖 3-4-2 研究流程圖 56
圖 3-5-1 Moodle 平台的頁面 64
圖 4-1-1 第一階段影片聽前活動的Moodle擷圖 75
圖 4-1-2 第二階段影片聽前活動的Moodle擷圖 83
圖 4-1-3 第三階段影片聽前活動的Moodle擷圖 92
圖 4-3-1 學生最喜歡與最不喜歡的影片比較直條圖 116
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