主題導向技能整合教學實施於大一英文課堂之行動研究

Constructing and Implementing a Theme-based Integrated-skills Pedagogy in a Freshman English Class: An Action Research Study

許文僊(Hsu, Wen-Hsien)

技能整合教學 ； 主題導向教學 ； 小組報告 ； 行動研究 ； integrated-skills instruction ； theme-based instruction ； group presentation ； action research

東吳外語學報

43期（2017 / 03 / 01）

31 - 64

繁體中文

本研究採用行動研究方法，發展和建構出一以主題為導向、小組報告為主要課堂活動的語言技能整合教學模式，並實施於大一英文課堂中，其目的是強化學生的英文溝通能力與提升英文教學成效。本研究執行一學年，於上下學期分別進行了一次研究循環，並以問卷調查、訪談、教學省思記錄、英語口說測驗等方式蒐集資料。研究結果顯示，學生普遍皆能接受此一授課模式，並肯定其對英文學習的諸多助益，尤其在第二學期時，課程經過調整後增加了內容和活動的多樣性和實施方式的彈性，整體的教學效果也隨之提升。此外，英文口說前後測的結果指出，此一教學方式確實有助於增進學生的英文溝通能力。文末提出若干建議，供做未來進行後續研究和改進教學的參考。

In recent years, Taiwan's university English curricula have targeted the development of students' ability to use multiple language skills for practical communication. In this action research study, the teacher-researcher constructed and implemented a theme-based, integrated-skills pedagogy, in which group presentation became a major activity, for one Freshman English class. The purpose of this study was two-fold: (a) to examine the pedagogy's effectiveness in promoting students' English communication skills, (b) to explore not only students' perspectives on this pedagogical innovation in terms of its benefits and drawbacks, but also students' acceptability of the pedagogy for classroom English learning. Thirty-four university freshmen participated in this study during the 2013- 14 academic year. Data were gathered from questionnaire surveys, interviews, teaching logs, and oral English proficiency measures. Students' feedback was tracked across two stages of course implementation-the first and the second action research cycle. After the first action research cycle, a number of adjustments were made to the course. By incorporating flexibility into course implementation and adding variety to course content and classroom activities, the adjusted course carried out in the second action research cycle yielded improved instructional effects. Results showed that students highly endorsed the theme-based, integrated-skills pedagogy implemented. The pedagogy, as well as group presentation, also consistently achieved wide acceptance among students. Furthermore, pre-post comparisons of students' oral English test performances showed statistically significant gains in English speaking proficiency. The implications of these results for classroom English teaching and future research are discussed.

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