A Study on the Implementation of Interactive Activities in College EFL Classroom

大一英文課程實施互動活動之研究

郭芳容(Fang-rong Kuo)

sociocultural theories ； interactive activities ； English pedagogy ； 社會文化理論 ； 互動活動 ； 英語文教育

聯大學報

13卷1期（2016 / 12 / 01）

1 - 21

英文

This study attempts to investigate students' experiences and perceptions of interactive activities implemented in a college EFL classroom. Sociocultural theories propose that language is one of the essential tools for communication in sociocultural contexts, in which meaning is generated and knowledge is constructed through the process of mutual interaction. English is learned as a foreign language (EFL) in Taiwan and is inevitably influenced by examination orientation that is instrumentally motivated. This study designed and implemented various interactive activities in the researcher's Freshman English course to explore how students perceive and engage in these activities. Qualitative research method was adopted to collect data from classroom observation, reflective journals, and open-ended questionnaire. In general, these activities received positive feedback, especially the enhancement of relationships among peers and the instructor. The limitations as well as pedagogical implications from this study were discussed in conclusion.

本文旨在探索學生對大一英文課程中互動活動之看法與參與情形。社會文化理論認為語言是社會文化活動中重要的溝通工具之一，意義的產生與知識的建構乃是透過彼此互動而形成的。英語學習在台灣一直擺脫不了以考試為目的之工具性動機，失去了生活中互動溝通的真實性。本研究在大一英文課程中設計了各種以互動為主的活動，欲了解學生如何看待這些活動與實際參與的經驗。質性研究法提供研究者有利管道可以深入觀察學生的表現，並從省思札記與開放式問卷的資料中分析這些活動對學生及本課程的意義。整體來說，互動活動在大一英文課程中得到正面的回饋，尤其是同儕與師生關係的促進更是不容忽視。結論中亦討論本研究的限制及在英語文教育上的啟示。

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