题名

Teachers' Attitudes towards Using Songs as a Resource in Taiwanese Public Secondary School English Language Classrooms

并列篇名

台灣國民中學英語教師對英語歌曲做為英語教學教材的態度之研究

作者

潘建蓉(Chien-Jung Pan)；Peter Brown；蔡文榮(Wen-Rong Tsay)

关键词

英語教學 ； 英語歌曲 ； 全肢體反應教學法 ； 多元智慧 ； 學習動機 ； ELT ； English songs ； TPR ； multiple intelligences ； motivation

期刊名称

教育科學期刊

卷期/出版年月

12卷1期（2013 / 06 / 01）

页次

90 - 148

内容语文

英文
中文摘要

本研究主要探討台灣公立國民中學英語老師使用英語歌曲做為教材教法的看法與態度。研究對象為56位台灣公立國民中學英文老師。研究對象對於使用英語歌曲在英語教學上的態度問卷被使用在此研究中。研究者發現，在教學觀點上，英語老師認為在課堂上使用英語歌曲可以有效地提升學生在英語的「聽、說、讀、寫」、「發音」和「文法」方面的學習成就；在情意觀點上，英語老師認為透過英語歌曲教學能夠讓學生體會英語的文字之美及認識國際的文化和習俗。此外，英語老師認為使用英語歌曲做為上課教材，可以增加英語學習的趣味及記憶，以及強化學生學習英語的動機並減低學生的語言習得焦慮感。然而，英語老師普遍將英語歌曲做為課堂的補充教材而非主要的教學核心。另一項重要的研究發現是，英語老師對於英語歌曲教學融入國中英語教學感到困難，主要原因是大多數英語老師不知道如何選擇適合課程主題的英語歌曲，同時大部分英語老師表示沒有多餘的時間準備英語歌曲教材及相關活動。根據上述結果，本研究提出音樂和歌曲對於英語教學的重要性，鼓勵英語老師使用英語歌曲做為核心教材以及建立使用英語歌曲在英語教學上的信心。
英文摘要

This study examines the views of Taiwanese public secondary school EFL teachers about the use of songs in teaching English to learners aged from 13 years old to 15 years old in Taiwan. English language teachers' (n=56) opinions were collected through a questionnaire. Results demonstrate that Taiwanese EFL teachers have strong beliefs in the pedagogical value of songs and they also consider that songs can enhance language acquisition effectively. However, this study reveals a contradiction between belief and practice: although Taiwanese EFL teachers have a strongly positive belief in songs as a useful teaching resource, in fact they generally only use song as end of lesson 'time-fillers' rather than as a central element in teaching.Another important finding is that teachers who work in the public secondary schools have difficulty in finding appropriate songs for every topic of the English language curriculum and they do not have enough time to prepare their own song-based activities when teaching English through songs. Finally, this study suggests innovations to address these perceived difficulties.
主题分类 社會科學 > 教育學
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被引用次数
  1. (2019)。透過大規模開放式線上課程提昇學習外語學者之英文學術寫作發展。教育研究學報，53(2)，1-30。
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