Investigating Foreign Language Teaching Strategies through Phenomenological Interviews and Deep Approach

現象學訪談和深層學習為外語教學策略之個案研究

10.6902/JNTUST.201612_3(1).0010

嚴嘉琪(Jia-Chyi Yan)

deep approach ； foreign language pedagogy ； higher education ； phenomenological interviewing skill ； 深層學習策略 ； 外語教學法 ； 高等教育 ； 現象學訪談技巧

中科大學報

3卷1期（2016 / 12 / 01）

191 - 215

英文

Over the years, the teacher as the researcher has noticed one interesting phenomenon from her university students' feedback of the Meetings in English course: most students liked the exercise of ＂class discussion.＂ The study attempted to analyze 108 copies of students' feedback, collected respectively in 2011 and 2013 through applying narrative inquiry as qualitative analysis. This study proposes an exploratory view of applying a phenomenological interviewing skill as a foreign language teaching method to conduct class discussion similar to the question and answer session of an interview. By doing so, it could further elicit students' using deep approach as effective learning strategy. The study has first found that the important features of deep approach as learning strategy coincides with the contemporary components of foreign language acquisition. Next, through analyzing these students' learning feedback, it was confirmed that the students had used some steps of deep approach and responded positively on a series of open and in-depth class discussion. By applying phenomenological interviewing and deep approach as the conceptual foundation of foreign language pedagogy and further analyzing the actual classroom dialogue text, the result showed the substantial interrelations of applying a phenomenological interviewing skill as a teaching method to some degree could successfully elicit students' use of deep approach as an effective learning strategy.

多年來，研究者在專業課程「會議英語」的學生期末回饋裡，注意到學生對「課堂討論」(class discussion)反應特別良好。本研究旨在分析2011年和2013年，應用英語系大四專業課程「會議英文」共108份之期末學生課程回饋，期望透質性研究方法「敘述探究」，進行自然文本英語教與學質化分析。本文試圖探究應用「現象學訪談技巧」(phenomenological interviewing skill)為外語教學法，其師生「課堂討論」之對話內容和形式，猶如訪談中之研究者和受訪者，可有效引導大學生使用「深層學習」(deep approach)策略，進而提升外語能力。本文首先探討高等教育中「深層學習」策略之應用性，並發現其策略對外語學習有實質意義。接下來，透過分析學生對「課堂討論」之學習回饋，本研究發現學生應用了「深層學習」策略步驟，並對「一系列開放且具深度的對話」反應良好。而透過本文建議之「現象學訪談技巧」為高階外語教學法，再次分析文本，呼應此現象學訪談技巧之理論架構，可有效引導大學生使用「深層學習」策略，進而達到高階外語學習目標。

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