原住民EMI雙語英語精進班學習成效分析

Assessment on EMI Indigenous Proficiency Curriculum

吳玲慧(Ling-Hui Wu)

GEPT單字 ； 原住民 ； 活動教學 ； 口說練習 ； EMI雙語教學 ； 任務型教學 ； EMI indigenous English proficiency curriculum ； Thematic association ； Activity teaching

計量管理期刊

20卷2期（2023 / 11 / 01）

111 - 126

繁體中文;英文

本文目的在對原住民學習落後生進行英語改進教學課程，並於課結束後評估學習成效。其創新點在於以初級GEPT單字單元為「主題概念式聯想教學」為本。主要以活動教學替代傳統以講述為本的教學策略，教與學問題在於傳統教學，教師採用皮爾遜版英語教科書授課，原民生對英語學習產生強烈抵制，發覺多數原民生在語言書寫方面的程度差強人異，依此類推，聽力及閱讀能力亦如此。因此，本文假設技職發展學生英語增能計畫不應只是以好玩為辦活動的動機，而需要強調學習成效的設計。有鑑於此，本文提出以口說練習EMI雙語教學以突破聽力及閱讀障礙方式及活動教學優於數位化教學，顛覆現行後設認知教學主流思想認為運用數位化教學為有效教學工具之策略。整體的實行從2022至2023上半年為時3個學期。參與者為100名原住民學生，分成2班。參加前的程度為90%為不會KK音標學習之學生（含重修生）。學習者年齡已到皮亞傑認知發展理論中的第4期階段，所以使用類比實驗推論假設的論點做為課程設計，並且以鳥與人腦在面臨外在陌生刺激時的反應做比較，使用觀察法（鳥群）及問卷（學習者）所得之數據進行設計後設雙語教學之策略，以了解學習者為什麼會產生學習抗拒。同時EMI教學策略分成（1）溝通教與學理論實踐於教／學現場，以培養學習者的思考及聯想；（2）由外籍老師進行雙語教學，以自然學習教育部公布之GEPT單元為主題式之概念聯想及進行跨文化翻譯及（3）依照每學期實施之學習成效調整教學策略三項。評估工具則有（1）利用校際GEPT模擬測試之前測及後測成績分析比較及（2）以任務型教學強調以「教學目標」設計出自我學習目標評估之題目，利用五等第做為回饋，替代現前以馬斯洛需求理論的學習／消費者滿意度調查之傳統方式。整體的實驗教學之學習成果為（1）原住民班GEPT模擬考通過率顯著從4%提升到90%及（2）提高學校原住民招生率而達到教育部審查之水準。

The innovation of this experiment is grounded on the Thematic Association Methodology. The study purposes to evaluate the learning effectiveness of the English language enhancement program for the indigenous students who are lagging behind in learning. The teaching experiment hypnotizes that the English proficiency curriculum for Technical Vocational Development should not only be motivated by "fun talk", but should also emphasize "learning effectiveness" in the design of teaching strategies. This study assumes that activity-based teaching is prior to digitalized teaching which the current post-cognitive theorists regard as the main teaching tool in class. This empirical study was conducted for three semesters (2022-2023). Most participants were indigenous learners, divided into 2 classes of 100 students. 90% of learners were low achievers. For this, as a Skinner's box operant mechanism, an "analogous experiment" between birds and learners was conducted on how animals (birds and learners as human species) react when their facing unfamiliar external stimuli; this was done for understand the reason of the learners' resistance so as to design EMI teaching strategies: (1) the communication theory to cultivate learners' thinking and association; (2) bilingual teaching by a foreign teacher; (3) thematic teaching for GEPT units for conceptual associations; (3) flexibility of teaching strategies in accordance with the "learning outcomes" implemented in each semester. Assessment tools: (1) M and SD scores analyzed and compared for the GEPT simulation test as well for the pre-and-post-tests done for the three terms; (2) Feedback provided on the TBLT "Teaching Objectives" and a questionnaire designed by employing the Linker's 5 Scale levels (Very Dissatisfied, Dissatisfied, Fair, Satisfied, and Very Satisfied) and reflections. The result was extraordinarily significant: (1) the passing rate of the GEPT simulation test as the criteria for graduation increased from 4% to 90%; (2) the enrollment rate of indigenous students increased to the level of the Ministry of Education (MOE) review. Henceforth, this study moves from an introduction to EMI theories and debates, the transient Taiwan's EMI, a Skinner's operant analogical experiment, EMI teaching methodology, assessment, reflections to its conclusion.

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