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論文中文名稱:小組合作競賽法輔助國中生英語學習 [以論文名稱查詢館藏系統]
論文英文名稱:TGT: A Supplemental Approach to English Learning of Junior High School Students [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:應用英文系碩士班
畢業學年度:104
畢業學期:第一學期
中文姓名:莊麗楨
英文姓名:Li-Zhen Chuang
研究生學號:102548504
學位類別:碩士
口試日期:2015/12/07
指導教授中文名:洪媽益
指導教授英文名:Michael Tanangkingsing
口試委員中文名:楊韻華;謝富惠
口試委員英文名:Yun-Hua Yang;Fu Hui Hsieh
中文關鍵詞:小組合作競賽教學,以英語為外國語言的學習者,英語學習,輔助教學法
英文關鍵詞:TGT instruction, EFL learners, English learning, supplemental approach
論文中文摘要:在現今教室課堂上,英語雙峰現象是一個常見的情形,對於英語老師來說,要同時教高程度和低程度的學生是一件不容易的事情。因此,教育部近年來提倡合作學習的概念於教學上,期望能夠促進學生的學習。本研究採用準實驗研究法,探究小組合作競賽法對於國中七年級學生英語學習、以及英語學習態度動機的影響。
本研究分成實驗組和控制組共59人,實驗組包含29人採用小組合作競賽法,控制組包含30人採用文法翻譯法。兩組皆接受前後測、英語發音測驗前後測以及英語學習問卷,實驗組另外還接受關於小組合作競賽法的訪談。
就量化分析而言,實驗組和控制組在英語段考並無顯著差異,但在英語口說測驗、英語學習態度動機則有顯著差異。實驗組在英語口說和英語學習態度動機有顯著進步,而控制組沒進步。就質化分析而言,實驗組學生對於小組合作競賽法持有正面態度。
本實驗研究結果證實小組合作學習對於國中生的英語學習有正面的影響力,學生在實驗後有正向的英語學習態度和較高的動機。除此之外,學生英語口說能力有明顯的改善和進步。更重要的是學生對於小組競賽學習法持肯定的回應,並且能夠自發去學習和接觸英文。期望本研究可以讓更多老師在英語課時,使用小組競賽合作學習法進行教學。
論文英文摘要:English bimodal distribution is common in English classrooms. It is hard for teachers to conduct courses because there are both high and low achievers. MOE in Taiwan has advocated teams-games-tournaments because it facilitates students in learning. Therefore, this study adopted quasi-experiment to investigate the effects of implementing teams-games-tournaments as supplemental approach on seventh- grade students’ English learning. In addition, the effects of TGT on students’ English learning attitudes and English learning motivation were also explored in this study.Fifty- nine students were grouped into experimental and control groups. TGT instruction was used by experimental group while grammar translation approach was adopted by the control group. Both groups had pretest, posttest, speaking tests and questionnaire of English learning. In addition, experimental group had interviews about TGT. As for the quantitative result, there is no significant difference between both groups in English written tests. However, there is significant difference between both groups in English speaking tests, questionnaire of attitude and motivation. Only experimental group made progress in English speaking. And students in the experimental group increased motivation and attitude in English learning whereas the control group didn’t. As to the qualitative result, the interviewees had positive feedback toward TGT instruction.The results of the study proved the positive effect of TGT instruction in junior high school students’ English learning. Students developed positive attitude and had higher motivation toward English. What’s more, their English speaking improved. Most importantly, they became self-motivated to learn English. This is the ultimate goal of English teachers. In summary, this study is expected that teachers will use TGT instruction in English classes because of its benefits in teaching students’ English.
論文目次:CHINESE ABSTRACT i
ABSTRACT ii
ACKNOWLEDGEMENTS iv
Table of Content v
List of Tables vii
List of Figures ix
Chapter 1 Introduction 1
1.1 Background of the Study 2
1.2 Motivation of the Study 3
1.3 Purpose of the Study 5
1.4 Research Questions & Research
Hypothesis 6
1.5 Significance of the Study 7

Chapter 2 Literature Review 8
2.1 English Learning 9
2.1.1 English Teaching Approaches 10
2.1.2 Grammar Translation Method 13
2.1.3 Research of Grammar Translation
in English Learning 14
2.1.4 New English Learning Policy in
Taiwan 15
2.2 Cooperative Learning 16
2.2.1 Characteristics of Cooperative
Learning 18
2.2.2 Classification of Cooperative
Learning 20
2.2.3 Research of Cooperative Learning
in Student Learning 24
2.2.4 Research of Cooperative Learning
in English Learning 24
2.3 Cooperative learning approach-TGT 28
2.3.1 Theotrical Framework of TGT 28
2.3.2 Teaching procedures of TGT 29
2.3.3 Fetures of TGT 30
2.3.4 Benefits of TGT in learning 31
2.4 Motivation and Attitude 32
2.4.1 Motivation in English Learning 33
2.4.2 Attitude in English Learning 35
2.4.3 Motivation and Attitude in
Cooperative Learning-TGT 37
2.5 Summary 39

Chapter 3 Methodology 40
3.1 Research Design 40
3.2 Research Variables 44
3.3 Participants 46
3.4 Instruments 47
3.4.1 Teaching Materials 47
3.4.1.1 Design of the lessons 47
3.4.1.2 Weekly schedule 49
3.4.1.3 Design of the TGT games 51
3.4.2 Pretest and Posttest 53
3.4.3 English Quizzes 54
3.4.4 TGT Instruction Learning Sheets 55
3.4.5 English Exercises 55
3.4.6 Questionnaire 56
3.4.7 Interview 58
3.4.8 Speaking Tests 58
3.5 Teaching Procedures 59
3.6 Data Collection 63
3.7 Data Analysis 65
Chapter 4 Results and Discussion 67
4.1 Written and Speaking Tests 67
4.1.1 Results of the Pretest and the
Posttest 68
4.1.2 Results of Speaking Tests 71
4.2 Experimental Group’s Opinions toward TGT 73
4.2.1 Results of the Questionnaire 73
4.2.2 Results of Interviews 76
4.3 Attitudes of Experimental Group and
Control Group toward English
Learning 85
4.4 Motivation of Experimental Group and
Control Group toward English
Learning 88
Chapter 5 Conclusion 93
5.1 Summary of Findings 93
5.1.1 Differences in English Learning 93
5.1.2 Positive Feedback of the
Experimental Group 95
5.1.3 Differences in English Learning
Attitude 95
5.1.4 Differences in English Learning
Motivation 96
5.2 Implications 97
5.3 Limitations and Suggestions for
Future Studies 99
REFERENCES 100
APPENDIX 122
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