- 作者: 劉顯親
- 作者服務機構: 國立清華大學外語系
- 中文摘要: 本計畫旨以探討全球資訊網(World Wide Web,簡稱the Web)輔助大專生英語教學之效能。「全球資訊網」是目前十分受歡迎的一種網路多媒體表現形式,它能提供許多各類主題的最新資訊。所謂英語教學,此處特指在臺灣以英語為外語的學習情境而言。本計畫以大三英語寫作課為研究重點。寫作課之目標是訓練學生使用文字表達的能力,然閱讀之準備實為習作的成功要素。此處的「全球資訊網」是指將網站(site)上提供的時事資料當資訊來源(newsinformation sources),在本計畫中,學生上線去閱讀各網站上時事議題,然後寫英文週記。 本計畫用比較研究法搭配社群觀察法(ethnographic observation)及問卷調查來進行研究,茲分述方法及結果如下: (一)比較研究:將修大三作文課兩組學生當成實驗組及對照組用(15 vs. 18人),差別在是否上線使用網站。實驗組學生上線去閱讀各網站之時事議題,然後寫英文週記。兩組在學期初及學期末接受前測及後測。第二學期恢復一般傳統教學。發現學生閱讀及寫作進步了,但字彙無明顯增加。 (二)文化誌學觀察法:多媒體語言教學之評估需了解學生與課體互動時之學習過程,如此,才能仔細研究學習效能之高低,並利於了解那些因素促進學習成果。用文化誌學觀察法比較能捕捉到媒體學習情境中種種不同的要素。本計畫進行時訪談及觀察四位學生進行這項活動情形以做定性研究(qualitative analyses)。依平日教學觀察,選擇有代表性學生四名,進行進一步社群觀察訪談。發現學生選擇感興趣題目的主題來搜尋及有趣文章來閱讀,背景知識和單字量影響閱讀理解,程度好、有效率的學生很快可完成此讀寫作業,而程度較差者寫得優,表現差的原因很多。 (三)學期末及學年末問卷調查:前者調查實驗組學生對本項活動設計優劣、全球資訊網喜好、改進之建議、學習效能之評定等等。學年末問卷調查實驗組第二學期繼續上機情形。學生肯定此學習活動,認為全球資訊網將是未來很重要的學習工具。第二學期繼續使用全球資訊網者僅佔三分之二,但多數仍肯定本活動及全球資訊網之功能。 本研究探討多種資料對此議題所能提供之答案:寫作成品及認知資料、寫作過程及情境資料、社會及情意資料。研究成果有助於了解全球資訊網對英語學習之效能、全球資訊網對學生生活及學習信念價值等之影響,同時也提供英語寫作教學及新聞英語教學上應用之建議。
- 英文摘要: The use of the World Wide Web (Web) as a networked hypermedia rapidly became widespread after it was in-vented in the 1990s and the Web's offers great potential in various professions in the modern world. The project aimsto examine how the use of the Web impacts college English-as-a-foreign-language (EFL) learners in the aspects of writ-ing, reading, and vocabulary development as well as understanding of global issues. The theoretical underpinnings areKrashen's input hypothesis-production with the help of reading input, and the "reading to write" approach to compo-sition instruction. The study mainly used a controlled study or comparative research to investigate the use of the Web in a collegejunior writing class (experiment group, 15 students in total) and to compare its effects with that of another writing sectionof the same class who did not use the Web (control group, 18). The content area was the global current issues providedin the Web texts which were used at the prewriting stage for weekly dialogue journal entries in the writing course. Atthe beginning of the semester, students of the two sections in the same writing course were given a pretest. At the endof the semester, a posttest of similar format to that of the pretest was given to the two groups. In addition to the com-parative research method used in the study, four ethnographic observations were conducted on four students from theexperiment group throughout the semester. A questionnaire was given at the end of the semester to investigate subjects’perceptions about the activity. At the end of the second semester, another questionnaire was used to investigate how theWeb habits were extended after one semester. It was found that the group who had used the Web resources improved their reading comprehension and writingand they held positive attitudes toward the Web and its prospects. There are interesting findings from the ethnographicobservations.
- 中文關鍵字: 全球資訊網; 比較研究法; 文化誌學觀察法; 時事議題語言教育
- 英文關鍵字: World Wide Web; college EFL; writing; reading; vocabulary; comparative research; current issues; ethnographic observation; dialogue journal; global issues in language education