The Impacts of Multimedia Problem-Based English Instruction on Learners’ Text Comprehension, Lexical Inferencing, Knowledge Transferring, and English Learning Attitudes

瀏覽統計 Email 通知 RSS Feed

簡歷

基本資料

Project title

Code/計畫編號

NSC99-2410-H019-012-MY2

Translated Name/計畫中文名

多媒體問題導向英語教學對篇章理解、單字字意推測、知識轉移與英語學習態度影響之研究

Project Coordinator/計畫主持人

Lu-Fang Lin

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=2220085

Year

2011

Start date/計畫起

01-08-2011

Expected Completion/計畫迄

31-07-2012

Bugetid/研究經費

406千元

ResearchField/研究領域

語文
教育學

"多媒體問題導向英語教學對篇章理解、單字字意推測、知識轉移與英語學習態度影響之研究計劃中文摘要有效之多媒體教學在於設計良好的教材與適當的教學法。根據Mayer 的多媒體學習的認知理論，人們透過文字與圖片學習會比只有透過文字學習更深刻，所以在語言學習教材加上圖片或動畫時，學習者更能深層了解教材內容。建構理論專家認為長期記憶區的知識是經由學習者自身的認知所建構而成的；知識無法從教師灌輸給學生，當學習者主動參與討論並進行互動時，學習成效才是最好。由此看來，運用多媒體的教學觀點應以學習者為中心。從先前多媒體英語教學文獻中，發現一些缺失仍待改進，首先有些研究指出多媒體教學未必能有效提升學習，可能是因為在學習過程中，學習者過於被動以及在現實生活中面臨問題時，欠缺應用知識解決問題的能力；第二，顯少學者應用建構心理學觀點研究學習者如何在多媒體環境中習得第二語言；第三，甚少文獻投注於研究多媒體英語教材中的視覺資訊(visual information)效益，因此本計畫將進行以建構心理學的理論基礎的影片教學。而此建構理論以營造學習者進行主動、自我引導與合作學習為目標，所採用的教學法是問題導向教學法。本計畫將對大專及國小學生進行兩年期研究，主要是探討影片及問題導向教學法對英語學習的影響，量化研究資料將透過教材內容理解測驗、教材單字字意推測測驗、教材知識轉移測驗以及英語學習態度問卷等方式收集，另外質性究資料將透過個別訪談方式收集。計畫的進行重點及預期可獲得的第一年研究結果為: (1) 四組研究對象對不同教學方式的全文理解、英文字義推測、應用英語文知識解決問題及英語學習態度是否有顯著差異；(2) 參加問題導向英語文教學模式的研究對象對問題導向教學法的看法為何；(3)根據分析結果，提出應用於提升大專英語學習之多媒體教學方法的建議。預期可獲得的第二年研究結果為: (1) 三組問題導向英語文教學模式對全文理解、英文字義推測及應用英語文知識解決問題及英語學習態度是否有顯著差異；(2) 參加三組問題導向英語文教學模式的研究對象對問題導向教學法的看法為何；(3)根據分析結果，提出應用問題導向於提升國小英語學習之多媒體教學方法的建議。因目前甚少研究投注於這個領域，極少有文獻可供參考，故本研究規劃為兩年期跨領域研究計畫希望經由有系統規劃的研究，在整合認知、建構心理學與多媒體教學的知識，而對英語教學領域有所貢獻，同時也希望建立多媒體問題導向英語教學的網站資源。"
"The Impacts of Multimedia Problem-Based English Instruction on Learners’ Text Comprehension, Lexical Inferencing, Knowledge Transferring, and English Learning Attitudes Abstract Effective multimedia instruction relies on not only well-organized teaching materials but also humanized teaching approaches. Based on cognitive theory of multimedia learning, Mayer (2005) assumed that students could learn more deeply from words and pictures than from words alone. Language teaching material designed with visual messages may help learners to understand the content deeply. Constructivists believe that knowledge was constructed through learners’ cognitive process; knowledge cannot be just transmitted from the instructor to the learners. The effects of learning can be maximized when learners are actively engaged, involved or participated in discussion, and interaction. Multimedia-based teaching approach should be learner-centered rather technology-centered. After reviewing the literature on multimedia English instruction, there were some gaps in multimedia English instruction. First, some studies showed that multimedia-based instruction was not sufficiently effective because learners were passive in the learning process and lack of ability to apply knowledge to solve the problems in real world. Second, there seem to be only small advances in corresponding basic research on constructive psychology of second language (L2) learning in a multimedia learning environment. Furthermore, relatively few studies have actually engaged in examining the effects of visual information on English learners. Therefore, the current project intended to conduct a video-based instruction grounded in the constructivist theoretical foundation, devised to engage learners in active, authentic, and collaborative learning. To achieve this goal, the current study problem-based learning (PBL) teaching approach. In general, this project is to identify the actual effects of the two major components, such as video and PBL approach on students’ English learning. The purpose of this two-year project examines the impacts of video-based instruction integrated with PBL approach on English learning by means of the following instruments such as text comprehension tests, lexical inferencing tests, transferring tests, and English learning attitudes Questionnaire. The collected data are analyzed from the quantitative and qualitative perspectives. This project is to be conducted in two years by using university students as participants in the first-year study and elementary students as participants in the second-year study. In general, the results of this project contribute to the following domains: first, the knowledge of how video materials can effectively be used to foster English education; second, the knowledge of the optimal multimedia instructional model for enhancing English learning; third, the knowledge of how to employ PBL to English instruction. The reviewed literature on PBL shows that PBL approach has not yet employed widely to the filed of English education, the results of the project contributes to establish English teaching and learning resource for PBL approach at the elementary and tertiary levels. The obtained results of the first-year study include: (1) the differences between four instructional modes and text comprehension, lexical inferencing, knowledge transferring, and English learning attitudes; (2) the university participants’ perceptions of PBL approach, and (3) the instructional recommendations for multimedia English instruction in the university. The obtained results of the second-year study include: (1) the differences between three PBL instructional modes and text comprehension, lexical inferencing, knowledge transferring, and English learning attitudes; (2) the elementary school participants’ perceptions of PBL approach, and (3) the instructional recommendations for multimedia English instruction in the elementary school."

DSpace CRIS

The Impacts of Multimedia Problem-Based English Instruction on Learners’ Text Comprehension, Lexical Inferencing, Knowledge Transferring, and English Learning Attitudes

基本資料

Description