應用互助教學法增進大學生網路英語影片之理解

Abstract

本計畫主要目的是探討互助教學法(亦稱交互教學法)是否能提升學生英語聽力。互助教學法尚未應用於英語聽力教學領域，所以本計畫將於進行互助教學並探究其學習成效。互助教學英語聽力課程模式採用Palincsar and Brow (1984)實驗研究而設計，在課程中以小組活動為主。互助教學法主要學習應用四種策略(預測、澄清、提問、摘要)，教師先示範在聽取教材時，如何應用這四種策略，然後要求各組學生輪流擔任教學者，觀察和評論其他組員應用這些策略所產生的理解表現狀況。本計畫以修讀進階英文課程學生為研究對象。資料將透過英語聽力前後測及英語聽寫測驗等工具收集，另外透過個人書寫式的省思報告方式收集研究對象對此教學法的看法。最後，提出提升大專英語聽力的教學建議。 The present study integrated the reciprocal teaching (RT) technique into an English class and examined whether it could improve students’ listening ability. The RT technique has not been applied to the field of English listening instruction yet. This project applied Palincsar and Brow’s (1984) model and designed a RT English curriculum. When administering the RT treatment, the students were first divided into small groups and the instructor first models for the participants how to use the four strategies (predicting, clarifying, questioning, and summarizing). Afterwards, the instructor asked each participant in a group to be the tutor in turn. This project recruited undergraduate university students who took the advanced English course. The data were collected through English listening proficiency pre- and post-tests, English dictation follow-up tests, and written self-reflections on the application of the RT technique in English class. Instructional recommendations for English listening instruction are presented.