同儕回饋交互教學法導入英語課程提升大專學生英語聽力及海洋英語知識

Abstract

本計畫著重應用創新之同儕回饋交互教學法提升大專學生英語聽力及海洋科普英語知識。在一般英語人士日常生活及職場中，以聽力技巧所進行之相關溝通活動便占了大部分。在台灣甚少學者研發英語聽力教學法；在英語學習教材中鮮少涵蓋海洋科普相關主題。於是本計畫之交互教學強化同儕間回饋互助發展出創新之英語聽力教學模式以及協助學習者建構海洋相關之英文知識。同儕回饋交互教學課程中以小組活動為主。教學法主要包括策略學習，教師先示範在聽取教材時，如何應用這些策略，然後要求各組學生依播放教材使用這四項策略。在小活動中，組員以英文做互動，組員輪流擔任教學者，展示說明他所做的策略回應內容，其他同組學生進行觀察和提供回饋。本計畫量化研究透過英語聽力隨即測驗及教學法問卷等工具收集；質性研究將分析個人書寫式的省思報告和學習單。量化結果:此創新教學法能增進學生對於教材內容之英語聽力理解和習得教材內之海洋主題英語知識。問卷結果顯示，平均分數最高的是學生認為此教學法有益於培養思考能力和組織能力，並認為在課程中學到的策略有益於未來之英語學習;另外對此教學法應用於英語課程的滿意度也很認同。因此將此教學法融入英語聽力課程並推廣英語海洋教育。 The purpose of this project is to apply the peer feedback reciprocal teaching (PF-RT) method to fostering university students’ English listening ability and marine English knowledge. Listening is an important element in the daily communicational context and the workplace. In Taiwan, few educators and researchers dedicate to developing English listening teaching method; on the other hand, few marine-themed English learning materials are used in the English listening course. The project develops a novel English listening instructional model to foster their English comprehension abilities and also assist learners to construct marine popular science knowledge in English. The significant results of my previous RT research revealed that RT had great potential to enhance students’ listening ability. To further develop a comprehensive RT listening curriculum, the researcher modified the RT technique administered in the earlier research by emphasizing the peer feedback in small-group activities and incorporating video materials on Marine popular science. The instructional schedule of the RT curriculum is as follows: in the class, the students are first divided into small groups and the instructor first modeled for the participants how to use the listening strategies. The tutor student was required to ask a group member to demonstrate his/her written responses when using the four strategies, and other group members evaluated the peer’s output of strategy use, and provided feedbacks about strategy-related response and behavior. The data were collected through English listening follow-up tests, the instructional questionnaire, written self-reflections, and the learning sheets related the use of the strategies. Quantitative results are: (1) the innovative teaching method improved students' listening comprehension of the content and their acquisition of marine-themed English knowledge in the teaching material. The results of the questionnaire showed that the participants with the highest average scores believed that this teaching method was beneficial to the development of their critical thinking ability and their synthesizing ability, and also that the strategies learned in the course were beneficial to their future English learning. In addition, the students were strongly satisfied with this teaching method applied to English listening class. Therefore, this teaching method can be integrated into English listening courses and as well promotes English marine education.