The Effects of Problem-Based English Grammar Instruction on University Students’ Learning of Adjective Comparison Structures

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Project title

Code/計畫編號

MOST105-2410-H019-019

Translated Name/計畫中文名

問題導向英語文法教學對於大專生形容詞比較句型學習成效之探討

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=11919020

Year

2016

Start date/計畫起

01-08-2016

Expected Completion/計畫迄

31-07-2017

Bugetid/研究經費

466千元

ResearchField/研究領域

語文

"英語文法學習成效在於文法知識的成功習得與恰當地應用於實際生活情境中。 Nassaji 和Fotos (2011)指出為提升第二語言習得的成效，文法是重要的元素之一，除此之外，主張task-based language teaching學者提出task-based 的教學能有效增進第二語言習得。近年在職場上也逐漸重視大專生英語書寫或口語溝通能力，所以本計畫根據 Nassaji 和Fotos (2011)書中提出的文法教學理念而設計以解決問題為主要任務的教學方式，其目的是為了讓學習者不但能學習文法知識並且在實際生活中能有效地應用習得的英文文法知識。從回顧文獻中知悉問題導向學習(PBL)是一種以解決問題為主要任務的教學法， PBL 於1960 年代初開始興起於醫藥學院，此教學法是將建構主義理念實際實施的一種教學方式，在此之後，廣泛應用於資訊、科學及商業等其他各學術領域教育而且也逐漸顯示出此教學方式在提昇學生學科內容知識、學習知識移轉及人際溝通互動方面有其顯著效果。然而，在英外語教學領域中，PBL的教學方式尚未充分地被發展與應用，甚至於很少有相關研究探討此教學方式對英語學習的影響及其影響的層面。因此，本計畫將 PBL融入英語文法教學中，並探究以這種教學方式是否能有效提昇大專學生的英文文法學習與使用。先前英語文法教學文獻中，發現一些值得改進的部份，首先有些研究指出 implicit grammar instruction 教學未必能有效提升文法學習，可能是因為在incidental acquisition 過程中，所需要學習的文法規則無法引發學習者的注意而加以學習以及欠缺應用習得知識的機會；第二，甚少文獻投注於探究問題導向學習法對英語文法教學的效益；第三，藉由本計畫實施，擬建構出在英語教學中問題導向學習環境模式，因此本計畫將進行以建構心理學的理論為基礎的英語文法教學。另外，此計畫所設計之文法教學法也以進行主動溝通為目標，營造學習者互動的機會。本計畫主要是探討問題導向之英語文法教學對形容詞比較句型學習的成效，量化研究資料將透過英文形容詞比較句文法知識之前後測驗、英語摘要寫作表現、問卷填寫等方式收集，另外質性究資料將透過書寫自我省思報告方式收集。本計畫以修讀進階課程的三班學生為研究對象；三班隨機分派為兩組實驗組，分別進行以問題導向之文法教學方式和以文法規則明確解釋的文法教學方式，以及一組控制組進行聽力及閱讀理解練習而不接受文法的指導與教學。計畫的進行重點及預期可獲得的研究結果為:(1)三組研究對象對不同教學方式的英文形容詞比較句前後測驗中，文法規則學習成效是否有顯著差異；(2) 三組研究對象對不同教學方式的英語摘要寫作表現中，形容詞比較句使用正確性的次數是否有顯著差異；(3)研究對象對各組所進行的教學方式對英文形容詞比較句的學習及促進使用的看法為何；(4)進行問題導向學習環境問卷分析，以及(5)根據分析結果，提出應用於提升大專英語文法教學方法的建議。因目前應用PBL 模式於英語文法教學進行一系列完整教學方法的實證(empirical)研究不多，同時也極少有文獻可供參考，故本研究整合跨領域PBL 教學文獻，進行英語文法學習成效研究，進而對英語教學領域有所貢獻。"
"The effectiveness of grammar learning relies on successful grammar acquisition and appropriate grammar knowledge utilization. Nassaji and Fotos (2011) indicate grammar plays 表CM02 共 2 頁第 2頁 an essential role in enhancing the learner’s target language proficiency. Experts of task-based language teaching assume that task-based teaching methods can improve second language acquisition. Based on Nassaji and Foto’s (2011) conception of incorporating grammar into classroom formal instruction and applying it to communicative practices, this project designs a grammar instruction method, which uses problem-solving as a task. The students can not only learn target grammar rules but also practicing using the target grammar in the real-life situation when solving the problem. Reviewed literature shows that the problem-based learning (PBL) approach emphasizes the task of problem-solving. Problem-based learning has been considered as a general education model formulated in medical education since the 1960s. The use of PBL has continued to increase over the last 50 years, and is now included in a variety of disciplines from elementary grades through post graduate schooling in various academic areas. Some empirical studies yield positive outcomes for PBL, such as promoting learning of subject content knowledge, transferring knowledge from classroom to real-life situations, and interpersonal communication. From the reviewed literature, the PBL approach has not been widely applied and fully developed in the EFL context in Taiwan, needless to say in the English grammar instruction. This project is to integrate PBL into English grammar instruction and investigate whether this instructional technique can effectively foster university students’ learning and application of target grammar features. The purpose of this project examines the impact of problem-based grammar instruction on Chinese-speaking university students’ learning and application of English adjective comparison (AC) structures. In addition, this project intends to understand the student views on problem-based learning environment. This project contains about 90 undergraduate university students recruiting from three English classes. Two classes are assigned as two experimental groups receiving the PBL treatment, and the explicit grammar instruction respectively, and one class, a control group receiving no grammar instruction. Treatment lasts for 6-weeks, one meeting each week. The data are collected through the following instruments, such as AC pre- and posttests, summary writing, the participants’ self-reflections, and the PBL learning environment inventory. The analysis and results include: (1) the differences between three instructional modes in the AC posttest; (2) the differences between three instructional modes in summary writing, (3) the participants’ perceptions of each instructional intervention, (4) PBL participants’ perceptions of PBL learning environment, and (5) instructional recommendations for English grammar instruction."

Keyword(s)

形容詞比較句
英語文法教學
問題導向
第二語言習得
Adjective comparisons
English grammar instruction
problem-based learning
second language acquisition

DSpace CRIS

The Effects of Problem-Based English Grammar Instruction on University Students’ Learning of Adjective Comparison Structures

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