The Internet Reciprocal Teaching Approach to Improving University Students’ English Listening Comprehension, Willingness to Communicate and Interactions

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基本資料

Project title

Code/計畫編號

MOST107-2410-H019-011

Translated Name/計畫中文名

網路互惠式英語教學對大專生英文聽力理解、溝通意願與人際互動之成效探究

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=12672806

Year

2018

Start date/計畫起

01-08-2018

Expected Completion/計畫迄

31-07-2019

Bugetid/研究經費

508千元

ResearchField/研究領域

語文

從先前英文教學文獻中，發現互惠式教學法大多應用於英文閱讀的課程中，教學成效斐然，然而，尚未有文獻提供此教學法應用於英語聽力理解教學，聽力與閱讀同樣是理解的認知過程，所以本研究者想應用此教學法於英語聽力教學。先前英語聽力教學大多是著重於訓練學生對英文文本內單字片語或句子的正確性聽取及聽力教材播放步驟和方式。鮮少聽力教學研究探究應用預測、摘要、提問、澄清等策略所進行的聽力教學以及了解學習者在溝通中的溝通意願和人際互動方式。所以本計畫將融入互惠式教學法於聽力教學活動中，檢測學習者之英語聽力理解力和溝通意願是否提升以及探索人際互動之模式。本計畫將應用網路上的影音資源進行英語聽力訓練以因應大多數新世代學習者的學習型態。在1996 年「新倫敦團體」（the New London Group, NLG）提出多元素養教育理念(multiliteracies）培養學生未來自職場上所必備的能力，以因應全球政治、經濟、文化、科技等各方面急遽改變的社會環境。隨著電腦科技的突飛猛進，數位科技可提供多種模態(modality)的知識學習方式，藉由網路科技可實踐多元素養教育理念。互惠式教學法(Reciprocal Teaching)主要應用包括四種策略學習步驟:預測、摘要、提問、澄清，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(Tutor)，觀察和評論其他組員應用這些策略所產生的聽力理解表現狀況。各小組進行討論這些策略如何增進聽力理解。本計畫將對大專學生進行一年期研究，主要是探討互惠式教學法是否能提升英語聽力理解力、溝通意願以及人際互動，本計畫以修讀進階課程的兩班學生為研究對象；隨機分派為實驗組，進行互惠式教學以及控制組進行教師引導的聽力練習課程。量化研究資料將透過英語聽力之前後測驗、溝通意願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。計畫的進行重點及預期可獲得的研究結果為:(1)兩組研究對象對實施不同的教學方式的英語聽力理解力是否有顯著差異；(2) 兩組研究對象在溝通意願問卷中項目是否有顯著差異；(3)分析實驗組研究對象的人際互動模式。最後，根據分析結果，提出應用於提升大專英語聽力教學方法的建議。
From reviewed literature, most previous studies used the reciprocal teaching (RT) approach in a reading class and the results showed that students significantly improved their reading comprehension performance. However, this approach has not been widely applied to teaching English listening skill. Both listening and reading are cognitive comprehension process. The researcher plans to integrate the RT technique into English listening class. In addition, most of the earlier research on English listening teaching focuses on training students to understand English vocabulary, phrases and sentences, the display procedure or the presentation format of listening materials. Few studies applied the four strategies (clarifying, summarizing, questioning, and predicting) to teaching English listening and further examined the listener’s willingness to communicate and interpersonal interactions. This project designs a RT English listening curriculum and examines the effects of the RT approach on English learners’ listening comprehension, willingness to communicate and explore the participants’ interactions. The technology advancement and the boom of various handheld smart devices allow access to website support learning tools wherever and whenever. To prepare students well for confronting the rapidly changing and globalized world, the New London Group (NLG) (1996) proposed a multiliteracies pedagogy and claimed that literacy teaching may go beyond written language and further teach learners to interpret meanings of words through visual, audio, tactile, gestural modes. Digital technology is increasingly used in the field of education and provides sufficient English learning resources. The Internet is used as learning resources. When conducting the RT treatment, the instructor first models for the participants how to use the four strategies to construct meaning from the listening materials. Afterwards, the instructor asks each participant to be the tutor in turn. The tutor is required to ask a group member to read aloud written responses when using the four strategies, evaluate the peers’ output of strategy use, and provide feedbacks about strategy-related response and behavior. On the other hand, the other members generate written responses on a learning sheet according to the requirements of the four strategies. There is a group discussion after each strategy practice during which the participants discuss how to apply the strategies to improve their listening. This project recruits two classes of undergraduate university students who take the advanced English course at the intermediate level. One class is assigned as the experimental group receiving the RT treatment and the control group receiving teacher-centered (TC) treatment respectively. Treatment lasts for four weeks, per meeting each week. The data are collected through English listening pre- and posttests, the willingness to communicate (WTC) questionnaire, and the participants’ self-reflections on being a tutor and the use of the strategies to improve their English listening comprehension. The analysis and results include: (1) the differences between two instructional modes in the English listening posttest; (2) the differences in the subscales of the WTC questionnaire (WTC in class and out of class), and (3) the interactions of the participants in the RT group. Armed with the results, instructional recommendations for English listening instruction are presented.

Keyword(s)

英語聽力理解
網路學習
人際互動
互惠式教學法
溝通意願
English listening comprehension
Internet learning
interactions
reciprocal teaching approach
willingness to communicate

DSpace CRIS

The Internet Reciprocal Teaching Approach to Improving University Students’ English Listening Comprehension, Willingness to Communicate and Interactions

基本資料

Description