透過文化學習提升國中英語低成就者英語學習態度之研究 - 政大學術集成

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(1)國立政治大學英國語文學系碩士在職專班碩士論文. 指導教授：葉潔宇博士 Advisor: Dr. Chieh-yue Yeh. 透過文化學習提升國中英語低成就者英語學習態度之研究 A Study on Motivating JHS English Low Achievers through Cultural Learning. 研究生：朱秋怡撰 Name：Chiou-yi Ju 中華民國九十五年六 June, 2006. 月.

(2) 國立政治大學英國語文學系. 碩士在職專班碩士論文. ︻透過文化學習提升國中英語低成就者英語學習態度之研究︼. 朱秋怡撰.

(3) A Study on Motivating JHS English Low Achievers through Cultural Learning. A Master Thesis Presented to Department of English,. National Chengchi University. In Partial Fulfillment of the Requirements for the Degree of Master of Arts. by Chiou-yi Ju June 26.

(4) The members of the Committee approve the thesis of Chiou-yi Ju. defended on June 26.. Dr. Chieh-yue Yeh Professor Directing Thesis. Dr. Yi-hsuan Lo Committee Member. Dr. Chin-chi Chao Committee Member. Approved:. Claire Hsun-huei Chang, Chair, Department of English.

(5) To Chieh-yue Yeh 獻給我的恩師葉潔宇教授. iii.

(6) ACKNOWLEDGEMENTS. I would like to express my deepest and sincerest gratitude to my advisor, Dr. Chieh-yue Yeah, for her patient guidance and encouragement throughout my research. She read and reread the drafts of my thesis and provided useful and valuable suggestions for revisions.. Without her recommendation and warmness, I would not. have been able to complete the thesis. For their reading of the manuscript and for helpful suggestions and other support, I am sincerely grateful to Dr. Yi-shan Lo and Dr. Chin-chi Chao for their serving as my committee members supporting the research.. Also I would like to thank my. students in class 303 and 304 Hinchu County Hsinhou Junior High School for their cooperation in the experiment of this study. Finally, my heart-felt thanks go to my family for their concern and support. Thanks for my husband’s assistance in figures drafting and efficient housekeeping which has made the work possible. My beloved daughters also contribute to my thesis for their comfort and encouragement in the process of thesis writing.. iv.

(7) TABLE OF CONTENTS Page ACKNOWLEDGEMENTS…………………………………………………………..iv TABLE OF CONTENTS……………………………………………………………...v LIST OF TABLES…………………………………………………………………….x LIST OF FIGURES…………………………………………………………………...xi CHINESE ABSTRACT……………………………………………………………...xii ENGLISH ABSTRACT……………………………………………………………..xiii CHAPTER 1. INTRODUCTION……………………………..……………………………………1 1.1 Background and Motivation…………………………………………………….1 1.1.1 Culture learning in language learning…………………………………...1 1.1.2 Low-achievers in junior high school in Taiwan…………………………2 1.1.3 Culture learning and low-achievers’ language learning motivation…….3 1.2 Research Rationale……………………………………………………………...4 1.3 Purpose of the Study……………………………………………………………6 1.4 Importance of the Study………………………………………………………...7 1.5 Research Questions……………………………………………………………..7 1.6 Framework of the Study………………………………………………………...7. 2. LITERATURE REVIEW…………………………………………………………..9 2.1 Attitude and Motivation in Foreign Language Learning……………………… 9 2.1.1 Concept of attitude and motivation……………………………………...9 2.1.2 The relationship of attitude and motivation in foreign language learning……………………………………………………………….11. v.

(8) 2.1.3 Studies on the interrelationship between attitude and language learning………………………………………………….……………12 2.1.3.1 Positive relationship between one’s attitude and language learning……………………..……………………………...….12 2.1.3.2 Negative and irrelevant relationship between one’s attitude and language learning……………………………………………...14 2.1.3.3 Attitudes toward foreign language learning—nurtured………….16 2.1.4 Summary of the section………………………….……………………..18 2.2 Culture Learning and Foreign Language Learning……………………………18 2.2.1 Necessity of culture learning in language learning…………………….18 2.2.2 Difficulties in culture teaching…………………………………………20 2.2.3 Goals of culture teaching……………………………………………….21 2.2.4 Suggestions and techniques of teaching culture………………………..24 2.2.5 Studies on culture teaching and English learning in Taiwan…………..28 2.2.6 Summary of the section………………………………………………...31 2.3 Low Achievers….………………………………………………………...…...31 2.3.1 Definition of low achievers…………………………………………….32 2.3.2 Characteristics of low achievers………………………………………..33 2.3.3 Factors resulting in underachievement…………………………………33 2.3.4 Low achievers’ English learning in Taiwan……………………………36 2.3.5 Other treatments to low achievers’ language learning…………………38 2.3.6 Summary of the section………………………………………………...39 2.4 Summary………………………………………………………………………40. vi.

(9) 3. RESEARCH METHOD....………………………………………………………...41 3.1 General Method……………………………………………………………… .41 3.2 Subjects....…...…………………………………………………………….…..41 3.2.1 Selection of the subjects...……………………………………………...42 3.2.2 Background of the subjects…………………………………………….44 3.3 Instruments…………………………………………………………………….44 3.3.1 Questionnaire on English learning attitude and motivation………...….45 3.3.1.1 Questionnaire construction………………………………………...45 3.3.1.2 Content and format of the questionnaire…………………………..46 3.3.2 Questionnaires on culture learning feedbacks…...……………………..47 3.3.3 The follow-up interview………………………………………………..48 3.4 Procedures……………………………………………………………………..49 3.4.1 Pretest…………………………………………………………………..50 3.4.2 Culture learning treatment……………………………………………...50 3.4.3 Post-test………………………………………………………………...50 3.4.4 The periodical questionnaires on low achievers’ feedback toward culture………………………………………………………………...51 3.4.5 The follow-up interview………………………………………………..51 3.5 Material—Cultural Learning Program………………………………………...51 3.5.1 The rationale of material design………………………………………..52 3.5.2 Cultural learning sessions………………………………………………54 3.6 Variables……………………………………………………………………….56 3.7 Data Analysis............................…….......................………………………..…56. vii.

(10) 4. RESULTS………………………………………………………………………….58 4.1 Analysis of SELAM Questionnaire on English Low Achievers’ English Learning Attitude…………………………………………………………….58 4.1.1 Results of t-test on English learning attitude…………………………..59 4.1.2 Results of t-test on general interest in English…………………………60 4.1.3 Results of t-test on sociocultural attitudes toward English...…………..60 4.1.4 Results of t-test on desire and attitude to learn English..….…………...61 4.1.5 Results of paired t-test on the change of English learning attitude before and after the culture learning…….……………………………62 4.2 Analysis of English Low Achievers’ Questionnaires on Each Session of Culture Learning……………………………………………………………..64 4.2.1 General attitude toward culture learning sessions……………………...64 4.2.2 Reflections on the culture learning sessions…………………………...68 4.2.3 Suggestions on the content and process of the culture learning sessions……………………………………………………………….79 4.3 Analysis of the Follow-up Interview…………………………………………..81 4.3.1 Subjects’ English learning attitude after the culture learning program...82 4.3.2 Subjects’ culture learning reflections…………………………………..84 4.3.2.1 Subjects’ feedbacks on the culture learning program…………..84 4.3.2.2 Subjects’ favorite topics………………………………………...85 4.3.2.3 Subjects’ difficulties concerning the culture learning program...87 4.3.2.4 Subjects’ suggestions on the whole culture learning program….88 4.3.3 Summary of the Interview.......................................……………………90. 5. DISCUSSION AND CONCLUSION……………………………………………..92 5.1 Discussion of the Findings…………………………………………………….92. viii.

(11) 5.1.1 Effectiveness of culture learning on English low achievers’ English learning attitude…………………………………………………………92 5.1.1.1 Subjects’ English learning attitude after the treatment of culture learning……………………………………………….93 5.1.1.2 Subjects’ desire and motive to learn English after culture learning……………………………………………………….95 5.1.2 English low achievers’ culture learning mode…………………………96 5.1.2.1 Content of low achievers’ culture learning……………………..96 5.1.2.2 Process of low achievers’ culture learning…………………….100 5.1.3 Summary of the findings……………………………………………...102 5.2 Pedagogical Implications of the Results……………………………………..104 5.2.1 Necessity of supplementing a culture learning project with additional measures……..…………….……………………………….104 5.2.2 Decision of the educational purpose and goal for low achievers’ culture learning………………………………………………………...107 5.3 Limitations of the Study……………………………………………………...108 5.4 Suggestions for Further Study………………………………………………..109 5.5 Conclusion……………………………………………………………………110. APPENDIX A: Students’ English Learning Attitude and Motivation Questionnaire………...…………………………………………..113 APPENDIX B: Cultural Learning Feedback Questionnaire………………………..115 APPENDIX C: Worksheet of Culture Study……………………………………….116 APPENDIX D: Lesson Plan of Culture Study Unit…….…………………………..120 REFERENCES……………………………………………………………………...122. ix.

(12) LIST OF TABLES. Table. Page. Table 2.1. General Reasons for Underachievement (with Examples)………….…...34 Table 3.1. T-test of the Subjects’ English Achievement Test Scores for the Control Group and Experimental Group…………………………….…43 Table 3.2. The Schedule and General Introduction of the Culture Learning Project…………………………………………………………….….…54 Table 4.1. T-test of the Pretest and the Post-test Means of SELAM Questionnaire………………………………………………….……….59 Table 4.2. T-test of the Means of “General Interest in English Learning”….………60 Table 4.3. T-test of the Means of “Sociocultural attitude toward English”…..……..61 Table 4.4. T-test of the Means of “Desire and Attitude to Learn English”……..…...62 Table 4.5. Paired T-test for the Change of English Learning Attitude….……….......63 Table 4.6. What impressed the subjects most in the culture learning session…….…73 Table 4.7. Subjects’ Comments on the Culture Learning Project……….…….….....75 Table 4.8. Subjects’ Difficulties in the Culture Learning Sessions………….………76 Table 4.9. Subjects’ Suggestions on the Culture Learning Sessions………..……….79. x.

(13) LIST OF FIGURES. Figure. Page. Figure 2.1. Concept of Motivation and Attitude in Relevance to Language Learning…………………………..……………..……………………..12 Figure 3.1. A Flow Chart of the Experimental Procedures………………………….45 Figure 4.1. Average Scores of Subjects’ Attitude toward Each Culture Learning Unit…………………………………………………………………….65 Figure 4.2. Average Scores of Each Subject’s Learning Attitude toward the Whole………………………………………………….……………….66 Figure 4.3. Average Scores of Subjects’ Concentration on Each Culture Learning Unit……………………………………………………………….……67 Figure 4.4. Average Scores for Each Subject’s Concentration in the Culture Learning Sessions………………………………………………….…..68 Figure 4.5. Average Scores of Subjects’ Evaluation on the Culture Learning Attraction in Each Culture Learning Unit………………………….….69 Figure 4.6. Average Scores of Each Subject’s Evaluation on the Culture Learning Attraction…………………………………………………....70 Figure 4.7. Ratio of Subjects’ Clarification of the Cultural Topic in Each Culture Learning Unit…………………………………………….…………….71 Figure 4.8. Ratio of Each Subject’s Clarification of the Cultural Topics of the Culture Learning Sessions……………………………….……….……72 Figure 4.9. Subjects’ Favorite Topic in the Culture Learning Project....….…...…...86. xi.

(14) 國立政治大學英國語文學系碩士在職專班碩士論文提要. 論文名稱：透過文化學習提升國中英語低成就者英語學習態度之研究. 指導教授：葉潔宇博士. 研究生：朱秋怡. 論文提要內容：本研究旨在探討國中英語低成就生接受一文化學習計畫之後，對於英語本身學習態度之成效影響，並藉由此實驗進而探究英語科低成就者最佳的文化學習模式。本研究採等組前後測準實驗之設計，研究對象為新竹縣一所中型國中的九年級的英語科低成就學生，總共三十人。將受試者隨機等程度分配到對照組和實驗組各十五人。研究期間，實驗組進行每週一節共十週的文化學習活動，而對照組則於同時間自修英語功課，但無任何學習活動。資料之收集包括有研究者參考文獻編製的英語態度問卷調查、文化單元學習回饋問卷、及追蹤訪談。本研究以「英語學習態度」，分別測量受試者在實驗處理前、後在英語學習態度上的反應情形，所得資料以獨立樣本 t 檢定及配對 t 檢定分析，同時以實驗組成員所填寫的文化單元學習回饋問卷、及追蹤訪談結果作進一步研究結果佐證及補充分析。本研究結果顯示實驗組於接受文化學習計劃後，其整體的英語學習態度問卷分數，有意義優於對照組，其中尤以其對英文概括性的態度及對英文的社會文化態度有顯著性改變。但實驗組英語學習動機分數並無有意義高於控制組，且受試者於訪談中表達其課後英語學習態度尤無明顯改變。另文化學習單元回饋問卷的分析，亦顯示英語低成就者對文化學習過程及內容的偏好。據研究結果，研究者對英語低成就者的文化學習設計及未來相關研究提出數點建議。. xii.

(15) ABSTRACT. The study was to investigate whether culture learning can efficiently and effectively improve low-achievers’ English learning attitude and to perceive the characteristics of English low achievers’ culture learning. A total of 30 JHS English low achievers, matched into two groups—the experimental group and the control group participated in the study.. SELAM. Questionnaire was distributed to each subject before and after the treatment, the culture learning project, to perceive the change of their English learning attitude. The pretest and posttest scores of SELAM Questionnaire were examined by the software SAS (Statistic Analysis System) Version 9.1, including t-test and paired t-test.. Besides, the interval CLF Questionnaires and the follow-up interview were. analyzed to provide the answer to the qualitative study on English low achievers’ optimal culture learning mode. The results of the study were summarized as follows. (1) The subjects’ overall learning attitudes toward English were significantly and positively affected by the cultural learning project especially their general attitude and social cultural attitudes toward English learning but the culture learning project exerted no evident effect on their desire and motive to learn. (2) In terms of culture learning content, the subjects’ interest in the culture project was highly related to the content of the culture study unit—cultural materials relevant to their background knowledge and catering to their preferences could lead to their more active learning involvement. (3) As to the culture learning process, English low achievers’ culture learning requires a lower pace of culture instruction, more instructional repetition, a variety of cultural learning activities and cultural instructors’ attention to their ongoing learning feedbacks is in need in English low achievers’ culture learning process. The major findings of this study suggested that a culture learning project experience helped significantly to enhance English low-achievers’ English learning attitude but other measures should be adopted to sustain their motivation to learn and affirmative attitude toward English learning.. xiii.

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