*
86
( 87.5.13)
the Grammar-translation, Direct Method, the Audiolingual Method, Total Psysical Response, the
Suggestopedia (Richards et al., 1986)
Communicative Approach Natural Appraoch
( w h o l e l a n g u a g e approach) 80
( 84)
( ) ( )
( )
( )
(skills) 1980
(Goodman, 1986)
(whole language) J. A. Comenius
(The Orbis Pictus)
(whole world) (whole languaue) (
)
(Goodman, Y. M., 1989, p.113)
Harste Burke(1977) Harste
Burke
(indivisible)
1.
2.
( ) 3.
Manzo &
Manzo, 1995, P.46
(Hse, 1994)
(Weaver, 1990)
( 86)
(back to basics) Newman Church(1995) M u r p h y Hornstein(1995) ABC 1995 10 13
( )
( )
(whole-word) (look-say)
(language experience approach, LEA) 1960
(whole-word) (look-say)
1960
(Weaver, 1990; Weaver, 1997; Edelsky et al., 1991)
( )
(by osmosis)
risk)
(trade book)
( )
(anything goes)
( )
Weaver(1997)
1985
(mandate)
( )
(holistic education)
(Ediger, 1991) 1.
2.
3.
4.
5.
( )
Deway
(whole child) Deway
( 86)
( )
Vygotsky
Chomsky(1965)
LAD(Language Acquisition Device)
( )
1.(K. Goodman, 1989)
( Z P D z o n e o f p r o x i m a l development
) ( 83)
2.
Church(1996)
ZPD
4.
(miscue)
5.
( )
(kid watchers) (teachers)
(Chen, Y., 1999)
1.
2. 15
3.
4.
5.
6.
7.
8.
(
86 De Carlo, 1995; Hui-lien, 1997; Watson, 1989;
Weaver, 1990) 1.
(Edelsky, 1992; Weaver, 1990)
2.
(Edelsky, 1992) K. Goodman (1986)
(Norris & Damico, 1990) 3.
4.
Waston(1989)
5.
(readiness)
(Weaver, 1990)
( )
1.
(Ibid.) 2.
K.Goodman(1986)
( )
2.
(Watson, 1989)
(Ibid.)
( )
1.Foster(1994)
( N o r r i s &
Damico, 1990) Watson(1989)
2.
Watson(1989)
( ) (Chen, C., 1999; Shen &
Chang, 1999)
1.2.
3.
4.
5.
6.
7.
8.
( ) ESL/EFL
ESL(English as Second Language) FEL(English as Foreign Language)
EFL
(L1) ESL EFL
(Hedgecock & Pucci, 1994;Lems, 1995) EFL
EFL EFL
EFL
Ghosn(1996) EFL
L1 EFL
EFL EFL
TPR
(Adair-Hauck, 1996;
Chen, 1994; Lems, 1995)
Redmond(1994) ESL/EFL
EFL
EFL ( 88
Chen, C., 1999; Chen, Y., 1999; Shen &Chang,
1.
2.
3.
4.
( )
Chen(1992)
Tseng(1997a)
Tseng(1997b)
Li(1996) EFL
Chen, C. L.(1999)
( 89)
( )
( )
( )
( )
(89.3.1~6.30)
1
Y1 A Y3
Y2 B Y4
A B
Y1 Y2
Y3 Y4
( )
( 86)
Hsu(1986) English Language Motivation- Attitude Questionnaire of Chinese Junior High School Students Person (1980) Roger (1981) Clement Kruidenier(1983) Gardner(1985) Dornyei(1990)
4 3 2 1 1 2 3
4
205
(Cronbach )
.6317 .8577 Cronbach .
9067
( )
Oxford(1990a)
(SILL)(the revised Strategy Inventory for Language
Learning) SILL 1986
SILL
( 86) E-mail Oxford
4 3 2 1
225
(Cronbach ) .6030 .
(Cronbach ) .8154 .8807 Cronbach ( .9401
EFL
2
( )
( 82)
(
) (
)
Likert
4 3 2
1
230
2
mouth?
a /maus/?
b c d
mouse mouth
3 4
3
95.11 94.91
14.35 15.77
104.03 86.21
14.91 17.40
103.94 86.30
4
F
( ) 273.20 1 273.20 4.15*
( ) 4275.42 65 65.78
*p<.05
I must forgot
s I siad I can't ....(5.3 ) Today we have a
English test(5.8 ) Todey ....
(4.26 ) But I want to get a very good gread.(4.
19 )
3
(103.94)
(86.30) 4
(F=4.15, p<.
05)
5 6
5
65.60 65.24
20.70 24.58
69.40 64.44
18.69 24.40
6
F
( ) 258.90 1 258.90 14.22**
( ) 1183.13 65 18.20
**p<.01 5
(69.23)
(64.61) 6
(F=14.22, p<.
01)
7 8
7
109.86 104.59
10.38 26.09
119.20 100.44
10.20 25.65
116.77 102.94
8
F
( ) 334.28 1 334.28 9.46**
( ) 2296.84 65 35.34
7
(116.77)
(102.94) 8
(F=9.46, p<.01)
( )
( )
1. Today English teacher I
V. must forgot s I siad I can't forget s
but I have confidence. s.
2. teacher I
3. we I
4. I have a(an) English class, I am excited and happy.
5. I English newspaper I
hope
6. Today we
not
7. today teacher we
8. Today we have a(an) English test
( ) ( )
1.
2.
( )
1
2
3 Taiwan Student News
( )
EFL( )
( )
( )
EFL
( )
( )
( )
( )
( )
( )
( 88)
( 86)
( 82)
( 83)
( 84) 8
52-53 ( 89)
( ) 2000 ~
(I)( 297-324 )
Chen, C. L. (1999). Documenting Whole Language Learners' Progress Through Publication. International Conference on ESL/EFL Literacies in the Asia-Pacific Region in Tunghai University.
Chen, J. (1992). An experimental study of whole language instruction and basal reader instruction for the junior high English as a second language(ESL) students in Taiwan, R.O.C. NC: UMI Company.
Chen, Y. M. (1999). The Teachers' Role and the Parents' Role in Whole Language. International Conference on ESL/
EFL Literacies in the Asia-Pacific Region in Tunghai University.
Clément, R.& Kruidenier, B. G. (1985). Orientations in sec- ond language acquisition: The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33(3), 273-91.
De Carlo, J. E. (Ed.). (1995). Perspectives in whole language.
US: Allyn & Bacon.
Dörnyei, Z.(1990). Conceptualizing motivation in foreign language learning. Language Learning, 40(1), 45-78.
Edelsky, C. (1992). Language arts topics and educational issue: Information sheets. (ERIC Document Reproduc-
Foster, H. M. (1994). Crossing over: Whole language for secondary English teachers. USA: Harcourt Brace.
Gardner, R. C. (1985). Social psychology and second lan- guage learning : The role of attitudes and motivation.
London: Edward Arnold.
Goodman, K. (1986). What's whole in whole language?
Portsmouth, NH: Heinemann.
Harste, J. C. (1991). How whole language got its name? In K.
S. Goodmen, L. B. Bird & Y. M. Goodman (Eds.), The whole language catalog (p.388). Santa Rosa: American School Publishers.
Hedgecock, J. & Pucci, S. (1994). Whole language application to ESL in secondary and higher education. TESOL Journal, 3(2), 22-26.
Hse, Yuehkuei.(1994). "Whole language, reading achievement, and the ESL student: Defitions and applications." Paper presented at the Annual Meeting of SECOL and the Tennessee Teachers of English to Speakers of Other Lan- guages (Memphis, TN, April 7-9, 1994). (ERIC Docu- ment ED 375 614).
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Taipei: The Crane Publishing Co.
Hui-lien, Chiang. (1997). Teaching College English with Feature Films: A Practical Implement of the Whole Lan- guage Approach. NKNU English Department master thesis.
Lems, K. (1995). Whole language and the ESL/EFL classroom.
(ERIC Document Reproduction Service ED384 210).
Manzo, A. V. & Manzo, U. C. (1995). Teaching children to be literate. Orlando, US: Harcourt Brace.
Norris, J. A. & Damico, J. S. (1990). Whole language in theory and practice: Implications for language intervention.
Language, Speech, and Hearing Services in Schools, 21 (4), 212-20.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Pierson, H. D., Fu, G. S., & Lee, S. (1980). An analysis of the
tainment of secondary students in Hong Kong. Language Learning, 30, 289-316.
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Tseng, Y. H. (1997b). Whole language for beginners in the EFL classroom. Proceedings of the sixth International Symposium on English Teaching (pp. 531-40). Taipei, R.O.C., The Crane Publishing Co., Ltd.
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90 5 17
90 6 20
90 8 14
43-1
Abstract
The study was conducted to (a)develop a model of whole language teaching that is suitable for junior high English classes; (b)compare the differences between whole language and traditional teaching in terms of English learning motivation, English learning strategies, and classroom climate; (c)look into the difficulties in the teaching process and suggest ways to solve the problems; and (d)demonstrate and evaluate students' learning process through portfolio assessment. 69 1st-grade students(2 classes) selected from Kuan-Rung Junior High School in Taichung county, served as the subjects of the study, with one class as the experi- mental group and the other as the control group. The subjects were required to respond to
"English Learning Motivation Inventory", "English Learning Strategy Inventory", and "Class- room Climate Inventory" questionnaires. The findings were as follows: (a)There was differ- ence in terms of English learning motivation between the two groups; (b)There was differ- ence in terms of English learning strategies between the two groups; and (c)there was differ- ence in terms of classroom climate between the two groups as well. Additionally, this study offered some suggestions for the implementation of whole language teaching and showed parts of the samples of portfolio assessment.
Key words: English teaching of junior high portfolio assessment whole language teaching
The Empirical Study of Whole Language Teaching in English Class of Junior High
*
Yu-Ju Chang Sieh-Hwa Lin
Kwan-Rung Junior High School Department of Education Psychology & Counseling National Taiwan Normal University
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