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|Other Titles: ||Evaluating the effect of English village program on 6th grader's English listening and speaking abilities|
|Authors: ||賴佳岑;Lai, Chia-Tsen|
|Keywords: ||英語學習情境中心;英語聽說能力;任務型語言教學法;English Village;English Listening and Speaking Abilities;Task-Based Language Instruction|
|Issue Date: ||2015-05-04 09:19:47 (UTC+8)|
With the push of Taipei City government policies and the high social expectation of English learning effectiveness, English village has credited for its largest increasing number for five years. Starting from cognitive learning theory, based on situated learning theory, English village proceeds situated topic planning and implements experiential programs via Direct Method(DM), Notional-Functional Approach(NFA) and Task-Based Language Instruction(TBLI). Current domestic related research primarily focused on curriculum design or teachers’ feedback and students’ learning interest inquiries, while analysis of learning effectiveness was scarcely emphasized.
The study adopts quasi-experimental method. Its subjects are 6th Grade students of two classes at a public elementary school in South Taipei City. In the beginning, both two classes are having English village programs in Taipei City. Next, one is chosen for participating in experiential learning activities in English village, while the other is not. The purpose of this study aims to investigate the effectiveness of English village programs with its experiential activities on the enhancement of students’ English listening and speaking abilities.
Results of study find that, while exclusively applying English village programs on general English teaching programs, there was no significant difference on the enhancement of English listening and speaking abilities for students. However, if adding the participation of half-day experiential activities, students’ English listening and speaking abilities were improved; precisely, there was no obvious difference on listening ability improvement, which was opposed to speaking. Moreover, it benefited the promotion of students’ learning interests. English teachers, students and schools are all recommended to take part in English village programs. Foreign teachers at English villages could strengthen oral practice course content to make students involved heavily practice English dialogue. Concerning English education policy, the successful case on English village installment can encourage and help schools to facilitate situated teaching environments, to recruit foreign teachers, and to proceed teaching via Direct Method (DM) and Task-Based Language Instruction (TBLI). In doing so, the short-term teaching effectiveness on English oral proficiency improvement can be achieved, while the long-term on English listening ability cultivation and progress can be anticipated.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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