Enhancing taiwanese college EFL leaners' knowledge of formulaic sequences via video-based instruction

機構典藏 > College of Foreign Languages and Literature > Graduate Institute & Department of English > Thesis > Item 987654321/113807

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/113807

Title:	Enhancing taiwanese college EFL leaners' knowledge of formulaic sequences via video-based instruction
Other Titles:	藉由影視教學法來提升台灣大學以英語為外語之學習者的形式搭配詞之知識
Authors:	白書綾;Pai, Shu-Ling
Contributors:	淡江大學英文學系碩士班王藹玲;Wang, Ai-Ling
Keywords:	形式搭配詞;顯性教學;隱性教學;影視教學法;低成就學習者;formulaic sequences;Explicit Teaching;Implicit Teaching;Video-based;Instruction;Low-achieving Learners
Date:	2017
Issue Date:	2018-08-03 14:32:00 (UTC+8)
Abstract:	此研究的目標是要探討使用顯性教學搭配影視教學法和隱性教學搭配影視教學法來教導以英語為外國語之英語低成就大學學生形式搭配詞。研究者募集62位來自台灣北部某所大學的學生參與本研究的實驗。這62位受試者有31位被分為實驗組，31位被分為控制組；實驗組授與顯性教學搭配影視教學法，而控制組則是授與隱性教學搭配影視教學法。實驗中所使用的教材是受試者選出的一部美國電視影集中的第一集到第五集；收集資料的工具有模擬標準多益測驗，多重選擇題測驗，和開放式問卷。模擬標準多益測驗的成績用來分配受試者至實驗組或控制組,確認兩組的受試者英文能力相似；多重選擇題測驗是由形式搭配詞所編輯而成的前測與後測；開放式問卷會在實驗組和控制組每一堂課結束前分發給受試者，其作用為收集兩組受試者對於課程內容、教學方法的感想與意見。研究結果顯示: (1) 以顯性教學教導形式搭配詞比起隱性教學有效；(2) 在語言使用方面，形式搭配詞具有充分的功能姓；(3) 形式搭配詞與單字文法截然不同；(4) 使用影視教學法教導形式搭配詞具有許多優點；(5) 態度在學習語言中扮演重要的角色。 The purpose of this study aimed to investigate the effect of using formulaic sequences to teach low-achieving EFL university students. Sixty-two students were recruited as the subjects of this study. They were students in a university located in the northern part of Taiwan. Of them, 31 students were placed in the experimental group, and 31 students were placed in the control group. The experimental group received an explicit instruction whereas the control group was instructed by an implicit instruction. Five episodes from an American TV series which were selected by the students were used as the teaching materials. The instruments included one mock standardized TOEIC test, which served as an instrument to determine whether the students’ English proficiency was similar in both groups, one multiple-choice test (a formulaic sequence test that was taken by the students in both groups as a pre-test and a post-test), and one open-ended questionnaire which was distributed to the students in the experimental and control group at the end of each class. The results of this study showed that: (1) explicit teaching is better than implicit teaching in the instruction of formulaic sequences, (2) formulaic sequences bear the function of language use, (3) formulaic sequences are different from grammar and vocabulary, (4) there are advantages of using video-based instruction to teach formulaic sequences, and (5) attitudes towards learning play an important role in learning a language.
Appears in Collections:	[Graduate Institute & Department of English] Thesis

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