English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 62379/95055 (66%)
造訪人次 : 2293724      線上人數 : 158
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧:
  • 您可在西文檢索詞彙前後加上"雙引號",以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋,建議至進階搜尋限定作者欄位,可獲得較完整資料
  • 進階搜尋
    請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/28533

    題名: Integrating form- focused instruction and communicative language teaching approach: teaching wh-questions in secondary EFL classes in Taiwan
    作者: Fahn, Rueih-lirmg Sharon;Chang, Hsiao-chuan
    貢獻者: 淡江大學英文學系
    關鍵詞: Form-Focus instruction;Communicative Language Teaching;Grammar-Translation Method;Corrective Feedback
    日期: 2003
    上傳時間: 2012-12-03 23:12:29 (UTC+8)
    出版者: 臺北縣:淡江大學外國語文學院
    摘要: In decades, researchers argued over the controversy between form-based and meaning-based instructions. Lightbown and Spada concluded that learners in the language learning setting that integrated form-focus instruction (FFI) and Communicative Language Learning (CLT) could work better than the CLT orientation alone or those that completely emphasized FFI. The purpose of the study was to examine the effects of the two different teaching methods, i.e. FFI+CLT and CLT; in secondary EFL classes in Taiwan. In total, the study was conducted for five months. Three classes of first-year junior high school students were randomly assigned to the two treatments: FFI+CLT, CLT. The other class was the Control group. The English wh-question was the target structure for this experiment. Students' performance on wh-questions was assessed by means of a pretest, an immediate posttest, and a three-month delayed posttest, constituting of interpretation
    and production tasks. Reading and writing abilities were the two skills tested in the study. The results showed that the FFI+CLT Approach could do better than the CLT and the GTM Approaches. Furthermore, the strategy of corrective feedback could particularly help learners bring out more significant effects.
    關聯: 第六屆兩岸外語教學研討會論文集(上冊),頁323-340
    顯示於類別:[英文學系暨研究所] 會議論文


    檔案 大小格式瀏覽次數



    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋