美國電影對國小學童之英語學習動機/態度及文化學習之影響-以惠文國小六級生為利

Chaoyang University of Technology Institutional Repository > 人文暨社會學院 > 應用英語系 > 博碩士論文 > Item 310901800/24722

Please use this identifier to cite or link to this item: http://ir.lib.cyut.edu.tw:8080/handle/310901800/24722

Title:	美國電影對國小學童之英語學習動機/態度及文化學習之影響-以惠文國小六級生為利 The Effects of American Movies on Promoting EFL Students’ English Learning Attitudes/Motivation and Culture Learning: A Case Study of Sixth Graders at Hui-Wen Elementary School
Authors:	龔盈卉 Kung, Ying-hui
Contributors:	應用外語研究所林進瑛 Chin-yin Lin
Keywords:	態?;文化;電影;動機 cultures;movies;attitudes;motivation
Date:	2008-12-31
Issue Date:	2015-11-06 11:53:22 (UTC+8)
Abstract:	過去的幾十?以?，以美國電影做為語言教學工具，以提升英語為外國語言/第二語言的學生之英語能?，已經逐漸變成一種趨勢。然而，卻很少有研究以國小學童作為研究的對象。因此，本研究旨在探討美國電影對國小學童之英語學習動機/態?、英語能?及美國的文化學習之影響。本研究採取等組前後測準實驗之設計，研究對象為台中市一所國小的??級學童，總共七十人。將受試者平均分成實驗組及對照組各三十五人。?組學童皆接受一個?拜八十分鐘的國小標準英語課程，除此之外，實驗組則另外接受一個?拜四十五分鐘的電影教學課程，為期一學期。本研究分別測??組受試者在實驗處?前、後在英語聽?和閱?能?上的反應情形。並且以「英語學習態?動機問卷」測?受試者在實驗處?前、後在英語學習態?上的反應情形。另外以「自我評?文化能?問卷」測試實驗組受測者在實驗處?之後自我評?文化能?提升的反應情形。另外，在為期一學期的實驗之後，?組受試者皆接受文化?解能?測驗。最後，對實驗組受試者進?訪談的結果作進一步研究的佐證及補充。本研究之結果指出接受美國電影課程教學的學生的確增進美國文化知?且增加其英語學習動機及態?。 In the past decade, using American movies as a tool to enhance the English learning attitudes and motivation of EFL/ESL students has become one of the major trends in the field of TESL. However, few studies focus on elementary school participants. The purpose of this study is to examine the effects of American movies on EFL elementary students in the areas of English learning attitudes and motivation, English proficiency, and knowledge of American culture. Study participants were comprised of 70 sixth graders in Taichung, Taiwan. These students were equally divided into two groups; a movie-watching group and a non-movie-watching group. Both groups were required to attend a regular 80-minute English class each week. Meanwhile, the movie-watching group received an extra 45-minute American movie treatment each week, for a total of one semester. The pre- and post-tests of STYLE were used to compare the English listening and reading proficiency improvement of both groups. Also, the pre- and post-questionnaires of English learning attitudes/motivation were used to explore the differences between both groups concerning their English learning attitudes and motivation. Additionally, the post-test of cultural knowledge comprehension test was employed to elicit American cultural knowledge comprehension of both groups subsequent to the American movie treatment. A post-questionnaire of self-reported American cultural knowledge improvement was conducted to explore the movie-watching group’s self-reported American cultural knowledge improvement. Finally, an in-depth interview was held for the movie-watching group after receiving the American movie treatment. It is hoped that the interview can obtained a more objective and well-rounded perspective regarding the participants’ thoughts toward the American movie treatment. The results of this study showed that the movie-watching group possessed significant positive attitudes and motivation toward English learning in comparison with the non-movie-watching group. Also, the movie-watching group received more American cultural knowledge than the non-movie-watching group. Furthermore, the movie-watching group reported a significant self-reported American cultural knowledge improvement after receiving the American movie treatment. The findings of this study could be useful to educators in the field of ELT as well as those in culture studies.
Appears in Collections:	[應用英語系] 博碩士論文

Files in This Item:

File	Size	Format
097CYUT5615006-001.zip	1476Kb	Unknown	76	View/Open

Loading...