影片教學輔以前導組織對台灣國小學童聽力之影響

為了讓影片教學達到最佳效果，前導組織的運用能讓聽者在聽的過程中主動地參與， ... 本研究証實前導組織能使影片教學發揮效用，有效地幫助台灣國小學童提昇聽解力。

資料載入處理中... 跳到主要內容 臺灣博碩士論文加值系統 ::: 網站導覽| 首頁| 關於本站| 聯絡我們| 國圖首頁| 常見問題| 操作說明 English |FB專頁 |Mobile 免費會員 登入| 註冊 功能切換導覽列 (188.166.176.73)您好！臺灣時間：2022/07/3111:55 字體大小：       ::: 詳目顯示 recordfocus 第1筆/ 共1筆  /1頁 論文基本資料 摘要 外文摘要 目次 參考文獻 紙本論文 論文連結 QRCode 本論文永久網址: 複製永久網址Twitter研究生:謝翔琳研究生(外文):Hsiang-linHsieh論文名稱:影片教學輔以前導組織對台灣國小學童聽力之影響論文名稱(外文):EffectsofVideoInstructionSupportedwithAdvanceOrganizersonTaiwaneseEFLElementarySchoolStudents’ListeningComprehension指導教授:莊琍玲指導教授(外文):Li-lingChuang學位類別:碩士校院名稱:國立彰化師範大學系所名稱:兒童英語研究所學門:人文學門學類:外國語文學類論文種類:學術論文論文出版年:2010畢業學年度:98語文別:英文論文頁數:131中文關鍵詞:影片教學、前導組織、聽力理解外文關鍵詞:videoinstruction、advanceorganizers、listeningcomprehension相關次數: 被引用:8點閱:598評分:下載:0書目收藏:1 影片被視為是訓練聽力的一種有效方法。

為了讓影片教學達到最佳效果，前導組織的運用能讓聽者在聽的過程中主動地參與，進而提昇理解程度，因而在影片教學中常會建議加入前導組織。

本研究目的在探討影片教學輔以前導組織對台灣國小學童聽解能力的影響。

本研究的實驗對象為51位國小五年級的學童。

實驗組接受影片教學輔以前導組織，即問題討論及單字教學，而控制組接受影片教學，但沒有前導組織做為輔助。

本研究為期14週。

實驗對象接受12週的教學活動，每週一次，每次40分鐘。

為了得知兩組聽力理解能力的表現差異，採用獨立樣本T檢定及配對T檢定來做聽力前測、六個影片教學立即後測、及聽力後測的量化分析。

此外，實驗組填寫態度問卷，藉此了解實驗對象對影片教學輔以這兩種前導組織的態度為何。

研究結果顯示實驗組在六次立即後測的成績明顯高於控制組，表示前導組織能夠幫助國小學童理解影片的內容。

另外，實驗組在聽力後測的表現明顯優於控制組，這表示前導組織的介入能夠使影片教學更有效地提昇台灣國小學童的聽力。

再者，兩組在聽力表現上皆有顯著的進步，証實影片教學在訓練聽力上確有成效。

本研究証實前導組織能使影片教學發揮效用，有效地幫助台灣國小學童提昇聽解力。

而態度問卷的結果也顯示學童對於影片教學輔以問題討論與單字教學抱持著正面的態度。

Videohasbeenviewedasavaluabletoolfordevelopinglisteningcomprehension.Toexerttheutmosteffectsofvideoinstruction,advanceorganizersareoftenrecommendedfortheycanhelplistenersactivelyengagethemselvesinthelisteningprocess,andinturnachievebettercomprehension.ThepurposeofthestudywastoinvestigatetheeffectsofvideoinstructionsupportedwithadvanceorganizersonTaiwaneseEFLelementaryschoolstudents’listeningproficiency.Atotalof51fifth-gradersparticipatedinthestudy.Thestudentsintheexperimentalgroupreceivedvideoinstructionsupportedwithpre-questioningandvocabularypreview,whereasthestudentsinthecontrolgroupreceivedvideoinstructionwithoutadvanceorganizers.Thestudylastedfor14weeks,andthestudentsreceiveda40-minutevideoinstructiononceaweekfor12weeks.Tofindoutiftherewereanysignificantdifferencesexistingbetweenthetwogroups,thequantitativeanalysesofthelisteningproficiencypretest,siximmediateposttests,andthelisteningproficiencyposttestwereconductedthroughaseriesofindependentt-testsandpairedt-tests.Inaddition,anattitudequestionnairewasadministeredintheexperimentalgrouptoexplorethestudents’attitudestowardsvideoinstructionsupportedwiththetwoadvanceorganizers.Theresultsshowedthattheexperimentalgroupscoredsignificantlyhigherthanthecontrolgroupinthesiximmediatelisteningposttests,indicatingthatadvanceorganizerswerehelpfulfortheTaiwaneseEFLelementaryschoolstudents’comprehensionofvideomedia.Besides,theexperimentalgroupperformedsignificantlybetterthanthecontrolgroupinthelisteningproficiencyposttest,whichindicatedthatvideoinstructionsupportedwithadvanceorganizerswasmoreeffectiveinenhancingTaiwaneseEFLelementaryschoolstudents’listeningproficiencythanvideoinstructionwithoutadvanceorganizers.Moreover,bothgroupsmadesignificantprogressintheirlisteningproficiency,confirmingtheeffectivenessofvideoinstructionondevelopinglisteningproficiency.Inbrief,theavailabilityofadvanceorganizerswasproventoexertpowerfuleffectsofvideoinstructionandhelpenhancestudents’listeningproficiencymoreeffectively.Furthermore,theresultsoftheattitudequestionnairesuggestedthatthestudentsheldapositiveattitudetowardsvideoinstructionsupportedwithpre-questioningandvocabularypreview,whichwasconsideredeffectiveandfacilitativeindevelopingtheirEnglishlistening. ACKNOWLEDGEMENTSivTABLEOFCONTENTSviLISTOFTABLESviiiLISTOFFIGURESixCHAPTERONEINTRODUCTION1BackgroundandMotivation1PurposeoftheStudy7ResearchQuestions8SignificanceoftheStudy9DefinitionofTerms11OrganizationoftheStudy12CHAPTERTWOLITERATUREREVIEW14TheProcessofListeningComprehension14TheHURIERListeningModel15Top-DownProcessingandBottom-UpProcessingofListeningComprehension19SchemaTheoryandListeningComprehension23TheRoleofSchemainListeningComprehension23AdvanceOrganizers27AdvanceOrganizersinListeningComprehension31TheRoleofVocabularyPreviewinListeningComprehension32TheRoleofPre-QuestioninginListeningComprehension36VideoInstructioninLanguageLearning38VideoInstructioninListeningComprehension39VideoInstructionSupportedwithAdvanceOrganizers43CHAPTERTHREEMETHODOLOGY50Subjects50Instruments52Pre-instructionalBackgroundQuestionnaire52TheListeningProficiencyTestasPretest53ImmediatePosttests54TheListeningProficiencyTestasPosttest55AttitudeQuestionnaire55TeachingMaterials56Procedures59TheInstructionalProcedurefortheExperimentalGroup61TheInstructionalProcedurefortheControlGroup62DataAnalysis64CHAPTERFOURRESULTSANDDISCUSSION66ResultsoftheEnglishListeningProficiencyPretest67ResultsoftheImmediateListeningComprehensionPosttests68ResultsoftheEnglishListeningProficiencyPosttest70ResultsoftheAttitudeQuestionnaire73ResultsoftheCheckedQuestionsintheQuestionnaire74Subjects’FeedbacktowardtheTwoAdvanceOrganizers77Subjects'ResponsestothePre-QuestioningInstruction77Subjects'ResponsestotheVocabularyPreviewInstruction79CHAPTERFIVECONCLUSION85SummaryofMajorFindings85PedagogicalImplications89LimitationsoftheStudy93SuggestionsforFutureStudies94REFERENCES97APPENDICES110AppendixA:Pre-instructionalBackgroundQuestionnaire110AppendixB:ListeningProficiencyPretest(YLE)111AppendixC:SampleoftheImmediatePosttest117AppendixD:SampleoftheScriptoftheImmediatePosttest118AppendixE:ListeningProficiencyPosttest(YLE)119AppendixF:AttitudeQuestionnairefortheExperimentalGroup125AppendixG:SampleofPowerPointFilesforPre-Questioning126AppendixH:SampleofPowerPointFilesforVocabularyPreview..................127AppendixI:SampleofLearningJournal128AppendixJ:SampleofStorySummary(ProvidedbytheStorybook)129AppendixK:SampleofWorksheets(ProvidedbytheStorybook)130LISTOFTABLESTable3.1LengthofEachVideo59Table3.2TheDetailedTeachingProceduresforExperimentalandControlGroups63Table4.1IndependentSamplesT-testforthePretest(YLE)ofBothGroups67Table4.2IndependentT-testfortheImmediateListeningComprehensionPosttestsofBothGroups68Table4.3IndependentT-testforthePosttest(YLE)ofBothGroups70Table4.4Paired-SamplesT-testfortheExperimentalGroup71Table4.5Paired-SamplesT-testfortheControlGroup72Table4.6ResultsoftheAttitudeQuestionnairefortheExperimentalGroup75Table4.7Subjects’ResponsestothePre-QuestioningInstruction79Table4.8Subjects’ResponsestotheVocabularyPreviewInstruction81LISTOFFIGURESFigure2.1TheHURRIERModelofListeningProcess15Figure3.1TheResearchDesignofthePresentStudy60 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2009年1月4日，取自http://teach.eje.edu.tw/9CC/3-2.php  國圖紙本論文 連結至畢業學校之論文網頁點我開啟連結註:此連結為研究生畢業學校所提供，不一定有電子全文可供下載，若連結有誤，請點選上方之〝勘誤回報〞功能，我們會盡快修正，謝謝！ 推文 網路書籤 推薦 評分 引用網址 轉寄                                                                                                                                                                                                                    top 相關論文 相關期刊 熱門點閱論文 1. 錨式影片融合多媒體簡報教學成效~以國小六年級環境教育議題為例 2. 環境議題影片教學對國小中年級學童環境認知與態度之影響 3. YouTube英語歌曲教學對提升國民小學一年級學生英語字彙學習與興趣之行動研究 4. 前導組織應用於英語故事對國小四年級學生英語聽力之研究 5. 語境影片融入教學對國中生英語聽力影響之研究 6. 透過心智圖進行推測對聽力理解的成效研究:以台灣大學生為例 7. 影片教學前之字彙教學與問題提示對四年級學生聽力的影響 8. 視覺提示和試題預覽為前導組體對國小學童英語學習者聽力理解的影響 9. 卡通影片與前導組織對小學生英語聽力影響 10. 從認知負荷理論檢視文字型前導組織對聽力理解的效果   1. 1. 王德威，〈魂兮歸來—歷史迷魅與小說記憶（上）〉，《聯合文學》，第215期，2002年9月。

2. 20. 蔡妙真，〈〈碾玉觀音〉中的觀音隱喻〉，《文與哲》，第8期，2006年6月，頁345－362。

3. 24. 鍾玲，〈文化傳統與我的寫作〉，《明報月刊》，第40卷第8期，2005年8月，頁44－45。

4. 19. 劉效鵬，〈兩個不同世界的碾玉觀音〉，《華岡藝術學報》，第5期，2000年7月，頁150－175。

5. 17. 楊棄，〈女作家，女性人物，與女性主義－評鍾玲的《生死冤家》〉，《聯合文學》，第8卷第6期，1992年4月，頁170－173。

6. 26. 魏伶娟，〈古典小說的現代化－論鍾玲《生死冤家》中的〈鶯鶯〉及〈生死冤家〉二篇〉，《傳習》，第16期，1998年4月，頁117－124。

7. 25. 鍾玲，〈在地生根與繼承傳統－華文作家的抉擇與實踐〉，《幼獅文藝》，第582期，2002年6月，頁102－113。

8. 14. 陳炳良，〈「答」楊棄有關《生死冤家》的書評〉，《聯合文學》，第8卷第9期，1992年7月，頁194。

9. 13. 陳炳良，〈徹底的女性－鍾玲短篇小說集「生死冤家」〉，《文訊》，第75期，1992年1月，頁95－99。

10. 10. 陳炳良，〈照花前後鏡－試析鍾玲的「女詩人之死」〉，《聯合文學》，第2卷第6期，1986年4月，頁210－217。

11. 4. 沈謙，〈中國文學比較研究之途徑〉，《中外文學》，第7卷第6期，1978年11月，頁132－156。

12. 2. 王德威，〈魂兮歸來—歷史迷魅與小說記憶（下）〉，《聯合文學》，第216期，2002年10月。

  1. 前導組織對影片教學聽力理解的成效—圖像語境線索vs.文字語境關鍵 2. 卡通影片與前導組織對小學生英語聽力影響 3. 課前組織教學輔助影片觀賞對國中生英語聽力的影響 4. 語境影片融入教學對國中生英語聽力影響之研究 5. 前導組織應用於英語故事對國小四年級學生英語聽力之研究 6. 影片教學前之字彙教學與問題提示對四年級學生聽力的影響 7. 英語卡通影片教學對國小學童英語學習成就、學習動機影響之研究 8. 「觀看影片」於聽力教學的成效：學生看法與聽力理解之探究 9. 從認知負荷理論檢視文字型前導組織對聽力理解的效果 10. 英語卡通影片教學對國小三年級學童英語字彙與日常生活習慣學習之影響 11. 車輛診斷偵測與即時資訊系統 12. 台灣滙市報酬對股市報酬之外溢效果 13. 為君之道:《亨利五世》中馬基維利式治國術與王權研究 14. 技職校院招生預測與因應對策之研究 15. 企業形象、個人組織適配與求職意圖之關係：招募訊息的干擾效果     簡易查詢 | 進階查詢 | 熱門排行 | 我的研究室