Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/93278
標題: A Study of Modified Audiolingual Method on Junior High School Students' English Listening and Oral Performance
改良式聽說教學法對國中學生英語聽力及口說能力表現之研究
作者: Chia-Feng Wang
王家豐
關鍵字: modified Audiolingual Method;the Audiolingual Method (ALM);Communicative Language Teaching (CLT);English listening performance;English oral performance;改良式聽說教學法;聽說教學法;溝通式教學觀;英語聽力表現;英語口說能力表現
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摘要: 
本研究旨在探討「改良式聽說教學法」對國中學生英語聽力及口說能力表現之影響。研究者以「聽說教學法」作為主要理論依據,並融入「溝通式教學觀」之理念,採有意義之句型練習與生活化的對話情境來設計教學活動,藉以彌補聽說教學法中常為人詬病之機械化練習的缺失。為瞭解「改良式聽說教學法」運用於國中英語教學之適切性及其成效,本研究採取準實驗研究法中不相等控制組設計。研究者選取臺中市區某公立國中八年級兩班學生作為研究對象,其中一班為實驗組,接受「改良式聽說教學法」之英語授課;另一班則為控制組,維持學生所習慣之「傳統講述法」授課方式,不做任何實驗處理。教學實驗為期十三週共七十八堂課,在此前後對兩組學生皆施以全民英語能力檢定初級測驗正式考題中聽力及口說能力測驗部分,作為本研究前後測分析之依據。學生在前後測所得之成績將以獨立樣本單因子共變數分析進行統計分析,藉以瞭解兩組學生在英語聽力以及口說能力表現之差異。
歸納本研究之發現,所得結論主要有三項:
一、實驗組學生在英語聽力表現上有提升,達 .01顯著差異水準。
二、實驗組學生在英語聽力表現上有提升,達 .05顯著差異水準。
三、沒有完美的英語教學法,英語教師應折衷選擇符合自身理念的教學原則,融合創造最適合自己和學生的教學法。
最後,根據上述結論,研究者提出幾項建議做為英語教學及未來進一步研究之參考。

The study aimed to examine the effects of modified Audiolingual Method on junior high school students' English listening and oral performance. In order to testify the adaptability and the effectiveness of modified Audiolingual Method in the English teaching field in junior high school, the researcher not only applied the principles of the Audiolingual Method (ALM) as the main methodical pedagogy but also incorporated the philosophy of Communicative Language Teaching (CLT) characterized by meaningful tasks, authenticity and real-world simulation to remedy the criticism of the mechanic drill in ALM. Adopting the nonequivalent control group design in the quasi-experiment, samples in this study were eighth graders selected from two classes in a municipal junior high school in Taichung city. One of the classes was represented as the experimental group, while the other was as the control group. Students in the experimental group were taught based on the pedagogy of modified Audiolingual Method, and those in the control group received the typical didactic instruction. The experiment lasted for 13 weeks, with 78 teaching periods in total. With the General English Proficiency Test (formal tests for elementary learners) as the instrument for the pretest and posttest, the students' scores on the listening and speaking subtests were analyzed by one-way ANCOVA, independent samples to distinguish the differences of students' English listening and oral performance in two groups. The posttest scores of the experimental group and the control group showed significant differences.
The findings revealed that the effects of modified Audiolingual Method on junior high school students' English listening and oral performance are quite positive; students who received modified Audiolingual Method instruction have better achievement in the listening and speaking subtests, and the improvement on their listening performance is even more significant than that on their oral performance. It can also be concluded that there is no perfect and universal teaching method, and all the English teachers are thus advised to be eclectic. In this way, we can create our own teaching method by blending aspects of others in a principled manner.
Based on the results of the study, the researcher also provided a discussion in which some recommendations have been made regarding instructional assistance and future studies.
URI: http://hdl.handle.net/11455/93278
Rights: 同意授權瀏覽/列印電子全文服務,2017-06-30起公開。
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