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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,*,按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,*,激發大學生英語學習之策略,尚惠芳,教授,義守大學應用英語系所,97/3/25,演講內容：,大學生學習英語之困境,因應策略,*了解學生英語能力與需求,*提升英語學習興趣,*培養英語閱讀與,寫作,習慣,*,營造模擬情境學習,*,結合電腦科技,(CMC),與英語教學,結論,1,2,大學生學習英語之困境：,普遍英語能力低落,學習動機不強,英語授課時數不,多,(,非英語本科系,),教學方法缺乏多元化,教材太難,、不實用,因應策略,：,了解學生英語能力與需求,前測,(,e.g.,聽說讀寫,),教材選用,(,實用,，,與,major,整合,),教學方法,(,content-based instruction:,結合專,業知識與語文訓練,，如閱讀與專業科目有,關的文章,),提升英語學習興趣,舉辦,競賽,、活動,(,英文歌曲比賽、英語夏令,營,、英語演講比賽等,),3,培養英語閱讀習慣,(read extensively),read short stories&write main ideas,可增進,英語,閱讀,、文法、單字、寫作能力,(,Shang,et al,2007;,Shang,&,Chu,in press),培養英語寫作習慣,(journal writing),盡可能地寫，不需太注重文法、用字與,格式的正確性,訓練以英文來流暢地表達思緒,(,Shang,&Wu,2003),4,營造模擬情境學習,模擬情境英語學習,(English Community),*,適用於英語聽說課程,*,全英文的環境,*,模擬的主題包括移民局、海關、郵局、銀行、,留遊學及旅遊諮詢等,*,提供生活化口語溝通練習,、,英語諮詢服務,5,模擬學習研討會,*適用於,研究論文寫作課程,*,教師於期末協助學生召開學習研討會籌備,委員會，共商研討會之議題、議程、工作項,目等相關內容,*,研討會當天，學生依流程發表個人論文於模,擬學習研討會上,*可訓練,oral presentation,、,提升,self-efficacy,6,模擬聯合國會員大會,*,適用於聯合國國際事務概論課程,*學生可任選為一個國家的使節,*模擬聯合國會員大會的議程及運作模式，由,各國使節辯論全球關注的議題，並相互協商,達成決議,*提升整體競爭力和國際事務素養，並強化大,學生的英語程度,7,結合電腦科技,(CMC),與英語教學,採用,電子郵件寫作日誌法,(email dialogue,journaling),*,適用於,英語閱讀與寫作課程,*,設計一個線上同儕合作學習的環境,*探討學習態度及英語閱讀,與,寫作之成效,*分別發表於,Educational Studies,(SSCI),及,Computer Assisted Language Learning,(CIJE),期刊,8,*研究對象：,40位義守大學應英系,進修部,二年制,在職學生,*進行步驟：,1.Set up a class mailing list in the first week of,class,2.Choose a peer by themselves,3.Read the assigned material and write down 2,paragraphs regarding the summary and personal,comments,9,4.Send it to the peer via email and give each other feedback,and corrections of writings,5.The instructor would receive copies of all their,correspondence,6.Hand in their assignment to the instructor electronically at,least 1 day ahead of class meeting time,7.Grade not only on the final product but also on the process,of writing and how well they follow the instructions,(to encourage participation),10,*閱讀成效：,大部份學生持正面的態度,：,Force them to finish reading the article earlier and,harder so as to increase their reading comprehension,Discuss and get peers opinions to learn more different,viewpoints,Have a relaxing environment to write/discuss more,Ask more questions without considering the rules,Get more fun in reading because its authentic,11,少部份同學持負面意見,：,Take too much time,to do the activity or get the returned,message,since most of them have jobs at the daytime,Have poor typing skills,Unfamiliar with the computer;have no computer available,Cant accept peers criticisms because of their low English,level;,cant get useful feedback if peers English is poor,Afraid of losing their faces(too shy)if they cant express,their viewpoints clearly,12,Frequency,Percent,Aspects of interesting,More practices,Communication,Peer correction,Fun,More knowledge/learning,Low anxiety,New/more vocabulary,More/correct grammar,Self-monitoring,Spelling,Technology/Computer skills,More complex sentences,15,17,9,5,8,5,15,10,20,12,5,8,41.7,47.2,25.0,13.9,22.2,13.9,41.7,27.8,55.6,33.3,13.9,22.2,*寫作成效：,13,Help with English writing,No,A little,Yes,Very much,Attitude toward language,Improved,The same,Worsened,Time of writing assignment,In the evening,On weekdays,On weekends,Place of writing assignment,On campus,At home,At work,2,16,17,1,24,11,1,13,9,14,0,27,9,5.0,40.0,42.5,2.5,60.0,27.5,2.5,32.5,22.5,35.0,0,67.5,22.5,14,Improvements on syntactic complexity and grammatical,accuracy;no improvement on lexical density,=Interaction with peers could help to generate more,syntactically complex and grammatically accurate written,language,=Lexical density suffered because students used more,corrective feedback on complicated sentence structures,and grammatical accuracy,but decreased monitoring in,using richer vocabulary,15,First-time communication:A slightly greater improvement on,grammatical accuracy&lexical density,=Urgency of communicative flow demanded that students,paid less attention to syntactic complexity,More times in correcting,focus more on complicated,grammatical structures,More attention to syntactic complexity,focus less on,grammatical accuracy&lexical density,and vice versa,Exchanging with peers at least 4 times might have a greater,overall improvement on writing performance,16,17,結論：,學習是很多習慣的累積，勉強成習慣，習慣成,自然,，應,多讀,、多寫,培養學習英語的興趣,，如舉辦各類英語競賽，讓,學生能有機會表現自己，發揮所長,為避免小組成員英語程度差異頗大,，,課程宜,採,雙螺旋配對,模式,，以形成傳播效應,(,如下圖,),18,A,B,C,D,E,F,I,J,K,L,M,N,第54對,第53對,第52對,第27對,第1對,第0對,S,T,第26對,低,高,寫 作 等 級,第一螺旋(虛線),第二螺旋(實線),雙螺旋配對模式,打造創意英語學習環境，建構“自然與真實”,的,語言環境，營造說英語的環境，以提升學生,英語聽說能力,將學習英語與專業科目結合，以提高英語學習,的實用性,善用科技的影音效果與便捷性，以激發學習,英語的動機與興趣,19,
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