以英語為外語的教室情境下的內容本位語言教學：可汗學院教學法

Abstract

從1980年代起，由於在語言學習方面強調有意義的輸入，內容本位教學法法在第二語言習得的領域開始風行。根據研究顯示，內容本位教學法在學科內容以及語言學習方面皆能帶來正向影響。 可汗學院(Khan Academy)是以豐富的教學短片及能立即解答的線上練習題所著名的自學網站，現在已涵括了自然科學、電腦程式設計、歷史、藝術以及經濟等科目，最早是以私人的數學教學影片所受到矚目。由於可汗學院具有國際知名度，本研究以可汗學院為學習平台，試圖創造結合第二語言與數學學習、內容本位學習的課程。 研究問題如下：(一)以所有的學科成績來區分，不同學業成就程度的學生(高、中、低分組)如何透過可汗學院教學影片學習學術性字彙、技術性字彙、高頻率字彙及其他無法分類的字彙？(二)不同的字彙類型(學術性字彙、技術性字彙、高頻率字彙及其他無法分類字彙)、單字出現次數及單字解說方式是否會影響單字學習？(三)以所有的學科成績來區分，不同學業成就程度的學生(高、中、低分組)如何透過可汗學院教學影片學習數學技能？(四)學生對可汗學院學習的感想為何？(五)學生在可汗學院的學習經驗與挑戰為何？ 本研究受試者為78位國中九年級學生。以前、後測的實驗研究法及問卷調查為主要研究方法，並以教室觀察發現為量化資料的輔助，具有行動研究的性質。 研究結果歸納如下：第一，學生不僅能從可汗學院影片學習到數學觀念，也學到英文字彙。其中，原本程度較好的高成就者，進步程度較低成就者顯著。第二，在觀看完可汗學院教學短片後，學生習得的學術性字彙多於技術性字彙、高頻率字彙及無法分類的其他字彙。此外，在本實驗中，影片中的非口語解說對單字學習的助益大於口語解說。第三，受試者對使用可汗學院的經驗感到滿意，並認為能夠預習數學、增加英文能力為最主要的使用動機。第四，高成就學生自主學習能力較好；低成就學生在老師的協助下學習成效較好。第五，學生在可汗學院學習課程中會面臨到的挑戰包括語言隔閡、數學解題、自主選擇學習內容、網路導致分心以及電腦設備問題。 本研究在教學上的啟發包含以下幾點。第一，可汗學院能與第二語言學習課程結合。第二，翻轉教室的理念能夠實踐於實際課堂中。第三，能夠發展類似於可汗學院的英語教學平台。最後，本研究對於提供英語教師如何結合可汗學院及內容本位學習於第二語言的課堂情境中具有其重要性。

Content-based instruction has been popular in the field of SLA because the advocacy of meaningful input since 1980’s. The previous research of second language learning has often suggested that content-based learning would have positive effect on both language acquisition and academic contents. Khan Academy, a self-learning website, which was originally received attention due to Salman Khan’s private tutoring math videos, is well-known for its mini video lectures and abundant online exercises with instant response, and it now includes many subjects such as science, computer programming, history, art and economics. With international popularity of Khan Academy, the current study integrated the learning of math on Khan Academy into second language acquisition, and aimed to create a content-based course using Khan Academy as a median. The research questions are as follows: 1. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn academic, technical, high frequency vocabulary, and vocabulary which cannot be categorized in any of the three types through the video lectures of Khan Academy? 2. Do different types of words (academic, technical, high frequency words, or other words which cannot be categorized in any of the three types), the occurrence of words, and the elaboration of words influence vocabulary learning? 3. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn math skills through the video lectures of Khan Academy? 4. What are students’ perceptions of learning on Khan Academy? 5. What are students' experiences and challenges in using Khan Academy? The participants of the research were 78 9th grade students. A pre- and posttest experiment and a questionnaire were conducted to collect the data, and the findings of classroom observation were as the supplementary of the quantitative results with its action research nature. As for the findings of the study, firstly, learners can acquire not only vocabularies but also math in the video lectures of Khan Academy. High achievers’ progress of English and math knowledge is more significant than that of mid and low achievers. Secondly, learners’ growth rate of academic words is higher than technical, high frequency and other words not within the three word types. Nonverbal elaborations in the videos are more beneficial than verbal elaborations. Thirdly, generally, participants’ were satisfied with the learning experience on Khan Academy. Previewing math contents and improving English ability were two main reasons which motivated learners’ use of Khan Academy. Fourthly, high achievers’ learned more autonomously; low achievers can learn better with teacher support. Also, pedagogies should be adjusted according to learners’ different learning types. Finally, in the process of learning on Khan Academy, learners faced with the challenges of language barrier, math questions, selecting learning contents, the distraction from the Internet, and technical problems. The implications of the study are the integration of Khan Academy into second language learning course, the practice of a flipped classroom, and the development of English learning resources with similar features in Kham Academy. To conclude, this study may be of importance in providing English teachers with a better understanding of how to apply Khan Academy and content-based learning into a second language learning context.