國小英語協同教學課堂中之字彙教學方法與字彙學習成效

Abstract

自從政府於2001 年起開始推動國小英語教育，陸續有許多縣市引進外 籍英語教師，並結合本國籍英語教師進行英語協同教學。截至目前，與英 語協同教學相關的研究僅有少數探討中外籍教師課堂實際教學方法，比較 中外籍教師教學實施的異同，了解教學方法對學生學習成效可能的影響。 本研究旨在：（一）檢視國小英語協同教學課堂中，中外籍教師的字彙教 學方法，（二）比較中外籍教師字彙教學方法上的異同，（三）使用標準化 字彙測驗及課程目標字測驗，評量學生學年初及學年末字彙能力及字彙成 長，並探究學生字彙學習與教師教學方法間可能的相關性。 本研究將進行為期一年的課堂觀察，觀察四位國小英語教師在協同教學 課堂中，所使用的字彙教學方法，其中兩位為外籍教師，兩位為本國籍教 師。研究亦會呈現中外籍教師所使用的字彙教學方法異同。在學年初及學 年結束前，四個班級學生將接受字彙測驗，評估學生字彙的起始能力及一 年後字彙學習成效。結果將探討教師教學方法與學生學習成效及其他背景 因素間的相關性，如學生起始字彙能力、英語學習時間及課後學習時間。 英語教師能透過本實證研究結果了解字彙教學方法對字彙學習的影 響，並可根據研究發現，設計相關課堂活動，增進字彙教學的效能。

Since the introduction of English curricula at elementary school level in 2001, intercultural team teaching between native English-speaking teachers (NESTs) and their non-native English-speaking teachers (non-NESTs) has become increasingly common in elementary schools in Taiwan. Relatively little is known about actual teaching practices employed by the two groups of teachers, differences in teaching practices between them, and potential association of certain vocabulary teaching practices with students’ vocabulary learning. The proposed 2-year project aims to (a) investigate the types of vocabulary instruction practices available for EFL elementary school students in a team-teaching classroom, (b) explore the differences in vocabulary instruction practices between NESTs and non-NESTs, and (c) finally use norm-referenced and target word assessments to analyze the relationships between different practices of vocabulary instruction and students’ vocabulary learning. The study attempts a longitudinal observation of four elementary school English teachers, 2 NESTs and 2 non-NESTs, teaching in four team-teaching classrooms over the course of one year. Naturalist data will be collected, and instances in which the teachers employ particular vocabulary practices will be identified and coded. Differences in practices of vocabulary instruction between NESTs and non-NESTs will then be compared and discussed. At the beginning and the end of the school year, the vocabulary knowledge of the students in the four classrooms will be assessed on a norm-referenced vocabulary test and a measure of vocabulary targeted and taught in the curriculum. Students’ vocabulary learning and development will be analyzed in relation to teachers’ uses of different vocabulary instruction practices as well as other mediating factors (e.g., students’ initial level of vocabulary knowledge, length of English learning, and after-school English learning etc.). The proposed two-year research project will contribute findings that carry important implications for EFL teachers in team-teaching classrooms as well as those who intend to provide research-informed vocabulary instruction.