運用鷹架策略提升高職生英文克漏字解題成效之研究
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2018
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Abstract
本研究旨在運用鷹架策略於英文克漏字課程，來解決高職生在作答克漏字時所遭遇的問題，並分析其教學歷程、困難與因應策略以設計更適切的教學策略，並探究鷹架策略對高職生在英文克漏字答題動機、答題策略運用與解題能力提升的情形。本研究採行動研究的方法，以二十二位高職二年級學生為研究對象，進行為期八週的克漏字課程來蒐集質性及量化資料。根據研究結果提出以下結論：
一、鷹架策略的運用能提升學生文章推理能力而降低作答時的恐懼，並能使學生願意主動思考解題的方法，確實能提高學生作答英文克漏字的動力。
二、鷹架策略能提高學生答題策略選用的正確度與多元性，學生在答題時，選用答題策略的正確度有所提高，對於同一個題目能夠運用兩種以上的答題策略解題。
三、鷹架策略運用於克漏字大題之教學，對不同題型的答題能力有不同影響程度，在句構題型方面的能力提升最多，連貫題型略有提升，而在字義題型的部分未見答題能力的提升。
根據本研究的結果，研究者對英文教學提出以下建議：
一、依循學生能力搭建與移除鷹架以降低學生學習焦慮與困難。
二、運用較多元的評量方式來瞭解學生在英文克漏字答題的困難。
三、提供較多的練習素材來增加學生的熟練度。
對未來研究的建議如下:
一、研究期程可加以延長以利研究者更有系統規劃課程與深入探究。
二、特別針對英文低成就學習者進行相關教學實驗。
The study aimed to apply scaffolding strategies to cloze tests for vocational high school students, which solves their problems about cloze tests, finds out what the appropriate teaching approaches are for English teachers, and analyze how those students improve their problem-solving motivation, test-taking strategies for cloze tests, and their performance on cloze tests. The researcher used action research to collect qualitative and quantitative data from 22 second-grade students in vocational high school during the English cloze test course. The results of the study are as follows: 1. Scaffolding strategies were provided to improve students’ English reading comprehension ability. Students were more willing to solve their problems on their own initiative. The instruction did enhance students’ problem-solving motivation. 2. After the 24 classes, students can choose a variety of strategies to answer the cloze tests more effectively. 3. Students made the greatest progress in the local syntactic type, and a little progress in the between-sentence cohesive type. However, as to the local semantic type, students didn’t make any progress. According to the results of the study, the researcher made the recommendations for other English teachers: 1. Teachers can adopt various scaffolding strategies according to students’ abilities to reduce their nervousness and difficulties they encountered. Then, teachers should remove some scaffolding strategies if students make some progress. 2. Teachers are supposed to take advantage of multiple assessments to explore students’ performance on cloze tests. 3. Teachers should provide students with more materials and assignments. The more students practice, the better they learn. The following are suggestions for future researches: 1. Researchers can prolong the strategy instruction to design a well-organized curriculum and examine the long-term changes in students’ performance. 2. Scaffolding strategies can be applied in English remedial programs to help the low achievers.
The study aimed to apply scaffolding strategies to cloze tests for vocational high school students, which solves their problems about cloze tests, finds out what the appropriate teaching approaches are for English teachers, and analyze how those students improve their problem-solving motivation, test-taking strategies for cloze tests, and their performance on cloze tests. The researcher used action research to collect qualitative and quantitative data from 22 second-grade students in vocational high school during the English cloze test course. The results of the study are as follows: 1. Scaffolding strategies were provided to improve students’ English reading comprehension ability. Students were more willing to solve their problems on their own initiative. The instruction did enhance students’ problem-solving motivation. 2. After the 24 classes, students can choose a variety of strategies to answer the cloze tests more effectively. 3. Students made the greatest progress in the local syntactic type, and a little progress in the between-sentence cohesive type. However, as to the local semantic type, students didn’t make any progress. According to the results of the study, the researcher made the recommendations for other English teachers: 1. Teachers can adopt various scaffolding strategies according to students’ abilities to reduce their nervousness and difficulties they encountered. Then, teachers should remove some scaffolding strategies if students make some progress. 2. Teachers are supposed to take advantage of multiple assessments to explore students’ performance on cloze tests. 3. Teachers should provide students with more materials and assignments. The more students practice, the better they learn. The following are suggestions for future researches: 1. Researchers can prolong the strategy instruction to design a well-organized curriculum and examine the long-term changes in students’ performance. 2. Scaffolding strategies can be applied in English remedial programs to help the low achievers.
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鷹架策略, 英文克漏字, 克漏字解題成效, Scaffolding Strategies, English Cloze Test, Performance on English Cloze Test