高齡學習者溝通式英語教學學習滿意度之研究

Abstract

摘 要

本研究之主要目的在於瞭解溝通式英語教學應用於高齡學習者及學生學習滿意程度，本研究採取問卷調查法進行研究，以研究者在老人社會大學九十三學年度任教12班級之高齡學習者學生為調查對象，有效樣本計232人，研究工具為「高齡學習者英語學習滿意度之調查問卷」，所得資料經t檢定、卡方檢定、次數分配、百分比、平均數、單因子變異數分析、Scheffe法事後比較分析、Pearson’s積差相關等統計方法加以處理，根據分析結果提出結論與建議。

本研究共獲致四項結論： 一、溝通式英語教學方式整體上頗受高齡學習者肯定。 二、高齡學習者對溝通式教學學習滿意度各層面以「人際互動關係」層面滿意度最高;而「學習參與」層面滿意度則相對較低。 三、高齡學習者英語學習滿意度不因人口變項不同而有所差異。 四、高齡學習者對溝通式英語教學整體學習滿意度與各層面滿意度呈現相關。 根據上述結論，提出具體建議，作為高齡者英語教師教學及高齡者教育機構推廣英語教育之參考： 一、 從事高齡學習者英語教學的教師必須以多元化、活潑生動、循序漸進的溝通式教學 二、 改善課程內容 三、 選擇適當的教材、豐富教材內容 四、 研發視聽輔助媒體，增進英語教學成效 五、 教師應多方蒐集教學相關資料，提供學員更多真實的會話情境，以體會語用溝通能力的重要性 六、 教師加強教學設計，鼓勵高齡學習者學員參與英語課程設計、學習計畫的擬定，事先提供進度表 七、 對高齡者教育有關單位鼓勵教師在職進修、整合進修資源、提供多元進修機會A Study of Elder Learners of Communicative Approach’s Learning Satisfaction on Teaching English as a Foreign Language to Elder Learners ABSTRACT

The main purpose of this research is to investigate whether the implementation of communicative approach activities in elder learners’ EFL (English as Foreign Language) classrooms will have a positive learning satisfaction on students’ language proficient performances.

This research uses the method of questionnaire survey with participants in the researcher’s teaching 12 classrooms during the first semester of 2004. There are 232 effective samples and the research tool is “The Questionnaire Survey on English Learning Satisfaction of Elder Learners”.

Various statistic methods, such as t-test, Chi-square test, frequency distribution, percentage, average, One-Way ANOVA,Scheffe’s posterior comparisons, Pearson’s Product-moment Correlation, etc. were applied in the analysis of the questionnaire, and four conclusions and suggestions were brought up based on this analysis:

1.On the whole the elder learners are satisfied with the methods of communicative approach on teaching English. 2. The aspect with highest satisfaction of communicative approach on teaching English as a foreign language to elder learners is “Personal

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Interaction”; the aspect with lower satisfaction is “Learning Participation”. 3.The Enlish learning Satisfaction of elder learners leads no differences in aspects of background variances. 4.The elder learners’ whole learning satisfaction of the communicative approach is apparently correlated to each aspect of satisfaction. According to the conclusion above, we could come up with some suggestions to the English teachers who’re teaching elder learners and elders’ educational institutes related as references. 1. While teaching the elder learners, the teachers should make courses varied and vivid by the means of communicative approach on English teaching. 2. Improve course content. 3. Choose suitable teaching material and enriching material content. 4. Fulfill the objective of English education, teaching aids should be adopted and be researched and developed as possible as the English teachers can. 5.Teachers should try their best to collect any teaching information concerned, offer more opportunities to their elder students the true conversational situations for their experiencing the importance of oral communcation ability. 6. Teachers should strengthen their own ability of teaching design, offer their lesson plans to students in advance, inspire the elder learners to participate in designing of program and to learn how to draw up their learning schedule. 7. The elders’ educational institutes should encourage teachers to teach and to study simultaneously, to unify concerned studying resources and offer various of studying opportunities.