九年一貫國民中學英語教科書文法練習活動之分析研究
No Thumbnail Available
Date
2006
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本論文旨在探究現行九年一貫國中英語教科書的文法練習活動，分別針對各套書中文法活動比重、文法活動呈現方式的明顯程度與溝通程度、文法活動的涵蓋面以及文法句型的編排順序等向度，跨版本深入分析比較，以作為日後教科書評鑑、選擇、設計以及教師進行文法教學時的參考。
九年一貫實施以來‚隨著教科書市場開放‚教科書編寫改採審定制。各版本教科書編寫有不同的單元主題編排‚而英語教科書的編寫在選取適合該單元的主題內容或語言溝通功能時‚文法句型的編排順序為何？各版本之間的文法順序及涵蓋面有何異同？文法活動呈現又是否具溝通性及明顯性？這些問題都是實際上第一線教師選擇版本及進行教學時關心的問題。這也提供了研究者的研究動機。
本研究取樣自現行九年一貫國中英語教科書中已發行完整六冊標準版者。由含研究者共四人在初步樣本評估時建立評分標準及共識‚以提供研究者在評估時的基準。四人皆為教學經驗豐富的在職教師‚其中不乏教育部九年一貫深耕計畫的種子教師。正式做評估則由研究者與其中一位種子教師進行‚並計算研究者間信賴度。其目標評估項目為文法活動的界定及比重﹑文法活動呈現方式的明顯性﹑文法活動的溝通程度以及文法句型的順序﹑涵蓋面在各版本中的異同。研究者同時將九年一貫課程實施前所用的末代部編版列入比較‚以探究九年一貫實施後‚民間版教科書中前述各向度‚是否與前一套的部編版有所不同。
本研究主要發現如下：
1.整體而言‚五套版本中的文法練習活動比重比前一套部編版減少。大致在30%至40%間。其中何嘉仁文法練習活動比重最多‚達50%且高於部編版。南一版最少。
2.就文法活動呈現的明顯性而言‚五套教科書皆有60%以上的文法活動採文法解釋﹑例子說明等明顯方式進行。但整體而言‚仍比部編版減少。其中佳音翰林比重最高且高於部編版。朗文版最低。
3.就文法活動的溝通程度而言‚五套教科書的文法活動皆集中於有意義的練習活動 (meaningful activity)‚比重皆高於部編版。機械式的練習活動 (mechanical activity)比重‚則皆低於部編版。溝通式的練習活動 (communicative activity)比重‚朗文﹑南一﹑何嘉仁高於部編版。佳音翰林低於部編版‚康軒則和部編版相差不多。
4.就文法句型呈現順序而言‚南一﹑康軒與部編版最相似‚朗文﹑佳音翰林差異最大。
5.就文法練習活動句型種類的涵蓋面而言‚佳音翰林的文法活動練習的句型種類最多。何嘉仁最少。本研究結果只計算以文法活動呈現的句型種類。 出現在對話﹑課文中的認識結構或當作單字﹑片語呈現的文法句型則不列入本研究統計範圍。整體而言‚五套教科書中共有141個不同種類以文法活動呈現的句型‚其中有58.85%是四套以上的教科書共同涵蓋的文法句型種類。
本研究結果顯示出各版本的文法活動比重及呈現方式的明顯程度與溝通程度
的異同。提供教師在文法教學上‚針對學生的需求及程度做適當的設計。文法句型的呈現順序與涵蓋面相關資料‚更進一步提供教師在教科書評鑑時的參考依據‚以期教師皆能選出一套最適合自己學生的教科書。本研究建議教師在教學過程中‚不斷檢視各版本的異同及優缺點‚擇長補短地讓自己的教學更得心應手‚學生學習更有效果。
The present study is aimed at investigating grammar activities in junior high school English textbooks in the Nine-year Integrated Curriculum (NIC).The issues explored in this study include the proportion of grammar activities, the explicitness and communicativeness of grammar activity presentation, and the coverage and sequencing of grammar points. The comparison of the issues mentioned above among the target textbooks can provide a reference for textbook evaluation, selection, and compilation. Furthermore, detailed information about grammar activities in this study can be a referential source for teachers in grammar teaching. With the development of the open market and NIC policy, textbooks are now designed by individual private publishers and need to be approved by the National Institute for Compilation and Translation. Individual publishers may have different ways of writing textbooks. When they design the textbooks considering useful topics and communicative functions, what are the sequencing and coverage of grammar points in the textbooks? What is the extent of the explicitness and communicativeness of grammar activity presentation? Are there differences and congruence in these aspects among these commercial textbooks? These are the issues concerning teachers when they make textbook selections and consider grammar teaching. The textbooks evaluated in this study are the standard versions of five approved commercial textbooks (L, N, J, H, K) from Volumes 1 to 6. Four raters participated in the process of rating including the researcher herself and her three colleagues. These teachers are all experienced teachers; three of them are members of the Compulsory Education Advisory Group of Hsinchu Municipal Department of Education and one is also a seed teacher for the nine-year elementary education program hosted by the Ministry of Education (MOE). The raters first built up a consensus on the criteria for the classification of grammar activities using a rating system. Then the formal rating was conducted by the researcher and one other rater on the basis of these criteria and some scholars’ classifications. The inter-rater reliability was calculated to see if it reached an acceptable level. The target items for rating were the definition and proportion of grammar activity, the explicitness of grammar presentation (overt and covert), and communicativeness of grammar activity (mechanical, meaningful, and communicative). Additionally, the sequencing and coverage of grammar points were also explored. For comparison, the researcher adopted the MOE textbook as a referential baseline to see the differences and congruence among these target textbooks. Furthermore, a comparison among the MOE textbook and other textbooks was also conducted to see differences in grammar activities in textbooks after the implementation of NIC. The major findings of this study are as follows: 1. On the whole, the proportions of grammar activities in these commercial textbooks are reduced in comparison to the MOE textbook. Textbook H has the greatest proportion, higher than 50%, and is greater than the MOE textbook. Textbook N has the smallest proportion. 2. In terms of explicitness of grammar activities, these textbooks all have over 60% of grammar activities adopting explicit methods of grammar teaching, namely, grammatical explanation and example elucidating. On the whole, the proportions of explicit grammar activities in these commercial textbooks are smaller than in the MOE textbook. Textbook J has the largest proportion and it is larger than in the MOE textbook. Textbook L has the smallest proportion of explicit grammar activities. 3. In terms of the communicativeness of grammar activities, the grammar activities in these commercial textbooks are mainly meaningful activities. The proportions of these meaningful activities are all greater than in the MOE textbook. These textbooks all have smaller proportions of mechanical activities than the MOE textbook. As for the proportion of communicative activities, Textbooks L, N, and H have greater proportions than the MOE textbook. Textbook J has a smaller proportion than the MOE textbook. Textbook K has a similar proportion to the MOE textbook. 4. In the aspect of grammar sequencing, Textbooks N and K are the most similar to the MOE textbook. Textbooks L and J are the most different from the MOE textbook. 5. In respect of coverage of grammatical items, Textbook J covers the most grammatical items in grammar activities. Textbook H covers the fewest. The present study only deals with the grammatical items presented in complete grammar activities. As for what are introduced as sentence structures for recognition or vocabulary/ phrases in dialogues and readings, the present study does not include them in the calculation. Among 141 different grammar points presented in the grammar activities of these textbooks, 58.85% of them are covered in more than four textbooks. The findings regarding grammar proportion, explicitness and communicativeness of grammar activity in this study can serve as a reference for teachers to design suitable methods that meet students’ needs and levels. The findings regarding grammar sequencing and coverage can further provide a referential base for teachers and schools in textbook selection. It is hoped that they can all select one suitable set of textbooks for students and make adaptations according to students’ needs and levels.
The present study is aimed at investigating grammar activities in junior high school English textbooks in the Nine-year Integrated Curriculum (NIC).The issues explored in this study include the proportion of grammar activities, the explicitness and communicativeness of grammar activity presentation, and the coverage and sequencing of grammar points. The comparison of the issues mentioned above among the target textbooks can provide a reference for textbook evaluation, selection, and compilation. Furthermore, detailed information about grammar activities in this study can be a referential source for teachers in grammar teaching. With the development of the open market and NIC policy, textbooks are now designed by individual private publishers and need to be approved by the National Institute for Compilation and Translation. Individual publishers may have different ways of writing textbooks. When they design the textbooks considering useful topics and communicative functions, what are the sequencing and coverage of grammar points in the textbooks? What is the extent of the explicitness and communicativeness of grammar activity presentation? Are there differences and congruence in these aspects among these commercial textbooks? These are the issues concerning teachers when they make textbook selections and consider grammar teaching. The textbooks evaluated in this study are the standard versions of five approved commercial textbooks (L, N, J, H, K) from Volumes 1 to 6. Four raters participated in the process of rating including the researcher herself and her three colleagues. These teachers are all experienced teachers; three of them are members of the Compulsory Education Advisory Group of Hsinchu Municipal Department of Education and one is also a seed teacher for the nine-year elementary education program hosted by the Ministry of Education (MOE). The raters first built up a consensus on the criteria for the classification of grammar activities using a rating system. Then the formal rating was conducted by the researcher and one other rater on the basis of these criteria and some scholars’ classifications. The inter-rater reliability was calculated to see if it reached an acceptable level. The target items for rating were the definition and proportion of grammar activity, the explicitness of grammar presentation (overt and covert), and communicativeness of grammar activity (mechanical, meaningful, and communicative). Additionally, the sequencing and coverage of grammar points were also explored. For comparison, the researcher adopted the MOE textbook as a referential baseline to see the differences and congruence among these target textbooks. Furthermore, a comparison among the MOE textbook and other textbooks was also conducted to see differences in grammar activities in textbooks after the implementation of NIC. The major findings of this study are as follows: 1. On the whole, the proportions of grammar activities in these commercial textbooks are reduced in comparison to the MOE textbook. Textbook H has the greatest proportion, higher than 50%, and is greater than the MOE textbook. Textbook N has the smallest proportion. 2. In terms of explicitness of grammar activities, these textbooks all have over 60% of grammar activities adopting explicit methods of grammar teaching, namely, grammatical explanation and example elucidating. On the whole, the proportions of explicit grammar activities in these commercial textbooks are smaller than in the MOE textbook. Textbook J has the largest proportion and it is larger than in the MOE textbook. Textbook L has the smallest proportion of explicit grammar activities. 3. In terms of the communicativeness of grammar activities, the grammar activities in these commercial textbooks are mainly meaningful activities. The proportions of these meaningful activities are all greater than in the MOE textbook. These textbooks all have smaller proportions of mechanical activities than the MOE textbook. As for the proportion of communicative activities, Textbooks L, N, and H have greater proportions than the MOE textbook. Textbook J has a smaller proportion than the MOE textbook. Textbook K has a similar proportion to the MOE textbook. 4. In the aspect of grammar sequencing, Textbooks N and K are the most similar to the MOE textbook. Textbooks L and J are the most different from the MOE textbook. 5. In respect of coverage of grammatical items, Textbook J covers the most grammatical items in grammar activities. Textbook H covers the fewest. The present study only deals with the grammatical items presented in complete grammar activities. As for what are introduced as sentence structures for recognition or vocabulary/ phrases in dialogues and readings, the present study does not include them in the calculation. Among 141 different grammar points presented in the grammar activities of these textbooks, 58.85% of them are covered in more than four textbooks. The findings regarding grammar proportion, explicitness and communicativeness of grammar activity in this study can serve as a reference for teachers to design suitable methods that meet students’ needs and levels. The findings regarding grammar sequencing and coverage can further provide a referential base for teachers and schools in textbook selection. It is hoped that they can all select one suitable set of textbooks for students and make adaptations according to students’ needs and levels.
Description
Keywords
教科書評估, 英語教科書, 九年一貫課程, 溝通程度, 文法活動, 文法順序及涵蓋面, textbook evaluation, English textbook, nine-year integrated curriculum, communicativeness, grammar activity, grammar sequence and coverage