英語主題海報對國中智能障礙學生英語字彙學習之成效

Abstract

本研究旨在探討英語主題海報對國中智能障礙學生英語字彙學習之成效，以及對與英語主題海報學習興趣。研究對象為三位國中特教班的智能障礙學生，採用單一受試研究法中的跨受試多探試設計來進行研究。本研究自變項為結合英語主題海報的英語字彙教學方案，依變項則為英語字彙之字義和認字的學習成效。本研究有三個實驗處理階段，分別為基線期、處理期和維持期，研究過程以研究者自編的「英語字彙之字義、認字測驗」以及「英語字彙之字義、認字保留測驗」為工具進行資料分析，並將所蒐集的資料利用視覺分析並搭配C統計的方式進行分析，最後以自編的「英語主題海報學習興趣問卷」評量學生的學習興趣。本實驗研究結論如下： 一、結合英語主題海報的英語字彙教學對國中智能障礙學生英語字彙之字義學習具有立即成效。 二、結合英語主題海報的英語字彙教學對國中智能障礙學生英語字彙之字義學習具有維持成效 三、結合英語主題海報的英語字彙教學對國中智能障礙學生英語字彙之認字學習具有立即成效 四、結合英語主題海報的英語字彙教學對國中智能障礙學生英語字彙之認字學習具有維持成效 五、結合英語主題海報的教學可以提升國中智能障礙學生的學習興趣 根據上述研究結論，提供相關建議，以做為未來教學與研究之參考。The purpose of this study was to explore the effects of English posters on English vocabulary learning and interest in learning English posters for junior high school students with intellectual disabilities. The subjects of this study were three junior high school students with intellectual disabilities in special education class. This study employed the multiple-probe technique across subjects, a variation of the multiple-baseline designs. The independent variable of this research is English vocabulary teaching programs combined with English posters, whereas the dependent variables are the outcomes of students’ learning of English vocabulary’s definition and recognition. The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The English vocabulary’s definition and recognition attainment test and the English vocabulary’s definition and recognition retention test developed by the researcher were used as data collection tools in the study. The data were analyzed in terms of visual analysis and C statistics. The “Interest in learning by English posters questionnaire” developed by the researcher assess students' interest in the learning. The results of the study were as follows: 1.English vocabulary teaching programs combined with English posters has immediate effects on students’ English vocabulary defining skills. 2.English vocabulary teaching programs combined with English posters has retained effects on students’ English vocabulary defining skills. 3.English vocabulary teaching programs combined with English posters has retained effects on students’ English vocabulary recognition skills. 4.English vocabulary teaching programs combined with English posters has retained effects on students’ English vocabulary recognition skills. 5.English vocabulary teaching programs combined with English posters was able to enhance students' learning interest. Based on the above results, suggestions were proposed for the teachers and future researches.