任務式教學法對學習者注意力之探討─以中級華語班學生為例
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2010
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Abstract
本研究採取準實驗研究的方式，從台師大國語教學中心現有的中級班課堂進行隨機抽樣六個班級，以溝通式教學與語言定式操練教學課堂形式之班級設定為對照組；以任務式教學為主要教學形式的班級設定為實驗組，進行針對學習者的注意力評估。
本研究藉由課室觀察、實驗分析、問卷調查分析等過程，企圖找出華語教師應如何在課堂上改善學習者注意力不集中的問題，並在最後提出教學建議，落實華語文教學的實際層面。
經研究數據顯示，教師使用任務式教學法的班級具有「認知心理優勢」，亦即：
一、
教師在課堂使用以任務式教學法為主的班級，相較於使用溝通式及語言定式操練的班級，學習者的注意力較為集中。
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以任務式教學進行的課堂，教師較容易掌控班級狀況，重新喚起學習者的不注意問題。
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不論實驗組及對照組，經由準實驗研究顯示許多現象：亞洲學生的注意力成績高於歐美學生。
四、
各班年齡較長的學習者其注意力成績優於年齡較輕者；各班學習者的注意力成績與教師給予學習者的整體語言能力評分有關聯性，學習者越集中注意力，其語言能力的表現也可能較好。
The research was carried out in the way of quasi-experimental research methodology at the Mandarin Training Center of National Taiwan Normal University. Six classes were chosen randomly, and later they were divided into two groups in order to examine the status of the students’ attention: teachers in the control groups used the Communicative Language Teaching method and the Formulaic Speech Approach to teach Mandarin Chinese; in the experimental groups Task-based Language Teaching method (TBLT) was used. The research was to figure out solutions that might resolve issues related to student lack of attention as well as coming up with suggestions on how to apply this in the Chinese language classroom. According to the research data, teachers who used the TBLT method in their classes had “cognitive psychological advantages”. Students in the experimental groups got better grades in the attention tests and they had better attendance (in terms of percentage) than the students in the control groups. Additionally, the Asian students in both the control and experimental groups did better on the attention tests than the European and American students. As for the grades of language performance given by the teachers also showed relation with the attention test, which likely means that when students tend to be more attentive in class they will often get higher language performance.
The research was carried out in the way of quasi-experimental research methodology at the Mandarin Training Center of National Taiwan Normal University. Six classes were chosen randomly, and later they were divided into two groups in order to examine the status of the students’ attention: teachers in the control groups used the Communicative Language Teaching method and the Formulaic Speech Approach to teach Mandarin Chinese; in the experimental groups Task-based Language Teaching method (TBLT) was used. The research was to figure out solutions that might resolve issues related to student lack of attention as well as coming up with suggestions on how to apply this in the Chinese language classroom. According to the research data, teachers who used the TBLT method in their classes had “cognitive psychological advantages”. Students in the experimental groups got better grades in the attention tests and they had better attendance (in terms of percentage) than the students in the control groups. Additionally, the Asian students in both the control and experimental groups did better on the attention tests than the European and American students. As for the grades of language performance given by the teachers also showed relation with the attention test, which likely means that when students tend to be more attentive in class they will often get higher language performance.
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任務式教學法, 任務, 注意力, 中級, 華語文教學, Task-based Language Teaching (TBLT), task, attention, intermediate level, teaching Chinese as a second language