以CLIL雙語教學融入技術型高級中等學校商業概論課程教學之行動研究

Abstract

隨著全球化及國際化的潮流，英語成為國際間往來交流的重要媒介，為提升國人的國際競爭力和英語力，國家發展委員會於2018年起擘劃「2030雙語政策發展藍圖」，期望全面強化國人的英語力，打造競爭優勢；而英語力對技職教育學生未來的職涯發展、專業精進或國際競賽表現更為關鍵，故提升技職學生的專業英語能力，刻不容緩。目前國內技職學生的英語能力普遍不佳，除了對英文基礎能力掌握不足、學習動機低落之外，技術型高中課程重視專業實務技能訓練，英語文的學習時數或重視程度相對較少，造成技高學生較少機會練習英語、怯於使用英語進行表達，不利技術人才的國際化。有鑑於此，本研究主要運用CLIL雙語教學於技高專業科目，以期探討專業科目運用CLIL之教學設計與實施歷程、對學生學習成就與態度之影響、並探究教師的教學省思與專業成長。研究對象為北部某技高商業經營科一年級學生共71人，以商業概論進行兩次循環的行動研究；使用自編之商業概論及專業英語成就測驗了解學生學習狀況，並修編Gardner之態度動機測試量表，評量學生的英語學習態度，另也藉由訪談、觀察、學生回饋及研究者自我省思來調整教學、提出省思及建議。研究結論包括：CLIL雙語教學有助於學科語言和溝通語言的學習，惟因學生先備語言能力有限，未能使用發展語言；實施CLIL雙語教學不影響商概學科知識的學習，且能顯著改善英語學習態度。根據研究結果與省思，提出下列建議供技高教師進行CLIL雙語教學之參考：宜搭配適當的英語溝通學習鷹架、宜設計多元學習活動供學生練習英語、宜長時間進行雙語教學以提供更多雙語環境等。

The main purpose of this study is to explore the teaching design and implementation process of CLIL integrated into the course: Introduction to Business, also, to know its impact on students’ learning achievements and attitudes, and to investigate teachers’ teaching reflections and professional growth. The research subjects were seventy-one first-year students in the department of business affairs of a vocational senior high school in northern Taiwan. The study conducted a two-cycle action research on two chapters of the textbook. Self-designed achievement tests on Introduction to Business and professional English were used to understand students' learning status, and Gardner's Attitude/Motivation Test Battery was adapted to assess students' attitudes towards English learning. Additionally, interviews, observation, students' feedback, and researcher self-reflections were used to adjust instruction, provide reflection, and make suggestions. The research conclusions include: CLIL is helpful for language of learning and language for learning of communication in CLIL. However, with limited prior language ability of the students, they were not able to develop language through learning. Implementing CLIL does not affect the learning of business knowledge, but it significantly improves English learning attitude. Based on the research results and reflections, the following suggestions are proposed for vocational senior high school teachers to reference when implementing CLIL: providing appropriate learning scaffolds for English communication, designing diverse learning activities for students to practice English, and conducting long-term bilingual teaching to provide better bilingual environment.