全肢體反應教學法對國小資源班智能障礙學生 英語聽說能力之教學成效
Abstract
本研究目的旨在探討全肢體反應教學法(TPR:Total Physical Response)教學法對國小資源班智能障礙學生英語聽說能力之教學成效。研究對象為三名國小資源班輕度智能障礙學生，採用單一受試實驗設計之跨情境實驗設計，自變項為TPR 教學法，依變項為英語聽說學習成效，實驗教學共計十三週。以研究者自編之TPR 測驗來評量研究對象在各個階段(基線期、處理期、保留期、類化期)之英語聽說的表現，資料處理主要採用視覺分析法，並佐以C 統計。本研究結果如下：(1) TPR教學法對國小資源班智能障礙學生英語字彙、詞彙聽覺理解能力與口語表達能力具有立即學習成效。(2) TPR 教學法對國小資源班智能障礙學生英語字彙、詞彙聽覺理解能力與口語表達能力具有保留學習成效。(3)TPR 教學法對國小資源班智能障礙學生英語字彙、詞彙聽覺理解能力與口語表達能力具有類化學習成效。以及(4) TPR 的教學法能提高並增進國小智能障礙學生的英語學習態度。最後提出教學及未來建議，供教師及
未來研究者參考。
The primary purpose of the study was to explore the effects of Total Physical Response (TPR) on the listening comprehension and the expressing abilities of English vocabulary for students. Participants in this study consisted of three students with mental retardation in the elementary school resource room. A multiple probe across settings of single-subject experimental design was used to obtain the research data. The independent variable of the study was TPR teaching, whereas the dependent variable was the listening comprehension and the expressing abilities of English vocabulary. The experimental teaching lasted for thirteen weeks. The performance data of the listening comprehension and the expressing abilities of English vocabulary were collected by TPR tests designed by the researcher during the baseline, intervention, maintenance and generalization phases. The data was obtained and analyzed through the visual analysis method and time-series C statistics. The results of this study are as follows：(A) The study indicated immediate effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room. (B) The maintenance effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room were secured in this study. (C) The study showed generalization effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room. And (D) TPR effectively improved the English learning attitudes of mental retardation students in the elementary school resource room. Based upon the above results of this study, further discussion was addressed and suggestions for classroom instruction as well as future studies were proposed.
The primary purpose of the study was to explore the effects of Total Physical Response (TPR) on the listening comprehension and the expressing abilities of English vocabulary for students. Participants in this study consisted of three students with mental retardation in the elementary school resource room. A multiple probe across settings of single-subject experimental design was used to obtain the research data. The independent variable of the study was TPR teaching, whereas the dependent variable was the listening comprehension and the expressing abilities of English vocabulary. The experimental teaching lasted for thirteen weeks. The performance data of the listening comprehension and the expressing abilities of English vocabulary were collected by TPR tests designed by the researcher during the baseline, intervention, maintenance and generalization phases. The data was obtained and analyzed through the visual analysis method and time-series C statistics. The results of this study are as follows：(A) The study indicated immediate effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room. (B) The maintenance effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room were secured in this study. (C) The study showed generalization effects of TPR on listening comprehension and expressing abilities of English vocabulary for students with mental retardation in the elementary school resource room. And (D) TPR effectively improved the English learning attitudes of mental retardation students in the elementary school resource room. Based upon the above results of this study, further discussion was addressed and suggestions for classroom instruction as well as future studies were proposed.
Description
Keywords
全肢體反應教學法, 英語學習成效, 國小資源班, 智能障礙學生, 英語字彙詞彙, Total Physical Response ( TPR ), English learning effects, Elementary school resource room, Mental retardation, English vocabulary