文化教學融入英語課室之探究：以專題導向教學法為例
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Date
2014-03-??
Authors
許麗媛
Li-Yuan Hsu
Journal Title
Journal ISSN
Volume Title
Publisher
英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
儘管過去不乏有關的研究文化教學法的研究，但較少研究探討如何將專題式導向教學法，運用在語言能力與文化學習方面的實際成效。本研究主旨在於呈現如何在外語課室中運用此教學法，來促進學生的英語及文化知識的學習，並且探討學生對此課程的看法。研究參與對象為34 位臺灣的大一學生，資料蒐集採問卷調查及訪談的方式。研究結果顯示，學生大多對此一專題導向式課程抱持正面的態度。學生認為此課程提供較多主動學習的機會、有助於提升英語閱讀能力、並且增加他們運用線上資源的能力。至於文化學習方面，學生認為此教學法特別有助於學習跨文化相關的主題，並且使他們更瞭解其他文化。除了上述的優點之外，本研究也呈現實施專題過程中，學生所遭遇到的一些困難。
While considerable research efforts have been made to explore the effective ways of teaching culture in second and foreign language settings, few studies have been carried out on the use of projectbased instruction to promote language and culture learning. The purpose of the present study is twofold: to design a course using project-based instruction that would facilitate learning of language and culture as well as to investigate students’ perceptions toward the project-based course. Thirty-four EFL college students in Taiwan participated in this study. Data regarding students’ perceptions of the course were collected through a questionnaire as well as semistructured interviews. The results of the current study indicated that students in general had a positive attitude toward project-based instruction after participating in the course. Students viewed that project-based instruction had the advantages of offering opportunities for active learning, enhancing their English reading skills, and increasing their ability to use online resources. As for culture learning, students perceived that the project-based approach was particularly useful in learning cross-cultural topics and helped them gain more understanding toward other cultures. In spite of these advantages, the participants also reported several challenges associated with the course.
While considerable research efforts have been made to explore the effective ways of teaching culture in second and foreign language settings, few studies have been carried out on the use of projectbased instruction to promote language and culture learning. The purpose of the present study is twofold: to design a course using project-based instruction that would facilitate learning of language and culture as well as to investigate students’ perceptions toward the project-based course. Thirty-four EFL college students in Taiwan participated in this study. Data regarding students’ perceptions of the course were collected through a questionnaire as well as semistructured interviews. The results of the current study indicated that students in general had a positive attitude toward project-based instruction after participating in the course. Students viewed that project-based instruction had the advantages of offering opportunities for active learning, enhancing their English reading skills, and increasing their ability to use online resources. As for culture learning, students perceived that the project-based approach was particularly useful in learning cross-cultural topics and helped them gain more understanding toward other cultures. In spite of these advantages, the participants also reported several challenges associated with the course.