靜心冥想法融入英語教學對國小五年級學童英語字彙學習成就的影響-以注意力為中介變項
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2011
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Abstract
本研究的主要目的在探討「靜心冥想法融入英語教學」對於國小五年級學童英語字彙學習成就的影響。此外，也試圖探究「靜心冥想法融入英語教學」是否透過「注意力」的中介關係影響英語字彙學習的成就。研究方法採準實驗設計中的不等組前後測設計，以臺北市某所國小兩個班級的五年級學童為對象：實驗組與控制組各23名學生。實驗組接受為期12週，每週兩節課（80分鐘）的「靜心冥想法融入英語教學」課程，控制組則未接受實驗處理。
本研究在「英語字彙學習成就」的分析部分，是以研究者自編的「英語字彙起始能力測驗」與「英語字彙學習成就測驗」為評量工具；在「注意力」的部分，則以「多向度注意力測驗」中的分測驗三為評量工具。實驗課程結束後進行後測，所得之資料以獨立樣本單因子共變數分析及線性迴歸進行統計處理，以瞭解本實驗教學之成效。
本研究結果顯示：
一、「靜心冥想法融入英語教學」課程能顯著提升學童的「英語字彙學習成就」。
二、「靜心冥想法融入英語教學」課程未能顯著提升學童的「注意力」。
三、「注意力」對於提升學童的「英語字彙學習成就」並無顯著的中介效果。
最後，研究者針對本研究的結果加以討論，並提出具體建議以做為日後「靜心冥想法融入英語教學」應用在國小英語字彙教學或未來相關研究之參考。
The study aimed to investigate the effects of meditation integrated to English teaching on English vocabulary learning achievement. Besides, the correlation between the meditation integrated to English teaching and English vocabulary learning achievement with attention as a mediator was also included in this investigation. This study was a quasi-experimental design. The participants were 46 fifth-graders at an elementary school in Taipei City; they were divided into two groups: 23 students in the experimental group and 23 students in the control group. The 23 students in the control group received normal English instruction, whereas the 23 students in the experimental group received the meditation integrated to English instruction for 12 weeks. Each week conducted two periods; each period covered 40 minutes. In terms of assessment instruments, the following three quantitative instruments were conducted since the study adopted the quantitative research method. The instruments were Initial English Vocabulary Ability Test, English Vocabulary Learning Achievement Test and the sustained attention subtest of Multi-dimensional Attention Test. Initial English Vocabulary Ability Test and English Vocabulary Learning Achievement Test were utilized to examine the performances of participants on English vocabulary learning achievement. The sustained attention subtest was to examine the performances of participants on attention. As to the data analysis, the pretest and posttest data were analyzed by one-way ANCOVA and regression. According to the data analysis, the results of the study were as follows: 1. The meditation integrated to English instruction significantly improved the performance of students on English vocabulary learning achievement. 2. The meditation integrated to English instruction did not significantly improve the performance of students on attention. 3. There was no mediating effect between attention and the performance of participants on English vocabulary learning achievement. Based on the results of the study, some suggestions were made for the directions of the future research.
The study aimed to investigate the effects of meditation integrated to English teaching on English vocabulary learning achievement. Besides, the correlation between the meditation integrated to English teaching and English vocabulary learning achievement with attention as a mediator was also included in this investigation. This study was a quasi-experimental design. The participants were 46 fifth-graders at an elementary school in Taipei City; they were divided into two groups: 23 students in the experimental group and 23 students in the control group. The 23 students in the control group received normal English instruction, whereas the 23 students in the experimental group received the meditation integrated to English instruction for 12 weeks. Each week conducted two periods; each period covered 40 minutes. In terms of assessment instruments, the following three quantitative instruments were conducted since the study adopted the quantitative research method. The instruments were Initial English Vocabulary Ability Test, English Vocabulary Learning Achievement Test and the sustained attention subtest of Multi-dimensional Attention Test. Initial English Vocabulary Ability Test and English Vocabulary Learning Achievement Test were utilized to examine the performances of participants on English vocabulary learning achievement. The sustained attention subtest was to examine the performances of participants on attention. As to the data analysis, the pretest and posttest data were analyzed by one-way ANCOVA and regression. According to the data analysis, the results of the study were as follows: 1. The meditation integrated to English instruction significantly improved the performance of students on English vocabulary learning achievement. 2. The meditation integrated to English instruction did not significantly improve the performance of students on attention. 3. There was no mediating effect between attention and the performance of participants on English vocabulary learning achievement. Based on the results of the study, some suggestions were made for the directions of the future research.
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Keywords
靜心冥想, 英語字彙學習成就, 注意力, meditation, English vocabulary learning achievement, attention