雙語教學情境下教師不同影片註解呈現方式對於提升臺灣學生之專業英語單字識別的影響

Abstract

本研究探討在學科導向的雙語教學背景下教師不同影片註解的應用方式對第二外語學習者專業英語單字識別的影響。本研究採用雙語物理教學情境並招募91名電子系與資訊工程系的大一學生參與實驗。上述受測者於雙語物理教學時有兩次觀看物理學科相關影片的機會，並於實驗中被分為四組。在第二次觀看影片時，每組受測者分別接受四種教師不同影片註解應用方式的其中一種: 1. pre-emptive FonF結合教師的口語講述並搭配文字為主(verbal-based)的影片註解, 2. pre-emptive FonF結合教師的口語講述並搭配非文字為主(nonverbal-based)的影片註解, 3. reactive FonF 結合教師的口語講述並搭配文字為主(verbal-based)的影片註解以及 4. reactive FonF 結合教師的口語講述並搭配非文字為主(nonverbal-based)的影片註解。研究結果發現上述四種影片註解呈現方式皆能顯著提升臺灣第二外語學生在學科導向的雙語教學情境下之專業英語單字識別程度。此外，量化測驗結果顯示文字為主的影片註解比非文字為主的影片註解更能有效地幫助專業英語單字的識別。問卷結果顯示大部分學生覺得教師影片註解的使用不僅幫助語言學習也加強了對於物理學科知識的認識。本研究提供實驗證據支持教師不同影片註解在雙語教學情境下對於專業英語單字識別的教學價值，也特別強調對於低程度的學習者，提供文字為主的影片註解，清楚呈現單字的拼寫方式並配合教師的明確教學講述(explicit teaching)對於專業學科字的學習是重要且有效的。This study investigated the effects of instructors’ applications of various video annotation techniques on L2 learners’ professional word recognition in the bilingual teaching context in Taiwan. Ninety-one Taiwanese freshman students from the Department of Electronics and the Department of Computer Science and Information Engineering were recruited from a technical university in Taiwan. The subject of physics was selected as the content area for the bilingual classroom, and the participants were separated into four groups and watched the physics-related video twice. During the second viewing, each group of participants watched the video under one of four viewing conditions where: 1. pre-emptive FonF and verbal lecture +verbal-based video annotations (pre +Lv), 2. pre-emptive FonF and verbal lecture +nonverbal-based video annotations (pre +Lv-non), 3. reactive FonF and verbal lecture +verbal-based video annotations (re +Lv) and 4. reactive FonF and verbal lecture +nonverbal-based video annotations (re +Lv-non) were provided. The results revealed that the four types of instructors’ video annotating treatment significantly enhanced L2 learners’ physics-related professional word recognition in the bilingual teaching context, with the verbal-based video annotation manifesting a more transparent effect than nonverbal-based video annotation. The quantitative results of this study provided experimental evidence that supported the instructors’ manipulations of pre-emptive and reactive FonF and verbal-based and nonverbal-based video annotations in terms of L2 professional word recognition in the bilingual teaching contexts and highlighted the value of verbal-based annotations in explicitly presenting the spellings of learners’ unknown words, especially for low-proficient learners. In addition, participants’ answers to the attitudinal survey suggested that most learners valued instructors’ use of video annotation for both learning English professional words and studying physics subject content.