The Effects of Implementation Project of Bilingual Instruction in PE Subject Teaching on Taiwanese Fourth Graders’ PE Content Knowledge and English PE Content Word Recognition

Abstract

　　本研究在探討國小四年級階段實施「國民中小學部分領域課程雙語教學實施計畫」– 英語融入體育學科教學對於國小四年級–體育領域知識、英語體育單字習得成效的影響和學生對於此實驗教學的經驗回饋。本研究對象為高雄市某國小四年級二個班級共40位學生，為期八週，每週兩節。本研究採取學科內涵與語言融合學習教學法 (CLIL)，研究資料收集為兩部分，學科內容習得及英語單字均透過前後測，以混合設計二因子變異數分析來進行比對學生是否習得領域知識及分析學生英語體育內容單字習得的數據。之後以問卷收集整理，學生對於部分領域課程雙語教學實施計畫教學的回饋，希望藉由此研究可發現英語融入體育學科對學生學習動機之影響關係，提升學生英語學習之效益，並增進教師專業成長。研究結果發現，在體育學科知識方面，實驗組優於控制組(F=104.59，p<.05)，在英語字彙能力習得方面，實驗組優於控制組(F=8.01，p<.05)；CLIL課程問卷也呈正向回饋，學習動機與態度也有所成長。結論：無論英語是否介入體育教學，學生仍可習得體育學科知識，而大多數學生也都能接受CLIL教學並給予肯定。　　This study aimed to find out the effects of implementation project of bilingual instruction in PE subject in elementary school， teaching PE content knowledge and English PE content words to 40 fourth graders in Kaohsiung city by using CLIL. The teaching mode was conducted twice a week， each for 40 minutes and lasting for eight weeks. Research data required for this study were collected from pretest and posttest of the content knowledge test and the English PE content words test by using mixed－design ANOVA， and also get the feedback questionnaire as evaluation. The result of the study indicate that the CLIL instruction has positive effects on helping students to acquire PE knowledge(F=104.59，p<.05). As for the English PE content words the results also shows the CLIL instruction in teaching English PE content words has direct impacts(F=8.01，p<.05). In addition， the feedback questionnaire also indicates that most of the students give the positive feedback. The study conclusions include： the implementation project of bilingual instruction in PE subject is helpful for subject content knowledge and English PE content words. Moreover， the fourth graders maintained a very positive attitude toward receiving bilingual education