運用意識提升英語文法教學於國小外語：文法學習之效益研究

This study investigated the effects of consciousness-raising grammar teaching on EFL 6th graders’ learning of the English future tense as well as the participants’ opinions about consciousness-raising grammar teaching activities. Forty 6th graders, 20 in the high-level group and 20 in the low-level group, participated in the study for 8 weeks, twice a week, receiving consciousness-raising grammar teaching with the same activities. Pre-test and post-test were administered before and after the instruction. A questionnaire concerning consciousness-raising grammar teaching was distributed to gain the participants’ views about the activities. Paired sample t test and independent sample t test were used for analysis. The results showed that both high- and low-achievers’ performance in the posttest as compared to that in the pretest reached statistical significance. The low-achievers made even more progress than high-achievers; nevertheless, no claim can be made that conscious-raising grammar tasks are more effective for the performance of the low-achievers than the high achievers. Moreover, the participants had positive opinions about consciousness-raising tasks. The findings are in line with the previous studies (Ellis & Fotos, 1991; Fotos, 1993; Hu, 2008; Wang, 2008; Yip, 1994) concering the effecs of consciousness-raising activities.本研究探究意識提升文法教學對臺灣小六生英語未來式句型的學習成效。研究問題為：一，意識提升文法教學對高、低分組學生何者的學習成效較佳？二，研究對象對意識提升文法教學活動之看法為何？ 研究者對北市公立國小62位小六生施以劍橋兒童英語測驗，將分數在前、後各33%者，選為高分組及低分組，各20人。進行八週，每週兩次意識提升文法教學。以前、後測檢驗其對目標句型的熟悉程度。實驗教學後，以問卷調查研究對象對教學活動看法。 結果顯示，各組前、後測成績比較皆達顯著差異，且低分組進步幅度明顯多於高分組，但無法斷言意識提升文法教學活動對低分組有較佳成效。研究對象肯定意識提升文法教學活動。據此，研究者提出教學及研究建議