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21愛的鼓勵 0訂閱站台

呂宜怡(民94)C溝通式遊戲對國小六年級學童文法學習影響之研究。國立清華大學外國語文學系碩士論文。
The purpose of this study is to investigate and to compare the effectiveness of communicative games and drills in teaching children grammar and how students response to the different activities. Students were randomly assigned to the drill group, game group, and control group. Through data analyses, the three groups achieved significant gains on the posttest. And they showed significant differences on the reading and oral test in favor of the game group, but no difference was found on the listening test. The delayed posttest showed the drill and game group had slight improvement. The game group was superior to the drill group on the reading test, but no difference on the other tests. The results of attitude questionnaires showed students’ positive attitudes toward the two activities. The results of the study showed that communicative games could foster students’ learning of grammar and had equal or better effectiveness than drills. Moreover, it is suggested that games are beneficial to students’ interest of learning of English and their interaction with peers.
(Daisy)

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林蕙蓉(民90)。溝通式教學對學童英語及文化學習之效益。國立高雄師範大學教育學系博士論文。
The purpose of Communicative Language Teaching (CLT) is to cultivate the English abilities of children. This teaching approach is encouraging students to participate in the activities of the class, and to inspire the students to learn English forwardly. Instead of focused on the grammar teaching, CLT is emphasized that every single student can use the language by himself/herself well. The teacher of the class acts as a facilitator to establish the activities and the students are the roles of the interlocutors. The teacher simulates the dialogues that are our daily communications as a role play game. Though the role play game, students can create the sentences and use the words appropriately. During this role play game, if the students make some mistakes, the teacher should not correct them all the time. And the teacher should not talk too much in the class. Also, CLT let children know the festival customs of the Taiwan and foreign countries.
(Say Say)

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郭懿慧(民90)。溝通式教學觀對國小學童英語口語溝通能力影響之研究。國立花蓮師範學院國民教育研究所碩士論文。
This research is for the purpose of inquiring into the Communicative Language Teaching view to the 5th class student English communication ability’s influence, The object of study takes from the 5th class students of two class. Such as experimental group and the baseline group, in which experimental group carries on for the time eight week 16 classes type of Communicative Language Teaching. The baseline group carries on English teaching by the original way, also teaches by same group teacher. The list looked the experimental group student’s performance and the baseline group student’s performance compares doesn’t has much difference, but in the non-language performance, the experimental group students obviously prior to the baseline group students. The experimental group students obviously in the grammar, smooth, in the facial expression performance are higher than the baseline group students, as for other projects under in the performance, the experimental group and the baseline group students compares doesn’t have difference.
(小采)

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何偉軒(民95)。國小英文老師對溝通教學法的信念和實行。大葉大學應用外語研究所碩士論文。

(Mindy)

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溝通式網路學習和在台灣國小的英文教學
Content
1.The aim of this study is to investigate fifth and sixth graders in elementary school graders in elementary schools is going to be implemented in Taiwan by the year 2001 and behaviors about integrating information technology into English instruction, the
Standards adopt the Communicative Language Teaching (CLT) as guidelines for English teaching in the net and we will test perspectives of CLT from teacher’s role and students’ role in a communicative classroom , and the reasons why CLT is appropriate to be applied to teach children English in Taiwan’s elementary schools.
2. In this paper, there are three main targets for children learning English in elementary schools: basic communication ability, interests in learning English, and understanding of both the native culture and the culture of the target language teaching principles. As Internet becomes far and wide, elementary school children may use in the future. World Web Wide resources as their daily life. Besides CLT, the design rational of the Web lesson includes cultural effects. The Web lesson has two major elements and Christmas customs in the three countries. In Taiwan, we need to provide good Web lessons that foster intercultural speakers of English and give a discourse such as text or dialogues in meaningful context.
3.Course ware developers need to work with English teachers to instruct Web materials that accord English learning and teaching principles. The Web lesson presented in this paper is a first step. Current CALL materials are still not independent instructional methods especially concerning authentic communication. Finally，both English teachers and peers have a very important role to play in communicative language teaching as a communicative interlocutor and as a participant in English discourse .
(林乘勢)

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Hsin-Yi Yeh, Communicative Web Learning and English in Taiwan’s Elementary Schools, National Tsing Hua University

Useing CLT to make students feel confidence is very important that can lead students have passion to use target language in the class.
Besides indirect learning, children also need to practice in the target language. Making use of limited language resources creatively is a distinctive feature in children’ language learning (Halliwell, 1992; Scott and Ytreberg, 1990). Therefore, the teacher should provide children with a flexible variety of activities within a lesson in order to stimulate their creative use of the linguistic items at hand (Vale and Feuntenu, 1995).
The ”Lesson Plan” in this article is real referable and complete.
EX: Table1:Types of communicative activities, Table2:Table 2: Santa in America, Italy, and Spain.
We can use the Web site on information gap, choice, reading comprehension, and feedback. The online game is a powerful tool to stimulate students’ interest.
(團長)

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羅玗貞(民90)。國中英語科教師利用資訊科技於教學之研究。國立臺灣師範大學資訊教育研究所碩士論文。
IT personnel were involved in all phases of the IT integration teaching process, from brainstorming integration ideas to actual implementation, to creating computer aided tools for instructional purposes.（摘要）
It already spoken of a few game manufactures in this sis, build up an ideal city and write a letter to the material needed by the thing of own friend, manufacture festival in the game …etc., oneself is taking in to change or mix an other kind game, when use this lately- completed game to teaching should attract students on the classroom.
(Austin)

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An Exploration of Using Computer-Mediated-Communication
in the Communicative Language Learning Classroom
使用電腦媒介溝通工具輔助語言溝通能力之探討
鍾瑞卿
陸軍官校外文系

Studies of second language acquisition and theories suggest that a learner’s language system develops through communicating meaningfully and the interaction-based activities. A virtual learning environment helps, facilitates and contributes to the emergence of a dialogic learning environment as it forces the learner to pay more attention to communication. In this paper, I will attempt to explore the extent to which communicative task-based learning can be introduced to tertiary level learners of English in Taiwan via a virtual learning environment. In doing so, I will discuss what problems are encountered in the traditional language classroom and how Computer Mediated Communication (CMC) technology can be shaped to deal with those problems. A literature review concerning with communicative competence, task, and the virtual language learning will be followed by a model for the technology application of CMC in communicative language learning (CLL) classroom. Finally, approaches to this communicative task-based learning syllabus design will be proposed.
Keywords: CMC, communicative language teaching (CLT), communicative task-based learning
(Eva)