期刊專區/ Periodical Section

探索台灣學生在英文閱讀課中的談話內容

Exploring Student Talk in a Taiwanese English Reading Class

所屬期刊：	第3卷第2期 「課程與教學」 主編：國立政治大學教育學研究所 黃炳煌教授
系統編號：	vol009_06
主題：	課程與教學
出版年份：	2007
作者：	周利華
作者(英文)：	Li-hua Chou
論文名稱：	探索台灣學生在英文閱讀課中的談話內容
論文名稱(英文)：	Exploring Student Talk in a Taiwanese English Reading Class
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	英文
論文頁數：	26
中文關鍵字：	以教師為中心;文學討論小組;教學法
英文關鍵字：	teacher-centered;literature-based discussion groups;pedagogy
服務單位：	國立台灣海洋大學外語教學研究中心助理教授
稿件字數：	48384
作者專長：	Reading Education
投稿日期：	2006/10/21
論文下載：
摘要(中文)：	第一與第二外語的研究學者發現，在以教師為中心的傳統課堂中，教師傾向於操控大部分的交談，而課堂上談話內容大多局限於背誦交談的類型。在這種情況下，學生的聲音經常被忽視了。為使學生學習更有意義，本研究將台灣中學生在英文閱讀課中，以文學討論小組探討五篇短文內容做仔細檢視與探討。透過有系統的對談分析，顯示出學生能夠合力找出英文單字的含意，把他們的生活和故事內容融合起來，熱烈地討論故事內容，並且對故事作評論。本研究提出之文學討論小組教學法，可供目前從事以英語為外語教學的老師有另一種選擇。
摘要(英文)：	First language (L1) and second language (L2) researchers discovered that in traditional teacher-centered classrooms, teachers tend to do most of the talking, and classroom discourse in most classrooms is limited to recitation type of talk. Under such circumstances, students’ voices are ignored. To make learning meaningful, this study documents and examines the patterns of students’ talk in response to five short stories through literature-based discussion groups among Taiwanese secondary high school students in an English reading class. Students’ spoken data including report group discussions and reading response discussions were studied in detail. Through systematic discourse analysis, the result shows that students worked collaboratively to construct simple meaning, connect their lives to the stories, engage in the discussions, and comment on the stories. The study has implications for an alternative pedagogy for English teachers in contemporary English as a foreign language (EFL) classrooms.
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