中外師協同教學對臺中市國小三年級與五年級學童英語學習興趣與態度之影響

A Study on the Impacts of Team Teaching on Taiwanese Elementary Children's English Learning Interests and Attitudes

本研究旨在探討中外師英語協同教學對臺中市國小三年級與五年級學童學習興趣與態度的影響，並探討不同階段、不同性別、不同年級下接受中外師協同教學的學童在學習興趣與態度的差異情形，以及學童校外補習對其校內接受協同教學下之學習興趣與態度的影響。本研究採調查研究法，學生樣本取自臺中市五所實施中外師英語協同教學的國小。每校隨機選取三年級與五年級各兩班學童，共計646人。自編研究工具有二，分別是「三年級學童學習英語之興趣與態度調查問卷」，以及「五年級學童學習英語之興趣與態度調查問卷」。在九個月的協同教學歷程中，所有受試者均接受三次調查，分別於2005年的三月、六月與十一月。採用之研究方法包括描述性統計、獨立樣本t檢定、配對樣本t檢定、單因子變異數分析（One-way ANOVA）。本研究主要發現如下：1、無論男女學童在剛開始接受英語協同教學時，學習興趣與態度是最正向的，並未因為接受英語協同教學而逐漸增進學習興趣與態度。2、自英語協同教學開始到結束期間，三年級學童學習興趣與態度均較五年級學童為正向。3、自英語協同教學開始到結束期間，女童的學習興趣與態度較男童為正向。4、有校外補習的學童在協同教學開始至結束，學習興趣與態度皆較無校外補習的學童為正向。校外補習有外師教學之學童在學習興趣與態度上較無外師教學之學童更為正向。最後根據研究結果，對教育行政當局、國小英語教學及未來研究提出建議。The purpose of this study was to investigate 3rd and 5th grade EFL students' learning interests and attitudes toward team teaching by Native English Speaking Teachers (NESTs) and Non-native English Speaking Teachers (NNESTs). Particularly, the study attempted to determine the differences in children's interests and attitudes toward team teaching by NESTs and NNESTs in terms of gender, grade level and period of team teaching time. In addition, the impacts of team teaching on English learning interests and attitudes of those students who attended after school program were examined. Two 3rd grade and two 5th grade classes were randomly sampled from each of four elementary schools in Taichung City.. All the participants were investigated three times during the period of team teaching, in March, June, and November 2005 respectively. There were 18 questions for 3rd graders and 19 questions for 5th graders in each survey developed by the investigator. The data was analyzed by descriptive analysis, independent sample t-test, paired sample t-test and One-way ANOVA. The main findings of this study were summarized as follows: 1. No matter boys or girls, their learning interests and attitudes were most positive at the beginning of team teaching. The participation of NESTs in team teaching did not increase students' learning interests nor improve students' learning attitudes. 2. From the very beginning to the end, the 3rd graders' learning interests and attitudes were better than the 5th graders'. 3. Girls showed more positive learning interests and attitudes during the process of team teaching. 4. From the very beginning to the end, students who attended after school program showed more positive interests and attitudes than who didn't. Particularly, for students who were taught by NESTs.