國小英語學習經驗對國中英語學習表現之影響

• Main Author: 周雪梅
• Other Authors: 詹志禹
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/10207501787592196108

碩士 === 國立政治大學 === 教育學系 === 86 === The study is based on the 1st grade students in junior high school, which are 7 municipal junior high schools among 63 ones in Taipei. The goal of this study is to explore the influence of elementary school''s English learning experience on junior high school''s English learning performance. English learning experience includes not only ''the learned'' and ''unlearned'', but also the ''starting age'', ''learning years'', ''teachers'', ''feeling about learning'', ''learning contents'' and ''learning places''; as to English learning performance, it includes the cognitive, affective and psychomotor stages. The main findings of this study list as below: Ⅰ. The differences between the learned and unlearned students at elementary school period in cognitive, affective and psychomotor stages are: (i) English cognitive stage: the learned ones who use English cognitive strategies and metacognitive strategies are superior to the unlearned. (ii) English affective stage: the learned ones whose English learning attitude, English learning motivation and English learning anxiety are superior to the unlearned. (iii) English psychomotor stage: the learned ones whose skills of English listening proficiency, reading proficiency, writing proficiency and oral proficiency are superior to the unlearned. Ⅱ. The different experiences of the learned in English cognitive, affective and psychomotor stages are: (i) English cognitive stage: the starting ''age'' and learning ''places'' at elementary school period in English cognitive stage make no significant difference. The longer ''years'', the more interesting ''feeling'' and more complete ''content'' the students had the better cognitive performance they make. The ''teachers'' who taught the students in childhood make no significant difference in using cognitive strategies, but the foreign teacher and the united teaching are superior to the Chinese teacher while the students use metacognitive strategies. (ii) English affective stage: the learning ''places'' at elementary school period make no significant difference on English affective stage. The longer ''years'' and the more complete ''content'' they learned the better performance the students make. The starting ''age'' of learning English merely makes difference on English learning motivation-- the younger the learning age started the stronger motivation the students have. The ''teachers'' only make significant difference in English learning anxiety-- the foreign teacher and the united teaching are superior to the Chinese teacher. Learning ''feeling'' makes significant difference in English learning attitude and motivation-- the more interesting they felt about classes the better affective performance they make. (iii) The psychomotor stage: the starting ''age'' makes significant difference in English reading proficiency-- the younger the learning age started the better English reading proficiency the students make. The learning ''years'' make significant difference in English listening, reading and writing proficiency--the longer years the students learned the better performance they make. The ''teachers'' merely make significant difference in English reading proficiency--the foreign teacher and the united teaching are superior to the Chinese teacher. Learning ''feeling'' makes significant difference in English reading proficiency-- the more interesting the students felt the better English reading proficiency they have. The learning ''places'' make significant difference in English oral proficiency-- the tutor style makes better performance in English oral proficiency.