| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 93 === Abstract The purposes of this study are to explore the effect of implementing multiple English teaching approaches on the eighth grade Junior High School Students’ English learning achievement, learning attitudes and also to examine the performances on their multiple intelligences and the changing of their interpersonal relationship. The pretest-posttest nonequivalent group design is adopted. 39 students was assigned to the experimental group, instructed by multiple English teaching approaches, and 38 students as the control group instructed by the traditional lecture method. This study is carried out for 16 weeks. Following are the main findings of this study. 1. The effect of English learning achievement The experimental group’s posttest scores on seven units, three school exams and the English test of The Basic Competence Test for Junior High School Students in 1993 are all higher than the control group’s, and five out eleven tests are significantly higher than the control group’s. 2. The effect of English learning motivation (1) The experimental group’s posttest scores are higher than the control group’s, and five out eight levels are significantly higher which are “liking”, “devoting”, “competency”, “intrinsic motivation” and “total scores”, respectively. (2) Comparing experimental group’s pretest and posttest learning motivation scores, four posttest levels are significant higher than pretest that are “liking”, “devoting”, “competency” and “total scores”. However, for the control group, there is no significant difference found between the pretest and posttest scores. 3. The effect of English learning attitudes (1) For learning attitude, four out six levels of the experimental group’s posttest scores are significantly higher than control group’s. They are “curriculum”, “assignment”, “teacher” and “total scores”, respectively. (2) Comparing experimental group’s pretest and posttest learning attitudes scores, four out six levels of posttest scores are significantly higher than pretest that are “curriculum”, “assignment”, “teacher” and “total scores”. Contrarily, there is no significant difference between the pretest and posttest scores for control group’s learning attitudes scores. 4. Learning motivation and attitudes of Experimental groups Based on the experimental group students’ responses to learning motivation and attitude questionnaire, we found: (1) Over 82% experimental group students approved that multiple English teaching approaches promoted their interest and motivation in learning English. (2) Over 64% experimental group students believed they were more aggressive than before. 5. The performances of multiple intelligences and students’ interpersonal relationship (1)For experimental group, the multiple intelligences performances posttest scores are higher than the pretest scores. The significant differences happen on “linguistic”, ”interpersonal” and ”intra-personal” intelligences. (2)Over 84% experimental group students considered their interpersonal relationship was improved. In conclusion, compared with the traditional lecture method, multiple English teaching approaches has significantly positive effect on promoting Junior High School Students’ English learning achievement, learning attitudes and the performances of multiple intelligences and interpersonal relationship.
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