The Influence of Whole Language Approach on English Language Learning: Through Analytical Lens of Activity Theory

• Main Authors: Hsiao-Chiech Kuan, 關筱潔
• Other Authors: Yueh-Hung Tseng
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/n4kz38

碩士 === 國立東華大學 === 英美語文學系 === 102 === The study aims to investigate the influence of EFL Whole Language Approach on learners’ language learning in terms of community and tool through analytical lens of Activity Theory. Qualitative case study is conducted as the guideline of this research. Five participants are vocational high school students from an English remedial course in the east part of Taiwan. The sixteen-hour Whole language course meets once a week for four hours (fifty minute a class) on weekend days, a total of four weeks. Qualitative data are collected by means of questionnaires, follow-up interviews, Students’ class works, videotaping and researcher’s field notes. These descriptive data will be categorized and coded by adopting Qualitative data analysis. This research discusses the influence of Whole Language instruction on low-achievers in terms of community and tool in the following aspects: (a) Goal-setting (b) Risk-taking (c) Collaboration (d) Confidence (e) Language Learning. The researcher also gave some suggestions for English teachers and future researchers of Whole Language instruction in this study that could be used as reference.