| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 107 === This study aimed to investigate the effects of CLIL co-teaching mode on the achievements of Taiwanese young English learners with various English proficiency levels in terms of health conetent knowledge and English word recognition. Six classes of 6th graders (180 participants) at a public elementary school in New Taipei City participated in this single-group study. The teaching mode was conducted once a week, each for 40 minutes and lasting for 16 weeks. All the data required for the study were collected with four instruments: the health content knowledge test, the English vocabulary test, the feedback questionnaire and the semi-structured interviews. The evaluating criteria of test results are based on the national primary and secondary school guideline.
The major findings of the study indicate that the CLIL instruction has positive effects on helping students to acquire health knowledge. Most students can achieve 83% accuracy during the test, especially on improving their aptitude of applying the knowledge in real life than the knowledge of understanding and memorizing. In addition, the results also suggest that the teaching content of the CLIL instruction will have direct impacts on the learning outcomes in both the health content knowledge and the English vocabulary test. The more relevant the content is to students’ life experience, the easier it is for them to acquire the knowledge. In addition, though the listening capability of English vocabulary was found to be improved (89%), the ability of word recognition was not significantly elevated (57%). That is, the effects of the English vocabulary ability are influenced by students’ English proficiency levels and the content of the subject. The results in this study also indicate that, the subject of the CLIL instruction, the class management style of the teacher and the English proficiency of the student would influence the acceptance level of students learning in the CLIL teaching environment.
Based upon the study results, some suggestions for the curriculum design and teaching strategies of the CLIL teaching mode are offered.
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