運用CLIL雙語教學模式探討國小二年級學生在學科相關字彙能力與雙語生活課之學習表現

簡易檢索 / 詳目顯示

回結果列表

研究生：	劉于婷 Liu, Yu-Ting.
論文名稱：	運用CLIL雙語教學模式探討國小二年級學生在學科相關字彙能力與雙語生活課之學習表現 Bilingual Instruction in Life Curriculum under the Framework of CLIL: A study of grade two students' acquisition of subject- related vocabulary and learning performance of content learning
指導教授：	羅文杏 Luo, Wen- Hsing
口試委員:	陳正婷余立棠
學位類別：	碩士 Master
系所名稱：	竹師教育學院 - 英語教學系 English Instruction
論文出版年：	2024
畢業學年度：	112
語文別：	英文
論文頁數：	73
中文關鍵詞：	雙語課程、內容學科整合學習、學科內容學習、學習態度、生活課程、字彙學習
外文關鍵詞：	bilingual lessons, CLIL, content learning, learning attitude, Life Curriculum, vocabulary learning
相關次數：	點閱：2 下載：0
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

本研究旨在透過研究二年級學生在學科內容學習、學科相關詞彙的學習表現及其對內容與語言整合學習（CLIL）的學習態度，探討學生在雙語課程的學習表現。
本研究共有30名二年級學生參與，他們接受了為期四週的雙語生活課程。透過雙語
生活學習單、雙語生活習作、字彙前測和後測以及問卷調查收集量化分析數據，以
評估雙語教學的影響。
研究結果顯示，學生在內容學習方面有所進步，包括理解什麼東西能製作肥皂水以及什麼工具能製作泡泡。此外，後測顯示學生能夠正確配對學科單字的中文和英文意思。最後，大多數學生對雙語課程表現出積極正向的態度，他們表示 CLIL 教學活動非常豐富有趣。本研究建議未來可以探索雙語教學對其他語言技能（如口說和聽力）的影響，以及在不同單元中實施該課程，以檢驗其對學習者知識和詞彙識別的更廣泛影響。

With globalization, English learning has become increasingly crucial, leading to the adoption of bilingual programs in Taoyuan since 2018. This study aims to investigate second graders' outcomes in content learning, word recognition, and their attitudes toward Content and Language Integrated Learning (CLIL) in a new elementary school. The
participants were 30 second graders who received a bilingual Life Curriculum over four weeks. Quantitative data were collected through worksheets, workbooks, pre- and posttests, and questionnaires to assess the impact of the bilingual lessons.
The results revealed that students learned the content, including understanding what helps make soap water and what aids in creating bubbles. Furthermore, students were able to match Chinese and English vocabulary correctly. The majority of students expressed positive attitudes toward the bilingual lessons, indicating their engagement and satisfaction with the CLIL approach.
The limitations of the study were acknowledged, and suggestions for future research include exploring the impact of bilingual education on other language skills such as speaking and listening, as well as implementing the program across different units to examine its broader effects on learners' knowledge and word recognition.

Abstract    i
中文摘要    ii
誌謝    iii
Contents    iv
List of Tables    viii
List of Figure    ix
Chapter One Introduction    1
1.1 Background of the Study    1
1.2 Purpose of the Study    3
1.3 Significance of the Study     4
1.4 Definition of Terminology     7
1.4.1 Bilingual Education Policy    7
1.4.2 CLIL    7
1.4.3 Four Major Principle of Competency- Oriented Teaching    7
1.4.4 Translanguaging    8
1.4.5 Life Curriculum    8
Chapter Two Literature Review    10
2.1 Definition of CLIL    10
2.2 Framework of CLIL    11
2.2.1 Content    11
2.2.2 Communication     12
2.2.2.1 The Language Triptych    12
2.2.3 Cognition    14
2.2.4 Culture    15
2.3 Word Recognition    16
2.3.1 Word sounds    17
2.3.2 Word forms    17
2.3.3 Word meanings    17
2.3.4 Word use    18
2.4 Implementation of CLIL in Taiwan    18
2.5 Learning Performance    20
2.6 Empirical Studies on CLIL    21
Chapter Three Methodology    25
3.1 Research Design    25
3.2 Setting and Participants    25
3.3 Research Instruments    26
3.3.1 Vocabulary Test    26
3.3.2 Worksheet    27
3.3.3 Workbook    27
3.3.4 Questionnaire    28
3.4 Data Collection    31
3.5 Teaching Materials    31
3.6 Procedure    32
3.7 Consent Form    33
3.8 Data Analysis    33
3.8.1 Pre- and post- test    33
3.8.2 Worksheet and Workbooks    34
3.8.3 Questionnaire    34
3.9 Research Ethics    34
Chapter Four Results of Data Analysis    35
4.1 The Results of Worksheet and Workbooks    35
4.2 The Results of Pre-test and Post-test    36
4.3 The Results of Questionnaire    38
Chapter Five Discussion of Findings    41
5.1 Learning Performance of Content Learning    41
5.2 Learning Performance of Subject- Related Vocabulary    42
5.3 Students Attitude Toward Unit of Bubbles    43
5.4 Summary of Findings                         45
Chapter Six Conclusion and Suggestions    46
6.1 Limitations of the Study    46
6.2 Instructional Implication    46
6.2.1 Suggestions for Bilingual Life Curriculum    46
6.2.2 Suggestions for Further Studies    47
6.3 Conclusions    48
References    49
Appendix A Vocabulary Test (Pre-test)    58
Appendix B Vocabulary Test (Post-test)    59
Appendix C Worksheet I    60
Appendix D Worksheet II    61
Appendix E Questionnaire    62
Appendix F CLIL Lesson Plan    64
Appendix G Consent Form    73
 
List of Tables
Table 1 CLIL Action Research on Learning Performance    23
Table 2 Data Sources    31
Table 3 The Integration of Technology and Hand-on Activities into Instruction    32
Table 4 The Procedure of the Research    33
Table 5 Results of Worksheet and Workbook    35
Table 6 Result of Pre-test and Post-test Table    36
Table 7 Number of Students Answering Correctly in Vocabulary Test    37
Table 8 Result of Questionnaire Table    38
Table 9 Results of Four Aspect of Each Question    39
 
List of Figure
Figure 1 Workbook Section1    28
Figure 2 Workbook Section2    28
Figure 3 The Questionnaire with Four Aspects    30


                                

Arain, M., Campbell, M. J., Cooper, C. L., & Lancaster, G. A. (2010). What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology, 10, 67. https://doi.org/10.1186/1471-2288-10-67
Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism. (6th ed.). Bristol, UK: Multilingual Matters.
Beaudin, C. (2021). A classroom-based evaluation on the implementation of CLIL for primary school education in Taiwan. English Teaching & Learning, 46(2), 133-156. https://doi.org/10.1007/s42321-021-00093-3
Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive. domain. New York, NY: David McKay Co Inc.
Brooks, J. S., & Normore, A. H. (2010). Educational leadership and globalization: Literacy. for a global perspective. Educational Policy, 21(4), 52-82.
Brown, H. D. (1980). Principle of language learning and teaching. Englewood Cliffs, NJ: Prentice-Hall.
Cenoz, J., & Gorter, D. (2015). Minority languages, state languages, and English in European. education. In W. E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual and multilingual education, 473-483. Malden, MA: Wiley-Blackwell.

Chang, Y. F. (2020). A discussion on the 2030 bilingual country policy. Taiwan Educational. Review Monthly, 9(10), 19-21.
Chen, C. T. (2006). A study of achievement of learning by using multimedia-assisted seismic. hazard mitigation instructions –An example of the 3rd grade students (ID: 094NTCTC147022). National Digital Library of Theses and Dissertations in Taiwan.
Chien, Y. C. (2019). Fostering CLIL in which students learn subjects in English. HELLO! E.T., 113, 3-5.
Coyle, D. (1999). Supporting students in content and language integrated learning contexts: Planning for effective classrooms. In J. Masih (Ed.), Learning through a foreign language: Models, methods and outcomes, 46-62. London, UK: Centre for Information on Language Teaching and Research.
Coyle, D. (2005). Planning tools for teachers. Nottingham, UK: University of Nottingham.
Coyle, D. (2007). Content and language integrated learning: Towards a connected. research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562.
Coyle, D., Holmes, B., & King, L. (2009). Towards an integrated curriculum- CLIL national. statement and guidelines. https://doi.org/10.1371/journal.pone.0085878.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge, UK: Cambridge University Press.
Dalton-Puffer, C. (2011). Content and language integrated learning: From practice to. principles. Annual Review of Applied Linguistics, 31, 182-204.
Department of Planning. (2018). Fully activating bilingualism in the education system and. cultivating bilingual talents for Taiwan's global competitiveness.
EACEA and Eurydice. (2012). Eurostat key data on teaching languages at school in Europe. Retrieved from: http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/143EN.pdf.
Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels, Belgium: Eurydice European Unit. Retrieved from http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf.
García, O. (2009). Bilingual education in the 21st century. Hoboken, NJ: Wiley-Blackwell.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and bilingual. education. Basingstoke: Palgrave Macmillan.
Guo, Y. L. (2010). L2 vocabulary acquisition through reading—Incidental learning and. intentional learning. Chinese Journal of Applied Linguistics, 33, 74-93.
Hsiang, Y. F. (2019). Effects of CLIL instruction on health science knowledge learning. achievement and English vocabulary ability of fifth grade students with different English proficiency levels. Retrieved from https://hdl.handle.net/11296/vm3wz8.

Hsu, C. C. (2020). An action research approach to the development and implementation of. CLIL-oriented experimental bilingual curriculum. https://hdl.handle.net/11296/253gj4.
Hsu, M. R. (2019). The impacts of immersing English into health subject teaching on. Taiwanese third graders’ health content knowledge and English health content word recognition. National Taipei University of Education, Taipei, Taiwan, R.O.C.
Huang, H. L. (2011). The application of CLIL to improve elementary school students' English speaking ability and international environmental education literacy in life curriculum. Retrieved from https://www.airitilibrary.com/Publication/alDetailedMesh1?DocID=U0002-0901202200050400.
Huand, T. Y. (2023). The Effect of Applying CLIL in Integrative Activities on English Listening and Learning Attitude of
Primary Sixth Graders with Different English Proficiency Levels.
Kao, S. M., & Tsou, W. L. (2021). Bilingual education is not equivalent to English education: Establishing a Taiwanese model for bilingual education. Bilingual Education in Taiwan: Challenges and Countermeasures, 253-275.
Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Pergamon Press.
Lin, T. B. (2020). The future of bilingual education in Taiwan: Constructing a localized. model. Taiwan Educational Review Monthly, 9(10), 8-13. https://www.AiritiLibrary.com/Publication/Index/P20130114001-202010-202010060018-202010060018-8-13.
Lin, Y. C. (2020). Content and language integrated learning (CLIL) in mathematics class. among third graders: An action research. National Taipei University of Education. Retrieved from http://dx.doi.org/10.6344/THE.NTUE.CICT.015.2020.F02
Lin, Z. B., & Wu, Q. W. (2021). Challenges and responses to promoting bilingual education. in public junior high schools: From policy to practice. Educational Research Monthly, 321, 30-42.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129-147.
Luo, W.H., & Chien, C. W. (2018). The application of CLIL in the integrated activities field. Exploring CLIL: A Resource Book. 153-168.
Luo, W.H. (2021). Challenges faced in implementing bilingual education in Taiwanese. elementary schools and feasible suggestions for teacher professional development. Educational Research Monthly, 321, 78-97.
Luo, J. L. (2007). Action research on the feasibility of implementing CLIL in elementary. English education. National Taipei University of Education. Retrieved from https://hdl.handle.net/11296/28b9gu
Marsh, D. (2002). CLIL/EMILE: The European dimension. Actions, trends and foresight potential. University of Jyväskylä.
Marsh, D., Maljers, A., & Hartiala, A. K. (2001). Profiling European CLIL classrooms. Jyväskylä University.
Marsh, D., & Marsland, B. (1999). Learning with languages: A professional development. programme for introducing content and language integrated learning: English upper secondary education. Finland: University of Jyväskylä.
Mirzaii, M. (2012). Implicit vs. explicit vocabulary learning: Which approach serves long-term recall better. 3L: Language, Linguistics, Literature, 18(2), 1-12.
Nation, I. (2001). Learning vocabulary in another language. Cambridge: Cambridge. University Press.
National Development Council. (2018). Blueprint for developing Taiwan into a bilingual. nation by 2030. Retrieved from https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255
National Reading Panel. (2000). Report of the national reading panel: Teaching children to. read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Retrieved from https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Pai, Y. C. (2021). The effects of bilingual instruction on life-course content knowledge. learning and English listening ability of first graders with various English proficiency levels. National Taipei University of Education. Retrieved from https://hdl.handle.net/11296/aznq96
Painawadee, G. (2023). Using Content and Language Integrated Learning (CLIL) to Design English Lesson Plans to Improve Subject-related Vocabulary of Fifth and Sixth Graders: A Case of a Public Elementary School in Taiwan.
Pastor, F. J. C. (n.d.). The CLIL Tool Kit: Transforming theory into practice. Retrieved from. https://www.academia.edu/6654950/4_The_CLIL_Tool_Kit_Transforming_theory_into_practice
Robertson, R. (1995). Glocalization: Time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (25-44). London: SAGE.
Ruiz de Zarobe, Y., & Cenoz, J. (2015). Way forward in the twenty-first century in content- based instruction: Moving towards integration. Language, Culture and Curriculum, 28(1), 90-96.
Tian, N. Q. (2020). On the teaching competencies required for elementary bilingual teachers. Taiwan Educational Review Monthly, 9(9), 51-56.

Tsou, W. L., Kao, S. M., & Chen, H. C. (2018). The core spirit of content and language. integrated teaching. Exploring CLIL: A Resource Book. 9-20. Bookman Books, Ltd.
Tsou, W. L. (2019). The implications of globalization for English education in Taiwan. General Education on Line, 81, 22-24.
Tsou, W. L. (2020). Teacher training for bilingual education in Taiwan. The Educator Bimonthly, 622, 30-40.
Tsou, W. L. (2021a). Glocalization and Taiwan’s bilingual education. Journal of Education. Research, 321, 17-29.
Tsou, W. L. (2021b). Concepts and practices of bilingual instruction. The Educator Bimonthly, 626, 6-13.
Tsou, W. L., & Huang, Y. P. (2022). Global localization of curriculum planning for bilingual. education in Taiwan. A Resource Book for Bilingual Education in Taiwan: A Glocalized Design & Practice. 9-20.
Wang, R. H. (2020). The learning outcomes of embedding CLIL in an EFL context: Language performance, content knowledge and affective factors. University of Taipei. Retrieved from https://hdl.handle.net/11296/2zjy2k
Wang, T. Y. (2019). Employing CLIL framework in a traditional CSL listening class of a tertiary immersion program. Taiwan Journal of Chinese as a Second Language, 19, 1-19.
Wang, G. C. (2023). Using content and language integrated learning (CLIL) to design English lesson plans to improve subject-related vocabulary of fifth and sixth graders: A case of a public elementary school in Taiwan. Feng Chia University. Retrieved from https://hdl.handle.net/11296/v6pvrq
Wolff, D. (2003). Content and language integrated learning: A framework for the development of learner autonomy. Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment, 198-210.
Yang, W. (2016). An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives. Latin American Journal of Content & Language Integrated Learning, 9(1), 64-109. https://doi.org/10.5294/laclil.2016.9.1.4
Yan, A. C. (2021). The bilingual programs we have implemented over the years. The. Educator Bimonthly, 626, 14-18.

簡易檢索 / 詳目顯示

相關論文