探索台湾学生在英文阅读课中的谈话内容.PDFVIP

探索台灣學生在英文閱讀課中的談話內容 探索台灣學生在英文閱讀課中的談話內容 周利華 國立台灣海洋大㈻外語教㈻研究㆗心助理教授 摘 要 第一與第二外語的研究學者發現，在以教師為中心的傳統課堂中，教 師傾向於操控大部分的交談，而課堂上談話內容大多局限於背誦交談的類 型。在這種情況下，學生的聲音經常被忽視了。為使學生學習更有意義，本 研究將台灣中學生在英文閱讀課中，以文學討論小組探討五篇短文內容做仔 細檢視與探討。透過有系統的對談分析，顯示出學生能夠合力找出英文單字 的含意，把他們的生活和故事內容融合起來，熱烈地討論故事內容，並且對 故事作評論。本研究提出之文學討論小組教學法，可供目前從事以英語為外 語教學的老師有另一種選擇。 關鍵詞：以教師為中心、文學討論小組、教學法 教育研究與發展期刊（第三卷第二期） 2007.06 137 Journal of Educational Research and Development 探索台灣學生在英文閱讀課中的談話內容 Exploring Student Talk in a Taiwanese English Reading Class Li-hua Chou Assistant Professor, Foreign Language Teaching and Research Center, National Taiwan Ocean University Abstract First language (L1) and second language (L2) researchers discovered that in traditional teacher-centered classrooms, teachers tend to do most of the talking, and classroom discourse in most classrooms is limited to recitation type of talk. Under such circumstances, students’ voices are ignored. To make learning meaningful, this study documents and examines the patterns of students’ talk in response to five short stories through literature-based discussion groups among Taiwanese secondary high school students in an English reading class. Students’ spoken data including report group discussions and reading response discussions were studied in detail. Through systematic discourse analysis, the result shows that students worked collaboratively to construct simple meaning, connect their lives to the stories, engage in the discussions, and comment on the st