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Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
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| 2 |
Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ...
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Zur Rekonstruktion der Verständigung im fremdsprachlichen Klassenzimmer - Methodologische Grundlagen, blinde Flecken und empirische Herausforderungen
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 433-452 (2020)
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Fremdsprachenunterricht als Fall der dokumentarischen Unterrichtsforschung: eine Replik zum Beitrag von Bernd Tesch
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In: Jahrbuch Dokumentarische Methode. Heft 2-3/2020 ; 2-3/2020 ; JDM - Jahrbuch Dokumentarische Methode ; 453-456 (2020)
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SMARTPHONES DURING CLASS BREAK: A STUDY AT THE FEDERAL INSTITUTE OF SERGIPE – SÃO CRISTÓVÃO CAMPUS ; SMARTPHONES NO INTERVALO ESCOLAR: UM ESTUDO NO INSTITUTO FEDERAL DE SERGIPE – CAMPUS SÃO CRISTÓVÃO
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 45 (2020): Tecnologias, mídias e EaD na era global-digital ; 2237-759X ; 1413-4055 (2020)
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| 8 |
Tides of the changing same : race, class, gender and school choice in neoliberal times ...
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正念練習應用於台灣國中生英文學習 ; Mindfulness Practices In English Learning For Taiwanese Junior High School Students
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Abstract:
本研究旨在調查正念練習 (mindfulness practices) 對學生英語學習的影響。先前研究對於正念練習在美國大學生閱讀理解及台灣國小學生單字學習成就的影響已進行探討；然而，對於國中生之外語學習結果的影響仍未討論。因此，本研究欲了解在接受實施於英文課的正念練習之後，國中生的正念特質、單字學習成效、全校性英文段考成績表現、及對於正念練習看法等為何。 在本研究中，參與者為46位七年級生，其中實驗組為23位來自於同一班的同學，而控制組則是來自於另一班的23學生。實驗組於英文課堂中的前五分鐘進行正念練習、每週四次、為期10週；而控制組則接受英文單字書寫練習的實驗操作為期相同時間。本研究的分析資料包括青少年正念量表 (Child and Adolescent Mindfulness Measure test) 的測驗結果、單字測驗前後測成績、兩次全校性英文段考成績及研究問卷。所蒐集的資料以成對樣本t檢定、及獨立樣本t檢定統計方法加以分析，以呈現國中生的正念特質、單字學習成效、及全校性英文段考成績表現的改變是否有顯著差異；而問卷中量化及質化的分析結果則用來了解國中生對於正念練習的看法。 本研究結果顯示，在接受正念練習的實驗操作之前後，實驗組國中生的正念特質並沒有顯著差異；此結果可能由於低估了完整實施所有正念單元的所需時間、忽略了參與者於課堂之外自主練習的重要性、以及受到教室外部環境的干擾。另外，相較於控制組的英文單字學習成效及全校性英文段考成績表現，實施於英文課堂中起始時間的正念練習，沒有顯著改變實驗組國中生的英文單字學習結果；然而，此正念練習卻顯著增進了實驗組國中生的全校性英文段考成績。此結果可能由於藉著正念訓練，學生能學習如何維持注意力在英文學習內容上、以及知道如何調節可能出現在英文學習歷程中的壓力、焦慮、沮喪之方法；因此，本研究發現，學習如何擁有穩定的精神及情緒狀態能促使成功的英文成就表現。此外，大部分的參與者皆表示正念練習能提供英語學習良好的支持，並且也願意學習更多正念練習的知識與技巧、且在未來持續練習。 根據本研究結果，研究者建議教師應安排足夠週數的練習時間以完整實施所有正念練習單元，並建議教師能要求學生於個人時間練習課堂中所學的正念技巧。此外，在開始解說新的正念練習單元之核心概念、或操作新的正念技巧之前，也建議教師先帶領學生做呼吸練習以穩定其身心，因藉由簡短的呼吸練習，可以讓學生專注在進行中的正念活動、而不會分心於來自周遭環境的干擾。研究者也針對未來的研究，建議可調查正念練習對於其他年級的國中生之影響為何，以及採用質性研究的方法，來了解正念練習能提升國中學生之英語學習成效的可能原因為何。 ; This study aims to explore the effect of mindfulness practices on students’ English learning outcomes. Previous studies had investigated the effect of mindfulness practices on college students’ English reading comprehension and elementary school students’ vocabulary learning achievements; however, there is a lack of studies on EFL junior high students’ English learning outcomes. This study thus focuses on junior high school students’ mindfulness trait, the vocabulary learning outcomes, the performances of the school-wide monthly English tests, and students’ responses to the mindfulness program. In this study, the participants were forty-six 7th graders; 23 of them from the same class were the experimental group and 23 of them from the other class were the control one. The experimental group received the mindfulness intervention in the first five minutes of the English class four times a week for ten weeks; the control group received the written reinforcement practices as the intervention for the same period of time. The analysis data include the results of the Child and Adolescent Mindfulness Measure test (CAMM), the vocabulary tests, the two school-wide monthly English tests, and the questionnaire. The paired-samples t-test and the independent t-test were employed to understand the changes in students’ mindfulness trait, the vocabulary learning outcomes, and the English academic achievements. As for the questionnaire, the descriptive statistics were utilized to analyze the closed questions’ results and the themes were developed to know the qualitative results of the open-ended questions. The result of the experimental group’s CAMM test shows that the students’ mindfulness trait was not significantly different after the mindfulness intervention. The findings might result from underestimating the needed time for completing the program, neglecting the importance of self-practicing, and the influence of the interference from the external environment. Compared with the control group, the result of the vocabulary tests presents that mindfulness practices didn’t significantly improve the experimental group participants’ vocabulary learning outcomes. However, conducting mindfulness practices at the beginning of the English class significantly enhanced the experimental group’s English academic achievements of the school-wide English tests. The benefits of the mindfulness program could be found in students’ various English learning performances in the school-wide monthly English tests which access different aspects of English learning skills, including listening skills, reading skills, and writing skills. Through mindfulness training, students could learn how to sustain attention to the learning contents and how to deal with stress, anxiety, and depression appearing in the English learning process. This study reveals that owning a stable mental and emotional condition might facilitate English achievement success. Furthermore, a majority of the experimental participants self-reported that mindfulness practices supported their English learning and they wanted to learn more about the program for practicing it in the future. Based on the findings, the researcher suggests that teachers should arrange a sufficient length of time for completing the whole mindfulness program and teachers should also request students to practice the program individually in private. Moreover, before delivering new core messages of the mindfulness sessions or practicing new mindfulness skills, teachers are suggested to lead students to do the short breath-awareness practice. When students use the breath to calm themselves, they may be able to focus on the mindfulness activities in progress and the interference from the external environment would not distract them. Future studies are suggested to investigate the effect of mindfulness practices on elder graders in junior high schools. Studies with qualitative research methods for understanding why the mindfulness program has a potential to benefit junior high school students’ English learning are also suggested.
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Keyword:
mindfulness practices;English learning;junior high school English class; 正念練習;英語學習;國中英語課
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URL: http://140.127.82.166/handle/987654321/19765
http://140.127.82.166/bitstream/987654321/19765/1/107NPTU0238002-002.pdf
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| 10 |
Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019)
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| 11 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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| 12 |
Non ignarus docendi. Impulse zur kohärenten Gestaltung von Fachlichkeit und von Mehrsprachigkeitsdidaktik in der Lateinlehrerbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 254 S. (2019)
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Inklusive Sprach(en)bildung. Ein interdisziplinärer Blick auf das Verhältnis von Inklusion und Sprachbildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 154 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2019)
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Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
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In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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| 15 |
Inklusives Lehren und Lernen. Allgemein- und fachdidaktische Grundlagen
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 209 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung ; forschung klinkhardt) (2019)
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| 16 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ...
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| 17 |
'Below English Line': an ethnographic exploration of class and the English language in post-liberalization India
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In: Modern Asian Studies ; 52 ; 2 ; 576-608 (2019)
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| 18 |
Tides of the changing same : race, class, gender and school choice in neoliberal times
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| 19 |
Teacher Identity Construction in Teacher-Student Classroom Interactions
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In: Cross-Cultural Communication; Vol 15, No 4 (2019): Cross-Cultural Communication; 44-50 ; 1923-6700 ; 1712-8358 (2019)
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Class talk: habitus and class in parental narratives of school choice
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