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Regional Identity in Ukraine: Formation Factors and Functions
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In: Studia Politica: Romanian Political Science Review ; 19 ; 3-4 ; 491-513 (2020)
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Integration Geflüchteter in nordrhein-westfälischen Städten und Gemeinden
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In: 12 ; FGW-Studie Integrierende Stadtentwicklung ; 79 (2020)
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Integration Geflüchteter in groß- und kleinstädtischen Räumen in NRW: Zugang zu Wohnung, Arbeit und Kontakten
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In: 12 ; FGW-Impuls Integrierende Stadtentwicklung ; 4 (2020)
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Bildungsforschung mit Daten der amtlichen Statistik ; Educational research with data of official statistics
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In: Fickermann, Detlef [Hrsg.]; Weishaupt, Horst [Hrsg.]: Bildungsforschung mit Daten der amtlichen Statistik. Münster ; New York : Waxmann 2019, S. 11-18. - (Die Deutsche Schule, Beiheft; 14) (2019)
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Bildungsforschung mit Daten der amtlichen Statistik
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In: Münster ; New York : Waxmann 2019, 267 S. - (Die Deutsche Schule, Beiheft; 14) (2019)
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Symbolische Grenzziehungen und nationale Herkunft: eine explorative Studie über Distinktionsprozesse an einer multinationalen Schule in Brüssel
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In: 36 ; Berliner Studien zur Soziologie Europas / Berlin Studies on the Sociology of Europe (BSSE) ; 31 (2017)
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Interkulturelle Arbeitswelten in Luxemburg: Mehrsprachigkeit und kulturelle Vielfalt am Arbeitsplatz von Grenzgängern
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In: interculture journal: Online-Zeitschrift für interkulturelle Studien ; 11 ; 17 ; 73-92 ; Interkulturalität verstehen: Ansätze aus den Bereichen Management, Training, Didaktik und Linguistik (2015)
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Well-Being in Germany: GDP and Unemployment Still Matter
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In: 196 ; RatSWD Working Paper Series ; 31 (2015)
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| 9 |
Provincial poverty dynamics in Lao PDR: a case study of Savannakhet
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In: Journal of Current Southeast Asian Affairs ; 31 ; 3 ; 3-27 (2014)
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城鄉差異之遊戲教學的執行現況與看法 ; Implementation and Perceptions of EFL Games in Relation to Regional Difference
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Abstract:
藉由遊戲來學習外語是一種基本的課室教學活動。雖然過去文獻已證實遊戲教學的成效，直至今日，僅有少部分研究檢視此類活動在實際課室教學中的實行狀況。因此，本研究旨在探討遊戲教學在南臺灣小學的執行現況。此外，師生間對遊戲教學的態度比較、與城鄉差異也涵蓋在研究範圍。受試者是來自四個不同地區〈高雄市、高雄縣、屏東市、屏東縣〉的40位英文老師和222位小學生。藉由問卷調查的方式，本研究有許多重要的發現。第一，在40位老師之中，有39位近期在課室教學中執行過遊戲教學。城鄉差異亦反映在上述實行現況中，郊區的老師比市區的老師更常使用遊戲教學。第二，約有百分之九十的師生對遊戲教學抱持正面的看法。值得注意的是，相較於市區的師生，郊區的師生對於遊戲教學，有較主動積極的態度。第三，老師及學生贊成使用遊戲教學的理由，截然不同。第四，老師對於遊戲教學在學習成效、及遊戲帶給學生彼此之間的負面競爭此兩方面，抱持相當保留的態度。最後，師生們都同意遊戲教學最能提昇聽、說技能，而最不能被提昇的能力為寫作。本研究最後以遊戲教學在課室教學的應用、以及未來相關研究的方向作為整文總結。 ; Learning by games is one essential EFL classroom activity. Although previous research has suggested the effectiveness of EFL games, very few empirical studies, to date, have examined the actual practice of such activities in the real classroom setting. The study was thus aimed to probe the implementation of EFL games at the elementary school level in southern Taiwan. In addition, comparisons between teachers’ and students’ attitudes toward the practice of such games were made, and regional difference (urban vs. suburban) was explored. 40 English teachers and 222 elementary-school students from four different regions (ie., Kaohsiung City, Kaohsiung County, Pingtung City, and Pingtung County) were asked to complete a questionnaire of EFL games. Several significant results were produced from this survey research. First, 39 in 40 English teachers currently implemented EFL games in their classes. A significant regional difference was found in such classroom practice. Suburban teachers used these games more frequently than urban teachers. Second, about 90% of the teachers and students had positive attitudes toward the practice of EFL games. Note that both suburban teachers and students were more motivated in the use of such games than their urban counterparts. Third, teachers and students had very different reasons in favor of these games. Fourth, English teachers were somewhat conservative on the effectiveness of EFL games for English learning and the competition they brought about among students. Finally, both teachers and students agreed that these games would promote listening and speaking skills most, and writing skill was listed as the last among the four skills. Implications for classroom practice and suggestions for future studies were provided to conclude the study.
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Keyword:
English teaching and learning;Implementation and Perceptions;Regional difference;EFL games; 英語教學;執行現況與看法;城鄉差異;遊戲教學
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URL: http://140.127.82.166/handle/987654321/17212
http://140.127.82.166/bitstream/987654321/17212/-1/095NPC05615002-001.pdf
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