| Abstract: | 線上電影短片教學對高職學生語用能力發展之效用中文摘要隨著科技的普及和廣泛運用，許多研究者已經開始研究如何將線上影片運用於語言教育之中。然而，在以英語為外國語言之學術領域中，鮮少有探討語用學之相關教學研究。為彌補此文獻不足之處，本論文意欲探討觀賞英語短片對英語學習者的語用能力發展之效用。其中本研究旨在探討以下三個面向， 包括(1)觀賞英語短片對於英語學習者語用能力發展之效果，(2)英語學習者對於觀賞線上英語短片之學習態度，(3)英語學習者對於線上英語短片教學是否有助於學生增進其語用能力之想法。 在此為期10週的研究中，受試者共有78位，他們是中台灣某所高職的兩班不同科別之一年級學生，在此研究中分別被分派於實驗組及控制組。兩組學生都先接受如何使用英語請求和拒絕的明示教學法 (Explicit Instruction)；之後，實驗組學生透過觀賞線上英語短片以學習請求和拒絕的用法。相反的，控制組學生則是以研讀影片的英語腳本，再完成學習單上有關請求與拒絕的練習題目。本研究資料蒐集來源分別為言談情境填充問卷(Discourse Completion Task)及學生學習經驗調查問卷。實驗組及控制組的學生在接受不同實驗的前一週及接受實驗的後一週，均接受言談情境填充問卷(DCT)的測驗。而實驗組學生在接受實驗完的後一週，還需填寫學生學習經驗調查問卷。在資料分析上， 本研究採用描述性統計及獨立樣本 T檢定來分析所收集之資料。而如此做的目的為： (1)探討實驗組受試者在接受線上英語短片教學後在請求以及拒絕的語用能力上是否比控制組受試者有明顯進步。(2)了解實驗組受試者針對觀賞線上英語短片是否能增進其語用能力之想法。 研究結果顯示,若與紙本教學相較，線上英文短片教學對學生語用能力發展有顯著成效。由DCT後測的分析結果顯示，實驗組學生的後測結果勝於控制組學生(t =3.02, p =0.04<.05請求的言語行為; t=3.49, p= 0.001<.05 拒絕的言語行為)。 而根據學生學習經驗調查問卷的結果顯示，實驗組受試者很肯定輔以線上英語短片作為增進其語用能力之教學方法。實驗組受試者肯定的表示在未來的語言學習上他們希望能繼續使用線上英語短片。除此之外，實驗組的學生更進一步對英語短片的語用教學上提供了幾項建議，包括教師能提供更多的支持，學生須足夠的練習，影片的內容選擇以及增加字幕等。依據本研究的發現及研究設計限制，英語教學的教師及未來的研究者在探討英語為外國語言的語用學學習上可參考本研究的語用學教學方法、建議、以及所面臨的限制。關鍵字: 語用學教學; 線上英文短片; 語用能力; 英語教育
The Effects of Online Video-based Instruction on Vocational High School Students’ Pragmatic Competence DevelopmentABSTRACTWith the prevalence and availability of technology, researchers have studied the efficiency of employing online videos in language education. Yet, a scarcity of studies have specifically focused on pragmatic instruction in the English as foreign language (EFL) field. To fill this literature gap, this study aims to investigate the effects of the online pragmatic video clip viewing on EFL learners’ pragmatic competence development. Three aspects are mainly focused in this study, including 1) the effects of online video clip viewing on EFL learners’ pragmatic competence development, 2) learner’s learning perspectives toward online pragmatic video clip viewing, and 3) learners’ perspectives toward online video clip instruction on EFL learners’ pragmatic competence development. The participants in this study were 78 grade-10 students at a vocational high school located in central Taiwan. The participants were recruited from two classes of students with different majors (i.e., Architecture and Horticulture). According to learners’ willingness and teachers’ recommendation, the Architecture class was placed in the experimental group (EG, N=37) and the Horticulture class in the control group (CG, N=41). Both groups first received explicit pragmatic instruction regarding how to make requests and refusals in English. Afterwards, the experimental group was exposed to learning activities via online pragmatic video viewing while the control group was requested to study video transcripts and complete worksheet activities. Data collection methods included a Discourse Completion Task (DCT) questionnaire and a Student Learning Experience Survey. The DCT task was conducted as the pretest and posttest before and after both groups received different instructional treatments. This set of data were analyzed by software package SPSS 17.0 for Windows, including descriptive analysis and independent t-test analysis with an aim to investigate if there is any significant difference between the experimental and control groups in terms of the development of their pragmatic competence in make requests and refusals in English. Furthermore, descriptive statistics analysis was employed to analyze the data collected from Student Learning Experience Survey to gain the participating EFL learners’ perspectives toward the effects of pragmatic video clips viewing on developing their pragmatic competence. The results showed that online video-based instruction had a significant effect on EFL learners’ pragmatic competence development, in comparison with the paper-based instruction conducted in the CG group. After receiving video-based instruction for eight weeks, the EG learners had improved their pragmatic competence in making requests and refusals. The analysis of leaners’ posttest DCT questionnaire revealed that the EG learners outperformed the CG learners in the judgment of pragmatic appropriateness (t =3.02, p =0.04< .05 in the request speech act; t =3.49, p = 0.001<.05 in the refusal speech act). In addition, participants in the EG responded positively to the Student Learning Experience Survey. Data analysis revealed that this group of learners highly accepted the application of the online video clips in their pragmatic learning process, and they had positive attitude toward using video viewing in their future learning. Moreover, the EG learners offered several suggestions to the online video-based instruction, including more supports from instructors, frequency of practices, appropriate selection of video clips, and inclusion of video subtitles. Finally, based on the findings and limitations of this study, pedagogical implications and research suggestions are offered to language teachers and educational researchers for further investigation on EFL pragmatics learning and teaching. Keywords: pragmatic instruction; online pragmatic videos; pragmatic competence; English language education |
