Thesis (D.M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 83-85).

Inaug.-Diss.--Frankfurt am Main. / "Notenanhang": 28 p. at end. Vita. Bibliography: p. 326-342.

Thesis--Geneva. / "Propositions complémentaires" inserted. Bibliography: p. 321-334.

Thesis--University of Geneva. / Includes melodies with words. Bibliography: p. 321-334.

Thesis--Geneva. / "Propositions complémentaires" inserted. Bibliography: p. 321-334.

Thesis--University of Geneva. / Includes melodies with words. Bibliography: p. 321-334.

No description available.

本研究旨在探討英語歌曲練習文法和機械式練習文法對學生文法學習和記憶保留的成效。主要目標欲探究(1)兩種文法練習方法對於文法學習的成效；(2) 兩種文法練習方法對記憶保留的成效；以及(3)兩種文法練習方法對於高、低成就學習者在文法學習和記憶保留的影響。 研究對象為台灣中部一所公立國中兩班七年級的學生。此均質的兩個班被隨機指定為實驗組與控制組。實驗組於教授文法後施予英語歌曲練習文法，而控制組則施予傳統機械式練習文法。歷時十一週的文法教學後，兩組受試者接受文法測驗(EGT)，以得知兩組受試者文法學習情況。一個月後，兩組受試者再次接受相同文法測驗，以進一步得知其文法的記憶保留情形。本研究主要發現如下：(1)在文法學習成效方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(2)在記憶保留方面，接受英語歌曲練習文法的實驗組學生表現顯著優於接受機械式文法練習的控制組學生。(3)利用英語歌曲練習文法對於高、低英語學習成就者而言，在文法學習和記憶保留上皆有正面影響。 (4)透過機械式文法練習亦有助於提升高、低英語學習成就者，在文法學習和記憶保留的成效。(5)對於高英語學習成就者而言，利用英語歌曲練習文法和透過機械式練習文法兩者對於其文法學習和記憶保留成效相同。(6)對於低英語高學習成就者而言，利用英語歌曲練習文法在文法學習和記憶保留的成效皆優於透過機械式文法練習。 最後，研究者對於英語歌曲在文法教學上之應用提供建議以作為教育學者們的參考。 / The study investigated the effects of “grammar practice through drills plus English songs” versus the effects of “grammar practice through drills” on students’ grammar learning and retention of grammar points. The study aims to (1) investigate the effects of these two kinds of grammar practices on grammar learning; (2) explore the effects of these two kinds of grammar practices on retention of grammar points; and (3) evaluate the effects of these two kinds of grammar practices on grammar learning and retention of grammar points for high and low English achievers. Participants were two intact classes of seventh-grade students in a public junior high school in central Taiwan. With the homogeneity of English proficiency, the two classes were randomly assigned as the experimental and control groups. The former received “grammar practice through drills plus English songs”, while the latter received “grammar practice through drills.” After receiving an eleven-week instruction, both groups received English Grammar Test (EGT), to assess their grammar learning. One month after EGT, the same grammar test—EGT were conducted to both groups to assess their retention of grammar points. The major findings are summarized as follows. (1) In terms of grammar learning, students receiving “grammar practice through drills plus English songs” outperformed those receiving “grammar practice through drills.” (2) In terms of retention of grammar points, “grammar practice through drills plus English songs” had a more positive influence than “grammar practice through drills.” (3) “Grammar practice through drills plus English songs” possessed a facilitative effect for both high and low English achievers with regard to grammar learning and retention of grammar points. (4) “Grammar practice through drills” benefited both high and low English achievers. (5) “Grammar practice through drills plus English songs” and “grammar practice through drills ” could enhance high English achievers’ grammar learning and retention of grammar points. (6) “Grammar practice through drills plus English songs” exerted a superior effectiveness on low English achievers’ grammar learning and retention of grammar points. Pedagogical implications based on the findings were also provided.

本研究旨在探討如何增進低學習成就者英聽能力，除了研究何種聽力教材符合低學習成就者認知上的需求之外，並在英聽課從情意因素著手，引起低學習成就者學習動機，而且英聽課程設計也融入多元智慧，從外在成績的提昇激勵低學習成就者內發性地自主學習動機。 本研究以14位高三體育生為研究對象，研究時間持續一學期從2003年9月到2004年1月，研究工具以日記方式由學生記錄聽英文歌曲以及英文文章段落的課後心得。資料分析取自學生日記。 本研究結果如下：〈一〉淺顯易懂與學生日常生活相關而且包括學生先前學過的生字、片語、句型的英文歌曲以及文章段落有益於增進低學習成就者英聽能力。〈二〉愉快而且充滿互助的教室氣氛減少英文學習的焦慮，維持低學習成就者自尊，增加低學習成就者自信，引起學習動機。〈三〉融入六種多元智慧〈語文智慧、音樂智慧、視覺空間智慧、肢體-動覺智慧、人際智慧、內省智慧〉的英聽課程以聽前(pre-listening)、聽時(while-listening)、聽後(post-listening)三階段可有效的加強低學習成就者英聽能力。〈四〉外在的獎賞可激勵低學習成就者內發性自主學習。 / This research investigated how to improve low achievers’ listening ability, using PE students as the subject of the study. The purpose was (a) to investigate what kind of listening materials meet low achievers’ cognitive needs; (b) to motivate low achievers in listening course affectively; (c) to apply MI theory into listening curriculum development for low achievers; (d) to trigger low achievers extrinsically and intrinsically in English class. A total of 14 high school PE seniors in Taipei County in Taiwan participated in the study. The research period lasted for a semester from September 2003 to January 2004. Journals on listening to songs and listening to passages were employed as instruments. Data for the research were collected from students’ journals. The results of the study are summarized as follows. (1) Comprehensible English songs and English passages related to learners’ daily life, including lexis, phrases, and sentence patterns they previously learned were especially beneficial for low achievers to improve their listening ability. (2) A pleasant and supportive classroom atmosphere enables low achievers to reduce language learning anxiety and maintain low achievers’ self-esteem. (3) Courses integrating six intelligences (i.e. verbal/linguistic, musical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences) were designed into three stages; i.e. pre-listening, while-listening, and post-listening in the listening treatment, and proved to be effective. (4) Low achievers were inspired by extrinsic rewards and intrinsic factors. Better grades and positive feedback inspired low achievers’ extrinsic motivation. Besides, intrinsic motivation derived from comprehensible input and listening to English songs. The findings of the study suggest that low achievers’ listening ability can be effectively improved as long as listening materials are carefully designed to suit students’ needs.

The purpose of this study is to examine three works for the unusual combination of violin and voice. Chamber music for violin and keyboard and violin and other instruments has been extant since the Baroque period. However, three English composers found a unique chamber grouping in the first decades of the twentieth century: Gustav Holst (1874-1934), Rebecca Clarke (1886-1979), and Ralph Vaughan Williams (1872-1958) each wrote works for violin and voice. Holst's Four Songs for Voice and Violin, Op. 35 (1917), Vaughan Williams' Along the Field, Eight Housman Songs for Voice and Violin (1927, revised 1954), and Clarke's Three Old English Songs (1924) each utilize the combination of violin and voice. The violin in each is not relegated to accompaniment but is instead a true partner. This study will investigate these works. A history of each composition will be chronicled. An analytical discussion of formal organization and significant style features will include consideration of the musical structure, harmonic language, and the use of text in select movements of each work. Finally, performance suggestions pertaining to technical and artistic issues offer specific recommendations as an aid in performance preparation. In order to provide historical and musical context, a brief overview of Late Romantic and early Twentieth-Century chamber music with strings and voice will be given. This overview will help to illuminate the uniqueness of the pairing of violin and voice. Discovery of the works discussed here makes possible an expanded repertoire of good music for both violinists and vocalists. It is also hoped that through the performance of these works a spark might be set with composers to create more pieces for this most intimate of duos.