本研究主要在探討幼兒時期「英語學習經驗」對國小階段「國語學習態度」與「國語學習成就表現」之影響性。研究中分別以「有/無學習英語」、「學習起始年段」、「學習年數」及「每週學習時數」作為幼兒時期英語學習經驗之代理變數；「國語學習態度」的評量包括認知、情感及行為三個成分；而「國語學習成就表現」係採用國語能力測驗分數與在校國語成績作為評量。
本研究採用問卷調查及深度訪談法，問卷調查方面，係以台北市文山區市立國小二年級339名學童及四年級341名學童為研究對象。訪談方面，共訪談44名學童、45位家長、以及15位國小教師。
本研究結果顯示，雖然幼兒時期英語學習經驗對學童國小階段的國語學習態度不具有顯著的影響性，但本研究獲得若干證據支持幼兒時期英語學習經驗有助於學童國小初期的國語學習成就表現。具體的研究結果指出：(一)幼兒時期「有學習英語」的學童，其小學二年級的平均國語能力測驗與國語學年成績優於幼兒時期「無學習英語」的學童；(二)幼兒時期「有學習英語」與「無學習英語」的學童，其小學四年級的平均國語學習成就表現無明顯差異。
另外，本研究從學童、家長及教師之深度訪談中，彙整出如下意見：(一)雖然幼兒時期英語學習與國語學習在時間上會產生相互排擠的問題，然在學習過程中，二者關係可以為正向或負向，而家長及教師的態度是其主要的中介變項；(二)當英語學習年段早於國語，或太晚學習國語，學童之學習態度較可能受影響；(三)幼兒時期英語學習年數愈長的學童會傾向認為國語的學習較英語難；(四)幼兒時期每週學習英語時數愈多，學習年數愈長，即有可能影響國語學習態度；(五)幼兒時期每週學習英語時數愈多，學習國語的時間相對減少，因此在小學初期，其國語學習成就會較差。然而，此影響會隨著日後學習及使用國語越多(年級越高)而降低。最後，本研究並提出若干建議供教育主管單位、國小教師、幼稚園教師及家長參考。 / This study aims to explore the impact of English learning experience in early childhood on Mandarin learning attitude and achievement at the stage of elementary school. Variables ‘English-learning dummy’ ‘age of English learning’ ‘number of years of learning English’ ‘hours per week in English-learning’ are used as proxies for experience of English learning. Learning attitude in Mandarin is measured in three dimensions (cognition, affection, and behavior), and learning achievement in Mandarin is represented by ‘score’ on Verbal Ability Development Test Battery(VADTB) and ‘academic achievement’ of Mandarin in school(MAA).
Questionnaire survey and in-depth interview are concurrently used in this study. The Six hundred and eighty subjects were drawn from six elementary schools in Mucha Area of Taipei City. The other sample, used for in-depth interviews, includes 44 students, 45 parents, and 15 elementary school teachers.
The results show that no relationship exists between English learning experience in early childhood and learning attitude at the stage of elementary school. However, some evidence indicates that English learning in early childhood does help Mandarin study at the subsequent stage. Specifically, this study demonstrates that, for the 2nd grade student group, VADTB and MAA scores of students with early childhood’s English learning experience are significantly higher than those students without any childhood English learning experience. In addition, MAA score of students with 2-3 years’ English experience prior to elementary school is significantly higher than those without any English experience.
Moreover, the in-depth interviews with students, parents, and teachers indicate as follows: (1) there is a mixed outcomes when estimating the impact of early-childhood English learning on Mandarin learning, depending on teachers and parents’ attitude; (2) if students learn English before Mandarin, or learn Mandarin in later years, their attitude toward Mandarin learning will not be so positive; (3) the longer the students learn English in early childhood, the more they will prefer English. 4) Finally, suggestions are given in the end for policy making and people related.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0091157010 |
| Creators | 趙月華, Chao, Yueh-hua |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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