注重語言形式教學法：以科技大學學生學習英語過去式動詞為例

Testing Focus on Form with Taiwanese College Students: A Study on the Acquisition of English Simple Past Tense Verbs

七0、八0年代所盛行的溝通式教學法，展現了相當的成效，但溝通式教學法所教導的外語學習者常有語言輸出流利，卻不精確的現象。因此，第二語言習得的學者呼籲外語教學不僅要流利，也要精確。據此，本研究探討以注重語言形式教學法，教導某台灣科技大學學生學習英語過去式動詞的成效。本研究以台灣南部某科技大學的大一英文閱讀與寫作課37位學生為對象，以注重語言形式教學法及加強性的語料輸入為教法，溶入其使用的教材，探討這些學生學習英語過去式動詞的成效。研究使用的測量工具包含有選擇題式的前測和後測、段落寫作、以及五點李克特氏（five-point Likert scale）和簡答式的問卷調查。從學生的前測與後測結果比較，顯現出學生有顯著的進步。因此，也代表注重語言形式教學法有其正面效果。學生的問卷回答也表達了對注重語言形式教學法的正面看法。因此，學生對此一教學法方式的態度與學生測驗的進步也顯現出正面的相關性。本文也提出此一研究上之限制、有關注重語言形式教學法的教學應用和建議、以及後續的研究建議。

Communicative Language Teaching (CLT) has been popular and accepted almost universally in the late twentieth century (Richards & Rodgers, 2001). However, non-native language (L2) learners' inaccurate output under CLT has been criticized (Celce-Murcia, Dörnyei, & Thurrell, 1997) and the demands for form-focused instruction have been called for accuracy, besides fluency, in L2 production (e.g., Doughty & Williams, 1 998a; Ellis, 1993; Long, 1991; Williams, 1995). Accordingly, this study was to investigate the effectiveness of focus on form (FonF) instruction with an EFL reading and writing class at a technical university in southern Taiwan. A mixed methods research design was adopted to collect quantitative and qualitative data via a pretest, posttest, and questionnaire. Thirty-seven students participated in the current study of FonF instruction along with typographical input enhancement (Sharwood-Smith, 1993; White, 1998) and other FonF techniques. The results of the pretest and posttest show significant increase in gains, indicating that FonF instruction appears effective. in addition, the participants' answers to Likert scale questions and short answers to open-ended questions reveal their positive perspectives of the FonF approach. Limitations of this research are pointed out; further studies are proposed; and pedagogical implications for EFL context are suggested.