以網路主題探究與危機處理高峰會遊戲探討軍事英語學習成效

Scaffolding Game-Based Summits on Crisis Intervention with WebQuest for Military English Learning

本研究利用網路主題探究式學習法支持危機處理跨國高峰會模擬遊戲，協助軍校學生於情境中進行軍事英語的演練。過程中，由學生在任務引導下，於網路上探索相關軍事評論與事件，整理出危機處理應用的軍事美語字庫。接著在課堂中進行遊戲導向之情境式軍事高峰會，扮演各國角色解決軍事衝突，使用字庫中英語字彙說明己國面臨當時的國際情勢與對軍事衝突與危機所採取的策略。教學前後進行學習動機量表前後測，並從英語概念圖前後測及高峰會之各國宣言分析學生的英語習得與危機處理之概念能力。研究結果發現，遊戲導向之情境式學習法有助於提升學習動機並豐富學生之英語學習成效，對於軍校生的軍事概念與英語能力的展現均有顯著助益。

This study aims at helping cadets learn military English in situation by using a WebQuest learning method to scaffold mock international summits on crisis intervention. The cadets perform a mission of editing a military English word bank by first visiting various websites to quest for military events and reviews relevant to crisis intervention, then sorting out military terms used in dealing with a crisis. Subsequently, they participate in game-based summits in military situations. They play the roles of delegates from different countries with a task to solve military conflicts and explain the international status they confront and the strategy or tactics they adopt to intervene the military conflicts and crises by using the military English in the self-made word bank. Before and after the teaching program, the cadets fi ll out learning motivation questionnaires with a view to understanding whether their motivation increases. Then, the cadets’ concept and ability of crisis intervention are studied by both pre- and post- concept maps. Finally, from the delegate’s English declaration in the summits, the cadets’ English acquisition is analyzed. The research result shows that the game-based learning in situation significantly elevates the cadets’ learning motivation, enhances their military English learning efficacy, enriches their military concepts, and advances their English ability.