著重形式教學法對台灣大專生學習所有代名詞成效之研究

The Effect of Focus on Form Instruction on Taiwanese EFL College Students’ Learning of Possessive Pronouns

本研究調查著重形式教學法對台灣大專生學習所有代名詞之成效。參與者為99 位就讀某技術學院日間部五專一年級護理科學生。來自於兩個班級的同學分別被指定為實驗組與控制組。在實驗組的教材中，全部的所有代名詞以粗體形式呈現以突顯其顯著性；而控制組的教材，內容雖與實驗組相同，但沒有任何以粗體形式表現的字。經過前、後測的結果比較得知：實驗組在後測的表現優於控制組 (M = 6.31; M = 4.96)；實驗組於前、後測的成績進步較多。因此，從本研究結果得知，利用著重形式教學法對台灣大專生學習所有代名詞上有正面的效果。

This quasi-experimental study investigated the effect of focus on form instruction on the learning of possessive pronouns by Taiwanese EFL students. The participants were 99 first-year students enrolled in the daytime program of nursing department at an institute of technology in Taiwan. The two intact classes assigned into the experimental and the control group received two different kinds of instruction. As the experimental group received a text, in which all possessive pronouns were enhanced in bold to increase the saliency, the control group had the same text without any enhancement. A pretest and a posttest were conducted to compare the two groups’ performances before and after the instruction. The results revealed that the experimental group outperformed the control group on the posttest task (M = 6.31 and M = 4.96 respectively). In addition, the experimental group improved more than the control group did. It is suggested that input enhancement had a positive effect on the participants’ learning of possessive pronouns.