文字強化及大量輸入文法教學對台灣學生 學習英文副詞用分詞構句之成效探討

The Effects of Textual Enhancement and Input Flood on Taiwanese EFL Students Learning English Adverbial Participle Clause Construction

本研究旨在探討，相較於傳統教學，文字強化及大量輸入文法教學對台灣高職 生學習英語副詞用分詞構句的成效。研究對象為中台灣某公立高職三班總數一百一 十位的三年級學生。在隨機分配為文字強化教學、大量輸入教學及傳統文法教學組 後，這三班學生分別接受為期五天共四節的英語副詞用分詞構句教學。在課程前後 所有學生均參與包含理解與運用兩大部分的文法前測及後測。實驗結果發現除了大 量輸入教學外，文字強化教學及傳統文法教學對於學生學習英語副詞用分詞構句整 體而言或在理解與運用的表現上均有顯著效益。此外，三組學生在整體學習、理解 和運用的表現上存在顯著的差異，傳統文法教學成效明顯優於文字強化教學及大量 輸入教學。本研究結果顯示，雖然成效未優於傳統文法教學，但文字強化教學仍能 有效促進學生學習英語副詞用分詞構句，因此應可作為台灣在英語文法教學的另一 個種選擇。

This study investigated the effects of textual enhancement (TE) and input flood (IF)， compared to those of traditional instruction (TI)， on Taiwanese vocational high school students learning the English adverbial participle clause construction. Three third-year intact classes with a total of one hundred and ten students from a vocational high school in central Taiwan were randomly assigned to the TE， IF， or TI group. Each group received their respective instruction for four 50-minute class periods in five days. Before and after the treatment sessions， a grammar test consisting of a production and a comprehension section was administered to all the participants as the pretest and the posttest. The results show that， first， both TE and TI groups made significant progress in overall learning， production， and comprehension of the target construction， while the IF group did not. Moreover， there were significant differences among the three groups in production， comprehension and overall performance with the TI group outperforming the TE and IF groups. The findings suggest that though not being superior to TI， TE facilitates the learning of the target construction and can thus be used in Taiwan EFL classrooms as an alternative to the traditional grammar instruction.