透過新聞英文來學習：授課教師如何幫助大一新生提升課堂學習效果

How Could Learning through English News Be Facilitated for College Freshmen?

English for journalism is often meant to meet the needs of potential journalists and English learners (Kimura 1995; Evans 2000; Hicks 2008; Knight 2010). A news English class during the fall semester in 2017 is characterized by text and context comprehension drill. It aims to develop its students’ English ability with intensive exposure to varied topics. With 66 students signing up, most of whom were freshmen and Mandarin speakers in college, the class was divided into “orientation” and “hands-on activities”. This paper is thus intended to discover whether these participants were approaching the goal they had been expected to achieve and to find out what might matter to learning. When approaching the end of the semester, they were invited to a Likert scale survey containing 30 statements (Cronbach’s α = 0.958). The results show that 95% of the respondents agree that this class is of much help in reading, 88.7% in writing, 86.3% in listening, and speaking in 75%. However, according to the survey, the role of the teacher in charge wins strongest approval ratings (96.95% on average) especially in such aspects as sufficient preparations for lessons, classroom management differing from that in most other classes, effectiveness in helping students think differently in English, and topic diversity in the updates selected for pedagogical purposes. Most survey responses agree that the effort made by the teacher not simply facilitated learning but helped motivate the students to learn. In short, the case suggests a course across two disciplines – English and Journalism – can help college freshmen grow professionally and attitudinally if its teacher chooses to get fully engaged in a creative manner. 新聞英文被指涉能兼顧滿足英語學習者與有志從事新聞工作者的學習需求（Kimura 1995; Evans 2000; Hicks 2008; Knight 2010）。106學年度上學期一門新聞英文課即以文本和情境理解訓練為特色，令學生密集涉獵多樣題材以培養其英文能力。該課程有66名學生修習，絕大多數是以中文為母語的大一新生；上課以教師定向開場，繼之以學生實作，包括造句模擬和論述徵引。職是，本研究意圖探究學生是否步入了專業習得的正軌，並且嘗試發掘正面的課堂學習要素。學期終了，該課程學生參與填答了一份李克特量表式問卷（30道題目；克隆巴赫信度係數0.958），結果顯示，學生普遍認為這門課程有助於英語文學習，依次分別為閱讀（95%）、寫作（88.7%）、聽力（86.3%）和口說（75%）；相較於學習效果，學生對於授課教師扮演角色的認同度最高（平均96.95%），像是備課充分、表達清晰易懂、課室經營別出新裁、有效提升學生英語多元思維，以及注意新聞題材揀擇的多元和時效等，並且認為任課教師的課堂引導能夠引發其學習動機。質言之，本研究案例顯示：跨學科課程（如英文新聞）教師如果致力於教學內容的安排、設計與執行而又能求新求變，將能幫助大一學生在專業和態度上有所成長。

新聞英文被指涉能兼顧滿足英語學習者與有志從事新聞工作者 的學習需求（Kimura 1995; Evans 2000; Hicks 2008; Knight 2010）。106 學年度上學期一門新聞英文課即以文本和情境理解訓練為特色，令學 生密集涉獵多樣題材以培養其英文能力。該課程有 66 名學生修習， 絕大多數是以中文為母語的大一新生；上課以教師定向開場，繼之以 學生實作，包括造句模擬和論述徵引。職是，本研究意圖探究學生是 否步入了專業習得的正軌，並且嘗試發掘正面的課堂學習要素。學期 終了，該課程學生參與填答了一份李克特量表式問卷（30 道題目； 克隆巴赫信度係數 0.958），結果顯示，學生普遍認為這門課程有助於 英語文學習，依次分別為閱讀（95%）、寫作（88.7%）、聽力（86.3%） 和口說（75%）；相較於學習效果，學生對於授課教師扮演角色的認 同度最高（平均 96.95%），像是備課充分、表達清晰易懂、課室經營別 出新裁、有效提升學生英語多元思維，以及注意新聞題材揀擇的多元 和時效等，並且認為任課教師的課堂引導能夠引發其學習動機。質言 之，本研究案例顯示：跨學科課程（如英文新聞）教師如果致力於教學 內容的安排、設計與執行而又能求新求變，將能幫助大一學生在專業 和態度上有所成長。