以文化相關理論發展選手多元智能中英語學習動機及自信

Using Culturally Relevant Theory to Foster Athletes' Multiple Intelligences in English learning Motivation and Confidence

儘管運動選手是國內外媒體的焦點，國外賽事中其語言智能上發展的能力與動機相對較弱勢，文化相關理論學者指出，對於弱勢學習者，教育者應改變教學理論以了解他們的全人生活，與學習者對話，並鼓勵學習成果，如此文化相關的教育得成為學習者及學科的相關橋梁，本文化相關研究也因此採多元智能教學法，期以藉選手的強項智能來帶領協助發展其語言弱項。本研究採質量並用的研究法蒐集了學習者的在自然英語學習情境中之多元智能前後測量化資料、英語口說之成效、英語學習自信心，及質化多元智能內省反思。教師研究者在幾周的英語課程中試圖了解選手之文化背景訓練及出國口說之需求調整英文課程融入文化相關及視覺、聽覺、人際、內省及體能智能，並學習者對話互動。學習者內省反思回饋學校英文歷程中原本由於長期訓練、欠缺英文環境產生的英語學習動機及不自信，原本不敢開口已經有自信開口，研究結果指出與選手英文智能發展最相關的是人際互動，內省及聽覺智能於英文課程之使用，本文提供未來研究者英語教學理念及方法的建議。

 

Despite athletes’ global and local media attention, they are comparatively in need of linguistic competence in English speaking ability and motivation for overseas competitions. Culturally Relevant Pedagogy (CRP) is found help for learners’ low learning motivation and their confidence, to bridge to a better academic development by addressing needs of their whole persons, dialogues and outcomes. The study grounded on CRP utilized Multiple Intelligences (MI) to help develop weak competence by dominant competence. A mixed research methodology was used to collect quantitative data of participants’ Multiple Intelligences pretest posttest, English speaking ability performance, confidence in learning speaking and qualitative data in intrapersonal reflection on MI. The teacher researcher integrated CRP, audio, visual, interpersonal, intrapersonal, and kinesthetic intelligences into the curricula and continue dialogues with them after understanding their cultural backgrounds, training and the needs for English speaking ability. Participants crossed beyond the low learning motivation and confidence into speaking in English. The most effective intelligences for the athlete participants were audio, interpersonal, and intrapersonal. Pedagogical and research recommendations are provided at the end of the study.