結合社會情緒學習之語文教學對國中生語言歷程與SEL能力發展之影響

The Impact of Social and Emotional Learning-Integrated Language Instruction on Junior High School Students’Linguistic Processes and SEL Competency Development

在21世紀教育強調全人發展與情緒素養的脈絡下，語文課程不僅是知識傳遞的載體，更是情緒表達與社會互動的實踐場域。社會情緒學習（Social and Emotional Learning，SEL）強調自我覺察、自我管理、社會覺察、人際關係技巧與負責任的決策等能力，近年逐漸被整合進主流學科教學中，然其於語文教育中之實施效果與語言歷程轉化仍待探究。本研究採用嵌入式混合方法設計，結合簡化Solomon四組架構，針對臺灣國中學生之語文學習情境，探討SEL導向課程對學生語段表現與語言能力轉化的影響。課程歷時一學年共十週（非連續），樣本涵蓋課前寫作、課中活動與課後反思語段，並透過自然語言處理與LIWC詞彙分析工具，標記學生語段中SEL能力的語用特徵與變化趨勢。研究結果顯示，學生於課後語段中展現出更多情緒覺察、社會理解與責任思考之語用詞彙，語段結構亦由敘事描述逐漸轉向反思與規劃，顯示SEL歷程已有效內隱於學生語言產出之中。為確保分析聚焦於可由文本直接觀察之語用特徵，本研究僅納入自我覺察、社會覺察、人際關係與責任決策等可語言化之SEL向度，以強化推論效度與語料可比性。本研究提供實證支持SEL策略可滲透語文教學歷程，強化語言與能力的交織建構，亦為語言能力發展與教育實踐的結合開啟新的研究視角。

In the context of 21st-century education emphasizing holistic development and emotional literacy, language education serves not only as a vehicle for knowledge transmission but also as a site for emotional expression and social interaction. Social and Emotional Learning (SEL), which highlights competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, has increasingly been integrated into mainstream subject teaching. However, its pedagogical effects and linguistic transformation processes within language education remain underexplored.
This study adopted an embedded mixed-methods design combined with a simplified Solomon four-group framework to investigate the impact of SEL-oriented instruction on students’discourse performance and linguistic transformation in Taiwanese junior high school language classrooms. The ten-week course (non-consecutive) spanned one semester and analyzed hundreds of student texts collected from pre-lesson writing, in-class activities, and post-lesson reflections. Using natural language processing and the Linguistic Inquiry and Word Count (LIWC) tool, the study identified the linguistic features and developmental trends of SEL competencies within students’discourse.
Findings revealed that students’post-lesson discourse exhibited greater use of linguistic expressions related to emotional awareness, social understanding, and responsible reflection. Their discourse structures gradually shifted from narrative description toward reflective and planning-oriented expression, indicating that SEL processes were effectively internalized into their language production. To ensure analytical precision, the study focused on SEL dimensions that are linguistically identifiable from discourse—namely, self-awareness, social awareness, relationship skills, and responsible decision-making—thus enhancing inference validity and comparability across linguistic data.
This study provides empirical evidence supporting the integration of SEL strategies into language instruction, demonstrating how emotional and cognitive processes are interwoven in linguistic development, thereby offering new perspectives for linking language learning and educational practice.