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1
Larsson, Pernilla. "Characteristics of Junior High School Students’ : Writing in English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169433.
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The present paper focuses on the measuring of syntactic maturity in written production among Swedish high school students. One way of doing such an analysis is by studying the students’ use of subordinate clauses. Johansson & Geisler (2011) have shown that students’ increased use of subordination in the form of relative clauses, adverbial and nominal clauses is a reliable indicator of syntactic progression. When analyzing the essays written by junior high school students, I found that the Subordinate Clause Index was a safe indicator when measuring linguistic complexity. The students’ abilities to lengthen clauses through the use of premodifiers was limited. Besides these tools of measuring syntactic maturity, I have studied how the students construct and coordinate clauses and sentences. I found the tendency among the students to treat dependent clauses as if they were independent, and a frequent use of coordinating conjunctions and commas to connect independent clauses.
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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.
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Zangmo, Zinpai. "Striking a balance, teaching junior high school English to children in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ46283.pdf.
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
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Watt, Tsui-shan. "An evaluation of an "Accelerated English Program"." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963547.
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Hsu, Ya-Chiao, and 許雅喬. "EIL in Junior High School English Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44771317869932515341.
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碩士<br>國立中正大學<br>英語教學研究所<br>103<br>This study aims to investigate the concept of English as an international English (EIL) in Taiwan’s junior high school English textbooks in terms of how English is used in different situations. Three commonly used versions of textbooks (Kanshan, Nani and Hanlin) from grade seven to nine were examined to explore the nationality of main characters, contexts, types of English uses, and cultural content. Data were analyzed mainly based on Kachru’s (1985) three-circle model, which classifies regions where English is used as the native language as Inner Circle, places where English is spoken as a second language as Outer Circle, and areas where English is learned as a foreign language as Expanding Circle. The characters and contexts of language use were categorized as Taiwan or these three circles respectively. Moreover, the types of language use were analyzed by classifying English use as either an international or an intranational language. Finally, the cultural content was classified based on different cultural features presented in the textbooks. The results showed that the majority of the main characters in each textbook are Taiwanese along with two to three characters from Inner Circle countries. Most of the dialogues also occur in Taiwan, where English is used as an intranational language among Taiwanese or an international language between Taiwanese and foreigners, mainly Americans and other Asian people. Also, the cultural content is limited to Taiwan and Inner Circle cultures and tends to be knowledge-oriented. In other words, the junior high school English textbooks fail to demonstrate language uses in multilingual and multicultural contexts, especially contexts where communication occurs among non-native speakers of different nationalities, which is an increasingly recognized situation in this globalizing world. It can therefore be inferred that textbook writers seem to regard English as a language solely for native and non-native communications. Based on the results of this study, some pedagogical implications are suggested for teachers to incorporate an EIL approach in English language teaching.
Key words: English as an international language (EIL), cultural content, three-circle model, English language teaching (ELT), junior high school English textbooks
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Juliet, Ching-i. Chen. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123863.
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Chen, Juliet Ching-i., and 陳憬儀. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97912814362849770670.
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碩士<br>國立臺灣師範大學<br>英語研究所<br>91<br>ABSTRACT
This empirical study is intended to investigate how junior high school English teachers instruct reading in their teaching of English. A questionnaire containing a variety of reading activities that might be applied in reading classes was developed in this study and distributed to all the 353 junior high school English teachers in Taichung City. There were thirty questions in the questionnaire which stood for bottom-up/text-based, top-down/reader-based, and interactive applications respectively to elicit the frequency of the adoption of each activity in reading classes. The results revealed that the majority of the subjects in this study were no longer merely traditional bottom-up/text-based teachers. Instead, they had dual or multiple orientations in their reading instructions. On the other hand, top-down/reader-based applications were still not very prevalent in reading classes. Factors that might affect the subjects’ application of their reading instructions were discussed, including the implementation of the Basic Competency Test, the publication of the new versions of textbooks, and the subjects’ demographic information--gender, years of teaching, the kind of school they taught at (public or private), educational background, and whether they had majored in English. Besides, based on these findings, some suggestions were made not only to junior high school English teachers, but also to institutions of teacher education, secondary school authorities, and textbook writers and publishers with the aim of achieving a more effective and efficient reading instruction in junior high school.
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Tsai, Ching-shun, and 蔡清順. "EFL Junior High School Students’ Learner Autonomy, English." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/63160933325595151890.
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碩士<br>國立彰化師範大學<br>英語學系<br>101<br>The current study aimed to explore the correlations between EFL junior high school students’ learner autonomy, English learning strategies, gender, and their academic achievement in English. A total of 453 seventh graders from a junior high school in central Taiwan participated in the current study. The questionnaire of learner autonomy was adapted from the Autonomy Level Questionnaire (Chang, 2007) and the Learner Autonomy Questionnaire (Deng, 2008). The Strategy Inventory for Language Learning questionnaire (SILL, EFL/ESL 7.0 version, Oxford, 1989) was utilized for data collection as well. English achievement was derived from calculations of scores of the three monthly English examinations during the first semester in 2012.
The analysis of the study was computed by implementing the Statistical Package for Social Science (SPSS) 13.0 for Windows. Independent-sample t-test was employed to explore if there were gender differences in language learning, and Pearson product-moment correlations was performed to examine whether there were significant correlations between the three variables. In addition, the method of standard score, t-score, was utilized to manipulate students’ English scores.
Major findings of the study are summarized as follows. First of all, metacognitive strategy was the most frequently preferred strategy. Secondly, students’ autonomous learning could facilitate their use of language learning strategies and academic achievement in English. Thirdly, gender differences were statistically significant in students’ autonomous learning, the use of language learning strategies. Besides, females outperformed males in their language learning achievement. Finally, students’ learner autonomy, English learning strategies, and academic achievement in English were closely correlated with one another, and they were reported medium to high levels.
Based on the findings of the study, some pedagogical implications are provided. English teachers are recommended to help students realize the essence of the language learning strategies and concurrently, teach students to use them in language learning. Moreover, students may need assistance from their English teachers so as to incrementally develop more autonomous learning and language learning strategy use.
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Wang, Yun-Shan, and 王芸姍. "Gender Issues in Junior High School English Textbooks." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/13453323899525211701.
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碩士<br>國立中正大學<br>英語教學研究所<br>103<br>Abstract
Gender Issues in EFL Junior High School English Textbooks
By
Yun-Shan Wang
The present study aims to investigate if there is gender stereotype presented in junior high school English textbooks in Taiwan. Three series of textbooks were selected for analysis of gender issues, including Hanlin, Kangshan, and Nani, each consisting of six books from Book One to Book Six. Content analysis was adopted to analyze gender over-representation in textbook dialogues, sexist language, and occupational roles. Both quantitative and qualitative analyses were applied to yield more comprehensive results. Data were collected from areas including the amount of dialogues initiation, turns taken, and characters for male characters and female characters in junior high school English textbook dialogues for quantitative analyses. Also, the quantitative approach was further used to analyze the occupations for male characters and female characters in junior high school English textbooks. Moreover, sexist language presented in the three series of textbooks was identified. At the end, the qualitative analysis was further applied to analyze occupational roles for male characters and female characters. The results show that gender bias still exists in textbooks. As for textbook dialogues, the goal of equal learning opportunities still has room to be improved. Hanlin series and Nani series show over-representation on female characters while Kangshan series over-represents male characters. Regarding to the sexist language, the courtesy titles such as “Miss” and “Mrs.” and the use of suffix -man such as fisherman and businessman are still present in the three series of textbooks. In terms of gender roles, male characters have more diverse occupations than female characters. However, the occupational roles for male characters are not more prestigious than female characters. It is suggested that publishers should be made aware of the gender issues in junior high school English textbooks. In so doing, equal learning opportunities could be more likely to be guaranteed and gender-equality better achieved.
Key words: Gender stereotype, gender equality
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Huang, Chiung-hui, and 黃瓊慧. "Gender Roles in Junior High School English Textbooks." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51948727379969127902.
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碩士<br>國立中正大學<br>外國文學所<br>97<br>This study aimed to explore gender roles presented in junior high school English textbooks in Taiwan. Four sets of textbooks, Hanlin, Her Sheng, Kanshan and Nani, each consisting of six books from Book One to Book Six, were selected to analyze the presentation of gender roles. Content analysis was adopted to analyze gender stereotyping in the illustrations and texts. Both quantitative and qualitative research was done to yield comprehensive results. Quantitative analysis includes the frequency counts of male and female appearances, occupational roles and activities; qualitative analysis includes male and female occupational roles and activities. Finally, sexist language use in dialogues and readings was identified.
The results showed that gender stereotyping was still present in the textbooks. In the distribution of illustrations, illustrations dominated by only males still outnumbered those with only females. The depiction of male and female occupational roles was stereotypical only with a few exceptions. As for the activities male and female participated in, males engaged in more outdoor activities than women did. On the other hand, women did more house chores and nurturing jobs. More and more attention was also paid to sexist language use in the textbooks; however, there was still room for improvement.
It is suggested that further research investigate more versions of junior high school English textbooks. Students'' perceptions and responses and teacher treatment of textbooks with gender stereotyping might also be explored.
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Tsai, Hsin-Jung, and 蔡欣蓉. "Multimodal Discourse Analyses of Junior High School English Textbooks in TaiwanMultimodal Discourse Analyses of Junior High School English Textbooks in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/35018439084036472840.
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碩士<br>國立臺灣師範大學<br>英語學系<br>104<br>The increasingly integrative employment of multimodal semiotic resources to project meaning has become a norm in contemporary communication. Textbooks, like many other materials, have been more multimodal due to the prevalent use of both textual and visual semiotic modes. Over the past few decades, the concept of multimodality has been an area of expanding research interest and multimodal discourse analyses of various materials have been conducted. However, limited research examined the ways textual and visual resources work conjointly to construct various dimensions of meaning in multimodal texts. Since meaning is simultaneously encoded in ideational, interpersonal and textual meaning, a more integrated approach to analysis is required. Additionally, most English textbook analyses in Taiwan have been mono-modal, tackling texts or images only. There has been a lack of pedagogical attention to visual-textual complementarity in English textbooks in Taiwan.
Therefore, the present study aims to explore to what extent intersemiotic ideational and interpersonal complementarity are achieved in Book 5 of Joy and Kang-hsuan junior high school English textbooks and compare the difference between the degrees of complementarity of these two dimensions of meaning.
Totally 18 texts were collected. Kress and Van Leeuwen’s (1996) Visual Grammar was employed to conduct visual analyses, Halliday’s (1985, 1994) Systemic Functional Linguistics (SFL) was utilized to do textual analyses and Royce’s (1999) intersemiotic complementarity was further used to combine the visual and textual analyses. Each text underwent three phases of analysis: (1) intersemiotic ideational analysis, (2) intersemiotic interpersonal analysis and (3) comparing the degree of intersemiotic ideational and interpersonal complementarity.
The major findings are summarized as follows: (1) Ideational meaning was found to achieve slightly higher degree of complementarity in Kang-hsuan edition. (2) Among the six sense relations, repetition was employed most frequently and no tokens of antonymy were found. (3) Similar to ideational meaning, the degree of interpersonal intersemiotic complementarity is higher in Kang-hsuan edition despite that the degrees in both editions are not high. (4) Comparison between the two dimensions of meaning demonstrated that ideational meaning has higher degree of complementarity in both editions than interpersonal meaning. (5) Genres may affect visual design and visual-textual complementarity.
Based on the findings, some pedagogical implications are proposed: (1) Teachers need to go beyond traditional mono-modal curriculum and find potential integration of multimodality into English classrooms and their teaching repertoires. (2) Students’ multimodal literacy and multimodal communicative competence is suggested to be developed. (3) Textbook writers should devote due attention to visual design and strive to ensure the complementarity between the visuals and the texts. It is hoped that this study could inform a more comprehensive understanding of textual-visual complementarity, alternative multimodal approaches to language instruction and future textbook compilation.
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Wu, Show-Mei, and 吳繡美. "School Library Utilization for Junior High School English Teachers in Taipei." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/10822202282799571879.
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碩士<br>國立臺灣師範大學<br>社會教育學系在職進修碩士班<br>91<br>ABSTRACT
The study used a questionnaire to investigate the information needs and school library utilization of junior high school English teachers in Taipei. Data were collected through the Questionnaire of School Library Utilization for Junior High School English Teachers in Taipei , which was conducted through proportionate stratified random sampling. In total, 282 questionnaires were mailed to English teachers in 19 junior high schools in Taipei. The data collected from the 254 usable returned questionnaires were analyzed by using SPSS foe Windows. Major findings of this study can be summarized as follows: 1. Most English teachers’ teaching experiences are under 20 years. Most of them not only have accepted professional training in English and teaching strategies ,but also adopt communicative approach in teaching English or developing teaching programs. 2. Significant differences was found only in the variables of teaching method regarding their information needs and school library utilization for English teachers. 3. Most English teachers have to utilize the resources or equipments of the school library to enrich their teaching programs. 4. English teachers’ information needs will affect their school library utilization. 5. The management and services of school library are not in orbit yet for insufficient library budget and qualified librarians.
Based upon the results, this study suggests the teachers（1）to establish the faith of life-long learning, （2）to utilize school library to improve teaching effects and students’ communicative abilities, （3）to adopt communicative approach in designing teaching programs, and（4）to put more emphasis on collegial interaction to improve professional growth. It also suggests to the school authorities （1）to encourage English teachers take part in more extension education and training activities to increase professional literacy,（2）to assist the school library on administration and budget, and（3）to hold more activities concerning teaching and professional knowledge to meet English teachers’ information needs. This study also urges the school library（1）to make sure and really improve the status of the school library,（2）to take the step toward modern lifelong learning resource center,（3）to hire more librarians to manage the school library and assist its development, （4）to increase the amount of materials and information to meet users’ needs; emphasize both the quality and quantity of services,（5）to improve the marketing programs and library user education, and （6）to provide English teachers a fast speed and steady state with strong and exact search functions system. Finally, it suggests the educational authorities（1）to respect teachers’ professional development and self government,（2）to establish bilingual learning environment and improve both the service quality and collection quantity,（3）to establish the library management evaluation system and give more budget to assist school libraries,（4）to popularize teachers’ concepts on and capabilities of utilizing library resources, and（5）to offer multi channels for further education or extension training.
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Kuo, Li-chun, and 郭俐君. "Culture Teaching in Taiwan Junior High School English Textbooks." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/qk2f4w.
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碩士<br>國立彰化師範大學<br>兒童英語研究所<br>105<br>As it has been widely recognized that language is closely related to culture, learning a language without knowing its culture is incomplete. The inseparability between language and culture makes language educators strive for a balance between language and culture instruction in the EFL classes. In the EFL context, the secondary school English teachers rely substantially on textbooks for their language instruction. Both textbooks and instructors impact significantly on EFL learners’ language and culture learning. Therefore, the present study aims to investigate the adequacy of culture resources presented in English textbooks at junior high school level in Taiwan by means of content analysis and semi-structured teacher interviews. In the present study, 12 English instructors, who are currently teaching at junior high schools, were recruited and interviewed. As for the textbook sample, altogether 18 student books and 18 teacher manuals approved by the National Institute of Compilation and Translation and used in junior high schools were selected from three
top-selling publishers.
Both textbook analysis and teacher interviews reveal that further improvement in presenting culture resources in the junior high school English textbooks is in need. It is found that the English textbooks were designed to develop predominantly students’ language abilities, while the aspects of culture were received less attention. The coverage of the culture contexts and culture components was limited to cultural behaviors and customs in inner-circle and Chinese countries. The cultural content was found to be commonly embedded in the optional sections rather than in the obligatory ones. Results from teacher interviews also reveal that the EFL instructors were lack of sufficient culture knowledge and competence, which resulted in further difficulties in implementing culture teaching in their classroom.
The implications derived from the present study points out the necessity of improving the quality of culture-teaching design in English textbooks and the EFL instructors’ need for professional support in their culture teaching in English classes. It is suggested that more aspects of culture contexts and components be integrated into the English textbooks to facilitate EFL learners’ cultural knowledge, to develop their cultural competence, and to enhance intercultural communication skills. As for junior high school English teachers, it is recommended that more culture-teaching guidance and training be provided to help them with implementing culture teaching in the EFL classroom.
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Chen, Huang Chen, and 黃珍珍. "Individual Factors on Junior High School Students’ English Achievements." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/91301973677624056728.
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碩士<br>南台科技大學<br>應用英語系<br>93<br>English learning has dominated the preschools in Taiwan recently. It is the right time for parents, teachers, and the authority concerned to assess the products of early L2 learning. Meanwhile, owing to the prosperity of neuroscience, and multi-intelligence concepts, the individual linguistic intelligence, learning styles, types of English instructions accepted by L2 learners, and motivation have arouse the most attention these days. Consequently, the study aimed to discuss the effects of individual issues on junior high school students’ English academic achievements.
In this two-and-a-half-year study, there were 138 subjects. The instruments employed included (1) The academic exams in four semesters (2) The Chinese linguistic IQ Test (3) L2 learning experience self-report questionnaire and interviews (4) The field-independent Hidden Figure Test (5) The L2 learning motivational orientation Scale. Next, the 138 subjects were divided into five groups, A, B, C, D and E according to the two-year academic average scores of 90, 80, 70, 60, and below 59 points.
The main findings were as follows:
1. In Group A, B, C, D and E, L2 starting ages were lowly related to academic achievements. The early learners did not guarantee to become high achievers.
2. Among 29 high achievers in Group A, those who started at the period of 0-6 got the highest academic average score, the second one was the age period of 11-13, and the last one was the age period of 7-10.
3. In Group A, the L2 learners accepted the Grammar-oriented instruction got the highest average scores. Those who accepted both Children American English Instruction and Grammar-oriented instructions got the second high academic average score. As to those who were under Children American English instruction, they acquired the lowest average score. On the other hand, higher percentage of subjects under Children American English instruction thought they owned the advantages of good speaking and listening abilities. Meanwhile, higher percentage of subjects under Grammar-oriented instruction acclaimed that they mastered reading and writing.
4. In Group E, linguistic intelligence was also significantly correlated to students’ academic achievements. However, in Group A, B, C, and D, linguistic intelligence was lowly related to subjects’ academic achievements.
5. In Group A, subjects whose linguistic intelligence was higher than 95 were highly related to their academic achievements. But the other subjects with linguistic IQ lower than 95, the coefficient was lowly related.
6. In Group A and B, the Field-Independent cognitive style was significantly related to academic achievements, but Group C, D and E were not. In addition, the correct answers of the Hidden Figure Test dropped as well as their academic achievements. ,
7. In Group E, the average score of amotivation was significantly related to subjects’ academic achievements. However, the scores of amotivation were ranked as E, D, C, B and A.
8. The average scores of external regulation were significantly related to subjects’ academic achievements in Group B and E, but A, C, and D were not. However, the scores of external regulation were ranked as A, C, B, D and E.
9. The average scores of introjected regulation were not significantly related to subjects’ academic achievements. However, the scores of introjected regulation were ranked as A, B, C, D and E.
10. The average scores of identified regulation were not significantly related to subjects’ academic achievements. However, the scores of identified regulation were ranked as A, B, C, D and E.
11. The average scores of accomplishment in IM were not significantly related to subjects’ academic achievements. However, the scores of accomplishment in IM were ranked as B, A, C, D, and E.
12. The average score of knowledge in IM was significantly related to subjects’ academic achievements in Group E, but it was not correlated in Group A, B, C and D. However, the scores of knowledge in IM were ranked as A, B, C, D and E.
13. The average scores of stimulation in IM were not significantly related to subjects’ academic achievements. However, the scores of stimulation in IM were ranked as B, A, C, D and E.
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TSAI, PEI-WEN, and 蔡霈玟. "English Teaching in Junior High School in Social Change." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/62567788772934002921.
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碩士<br>華梵大學<br>建築系在職專班<br>105<br>This study discusses the junior high school English teaching under the social change. First of all, we should understand the basic concepts of social change; and then we should understand the relationship between the education and the social change, as well as the derived educational issues. Finally, we will analyze whether the junior high school English curriculum guideline, teaching media, and teaching space are consistent with the social change.
The scope of the Social change is very wide, that contains all the human living. The speed of social change can be quick or slow, the means can be gentle or intense, the results can be good or bad; however, they cannot escape from the four areas of the political, economic, cultural and social. The sociologists often to discuss the function of education with the functional theory and the conflict theory, but if to use only one theory to explain the educational function is not objective. Along with the change in times, the sociologists found some educational problems, such as the educational environment based on the entrance examination, the school education not meeting the needs of society, the curriculum lack of diversification, teaching materials and evaluation methods, and so on.
In order to improve the educational problems, it is necessary to start from teaching, where the curriculum guideline is a very good point to start. This study analyzes if the junior high school English curriculum guideline is revised when the social change is discussed. We study some objects including "The Revision of the Junior High School Curriculum Standards in 1948", "The Junior High School Curriculum Standards in 1962", "The Temporary Junior High School Curriculum Standards in 1968", "The Junior High School Curriculum Standards in 1983", “Grade 1-9 Curriculum Guidelines in 2008” (below Referred to as 2008 curriculum guideline), and “12 years of basic education curriculum in 2016” (hereinafter referred to as 2016 curriculum guideline). The study finds that the teaching medium and teaching space were very lack and could not meet the needs of junior high school English curriculum guideline in the stages of 1948, 1962, 1968 and 1983. At the stage of 2008 curriculum guideline, the teaching media made progress gradually, but the teaching space could not keep up with the technology; how to meet the needs of junior high school English curriculum guideline needs to be improved. At the stage of the 2018 curriculum guideline, the teaching media and teaching space are improved gradually; it may get a breakthrough in compliance with the needs of junior high school English curriculum guideline.
Further, in accordance with the curriculum guideline, the government gradually improved year by year, such as the teaching equipment in the classroom, the establishment of interactive language classroom, and the situational classrooms. We take the establishment of general classrooms, interactive language classrooms, and situational classrooms at Ji-Sui Junior High School as the objects for study, and discuss the improvement and the establishment from the viewpoints of listening, speaking, reading and writing. The study found that because the teaching media in the general classroom got improved, the teaching method which mainly implements the reading and writing in practice changed by adding the listening and speaking. The interactive language classroom emphasizes on the listening and speaking. The teaching methods of listening, speaking, reading and writing can be implemented in the situation classroom. However, due to the factors of the location, equipment utility and others, the usage of the general classroom is still the majority.
For the educational revolution under the social changes, the junior high school English curriculum guideline, and the serious delay of the evolution of the teaching media and teaching space, this study argues some suggestions: the education should be independent and free from the political influence; revise the textbook content and the junior high school English curriculum guideline; distribute teaching resources fairly; close the township gap; improve the evaluation methods and use the evaluation results well; change the assessment for students and let them escape from the test of pen and paper; indeed improve the teaching medium rather than teaching space; unite everyone's wisdom and get the greatest achievement.
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Ji, Meng-Yan, and 紀孟言. "Analysis of Junior High School English Textbooks in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/04567337860901204040.
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碩士<br>玄奘大學<br>外國語文學系碩士班<br>96<br>ABSTRACT
The purpose of this study was to explore the content of junior high schools English textbooks in Taiwan to know the word frequency, the difficulty levels of the dialogues and the reading passages. The researcher also compared the difference among the textbooks. The three versions of English textbooks were collected as the data in this study, including Hot English by Han Lin-Joy, Go SuperTeens by Longman, and English by Kang Hsuan. Hopefully, the findings would serve as reference for evaluation and selection of English textbooks. The measurements utilized in this study included two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003).
The main findings are summarized as follows: (a) The trend of the distribution of the word frequency is similar among the three versions of English textbooks. The highest percentage of the two frequency bands, ◆◆◆◆◆ and ◆◆◆◆◇ is Longman version. (b) The distributions of the difficulty levels of the dialogs of each volume among the three versions are not very regular and stable from easy to difficult. The most difficult level of the dialogues is Kang Hsuan version. (c) The difficulty levels of the reading passages of each volume among the three versions all are distributed progressively. The highest difficulty level of the reading passages is Kang Hsuan version.
Based on the findings, the suggestions are presented as follows: (a) The factors of the word frequency and the text difficulty levels should be taken into consideration when compiling English textbooks. (b) The word frequency and the text difficulty levels of each volume have to be arranged in a progressive way from easiness to difficulty. (c) The information about how frequent the words are and what difficulty levels of the dialogues and reading passages should be given in the introduction of English textbooks. (d) Before teaching new words or new articles, English teachers could analyze the word frequency and text difficulty levels by using the two sets of computer software, “frequency band” in Collins Cobuild English Dictionary (2003) and Lix formula (2003).
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Lin, Shu-wei, and 林淑薇. "THE EFFECTS OF PRE-JUNIOR HIGH SCHOOL ENGLISH LEARNING ON JUNIOR HIGH STUDENTS’ ENGLISH ACHIEVEMENT AND FOUR LANGUAGE SKILLS." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/58053231644401804487.
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碩士<br>國立高雄師範大學<br>英語學系<br>90<br>The focuses of this study are on four main aspects. The first aspect is to find out whether pre-junior high school English learning experience affects students’ English achievement. The second aspect concerns to what extent the length of pre-junior high school English learning varies the students’ performances of four language skills. The third and the fourth aspects pertain to the influences of the factors of the process of input and the learners’ characteristics on students’ four language skills. It is anticipated that the outcome can be served as reference for junior high school English teachers to prepare their instruction effectively, especially after English has become a required subject in the elementary school.
The subjects of this study were 101 first-grade students in Sha Lu Junior High School. They were classified into two groups, experienced group and non-experienced group. The subjects in experienced group were further divided into three subgroups─long-term, mid-term, and short-term experienced groups. The subjects’ grades obtained from three monthly English achievement tests were utilized to serve as their English achievement. In addition, tests of four language skills were written by the researcher and served as the test items. A questionnaire was also designed to understand the process of pre-junior high school English language input and the characteristics of the subjects. The collected data on the three monthly English tests and the tests of four language skills were analyzed by ANOVA and the Scheffe’s post-hoc test; besides, the subjects’ responses in the questionnaire were analyzed by t-test, ANOVA, and the Scheffe’s post-hoc test. The findings of this study are as follows.
(1)Pre-junior high school English learning experience showed significant effects on the subjects’ English achievement, and the longer the learning time before junior high school, the better the English achievement in the beginning stage in junior high.
(2)Number of years of learning showed significant effects on the subjects’ four language skills. Subjects of long-term-experienced performed best in four language tests. Except for reading test, subjects of non-experienced group performed significant worst.
(3)With respect to the process of input, some teaching contents, such as conversation, reading, grammar, and pronunciation had significant effects on four language skills. Besides, some teaching activities, such as games and lectures had significant effects on their four language skills.
(4)Students’ intrinsic motivation in early English learning played a crucial role. Students who were self-driven in learning English performed better than those who were driven by the school in four language tests. The preferred English learning activities which were particularly important on their four language skills were audiotapes, oral practice, read aloud, reading, grammar, and writing. Moreover, subjects who came from families with high-educated parents performed significantly better in four language tests.
Finally, it is suggested that teachers should be aware of their students’ competence of four language skills, provide students with more English input, and supply instruction to make the classroom resemble more closely a natural acquisition setting. On the other hand, learners are encouraged to regularly spend at least one hour studying English; besides, they are advised to keep an active attitude toward English learning and involve actively themselves in the English classes.
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Wu, Yi Hui, and 吳怡慧. "Jumior high school teachers'interpretation of Anglo-American culture in junior high school English textbooks." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58703716391833290824.
Full textAbstract:
碩士<br>國立臺北教育大學<br>課程與教學研究所<br>95<br>The purposes of the study were to explore the junior high school teachers’ interpretation of Anglo-American culture contents in junior high school textbooks. This study processed via the interviews with16 junior high school teachers and 2 English textbook editorials to find their perceptions of the role of Anglo-American culture in TESOL and the contents and presentation of Anglo-American culture in the textbooks. After collecting and interpreting data, the results are listed as follows:
1. The teachers judge whether the contents present Anglo-American culture by culture differences when they interpret the contents of Anglo-American culture in the textbooks.
2. The teachers mainly focus on the parts of vocabulary, dialogues, readings and grammar patterns when interpreting the contents of Anglo-American culture in the textbooks.
3. All forms can be used to present the Anglo-American culture well on condition that they combine the appropriate themes of Anglo-American culture. The ideal compiling style has to combine the grammar and Anglo-American culture.
4. The teachers think that the holidays and customs of festivals are the most representative themes of Anglo-American culture in the textbooks. And the themes of the English textbooks that are compiled in Anglo-American culture context can present more the contents of Anglo-American culture.
5. The teachers think that the contents of Anglo-American culture in the textbooks present more on the cultural categories of product, behavior and information. Besides the above three categories, the contents about the categories of cultural symbols and perspective should be introduced, too.
Suggestions for improving the English teachers in junior high school, English textbook editorials and future researchers were provided.
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Chen, Pei-yi, and 陳佩宜. "Junior High School EFL Students’ English Reading Motivation, English Learning Motivation,and English Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/62020547266000670971.
Full textAbstract:
碩士<br>國立彰化師範大學<br>英語學系<br>99<br>The present study aimed to identify the multidimensions of junior high school EFL students’ English reading motivation. This study examined the relationships between junior high school EFL students’ English reading motivation, English learning motivation, and English achievement.
521 eighth graders from 17 classes in three cities participated in the present study. Questionnaires adapted from the Motivation for Reading Questionnaire (Wigfield & Guthrie, 1995; 1997), Mori’s questionnaire (2002), and the Attitude/Motivation Test Battery (Gardner, 1985) were modified and used for collecting data. The data were analyzed by using SPSS 14.0 for Windows. Descriptive Statistics and Pearson correlations were conducted. Exploratory factor analysis (EFA) was used to extract factors of English reading motivation. Cronbach’s alpha and construct validity were further verified.
The results revealed that learners’ English reading motivation was multifaceted. Their motivation included Intrinsic Motivation, Reading Avoidance, Reading
Involvement, Reading for Recognition, Reading for Pleasure, and Reading for Grades. Six factors were positively related with English learning motivation and English achievement, except Reading Avoidance. The best predictor of English learning motivation and English achievement was Intrinsic Motivation. The factors predicting English learning motivation were Intrinsic Motivation, Reading Avoidance, Reading for Pleasure, Reading for Recognition, and Reading for Grades. The factors predicting English achievement were Intrinsic Motivation, Reading Avoidance, Reading for Recognition, and Reading for Grades.
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MANGOGO, U.-LI, and 烏禮蔓可可. "The Influence of an English Remedial Program on Junior High School Students’ English Reading Ability and English Learning Attitude- Using GuangFu Junior High School as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3327zs.
Full textAbstract:
碩士<br>慈濟大學<br>教育研究所<br>107<br>abstract
The study aimed to investigate whether an English reading remedial program could improve junior high school students’ English reading ability and English learning attitude. The participants were eight ninth graders with very low English achievement in Hualien. The English reading remedial program lasted for thirty weeks.
The participants attended the program on Thursday afternoon. Twelve English storybooks were used in the English reading remedial program. Combining the books with videos and the songs on YouTube, the researcher hoped to improve the participants’ English reading ability and English learning attitude.
All the participants took the two standard tests individually before and after the English reading remedial program. Two standard tests and one questionnaire were used in this study. The collected data was analyzed mainly through t-test and one way anova.
The results showed that all the participants had higher scores in the posttests than in the pretests, which showed the English reading remedial program enhanced the participants’ English reading ability and their English learning attitude. In addition to the results, the suggestions are provided.
Key words: remedial teaching, English reading comprehension ability, English learning attitude, low English achievement
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謝敏青. "A Study on the Relations among English cram school, English Learning Attitude and English Learning Achievement of Junior High School Students- A case study of Chung-Cheng Junior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/42727618723189492838.
Full textAbstract:
碩士<br>國立高雄師範大學<br>教育學系<br>95<br>The purpose of this study is to investigate the relations among English cram school, English Learning Attitude and English Learning Achievement of Junior High School Students. A survey research was conducted with questionnaires and interviews. The subjects totaled 331 students for this study were sampled from Chung-Cheng Junior High School in Ping Tung. The data collected were analyzed by t-test, one-way ANOVA, Pearson Product-moment Correlation and Multiple Regression Analysis.
The results are as follows:
1.80% students had experience in English school before studying the junior high school. During the studying in junior high school, about 80% students have gone to English cram school.
2.Subjects are satisfied with the English cram school they choose. And they have positive learning attitude there.
3.On the whole, the English learning attitudes of subject students are average. Among the five aspects, the attitude toward English homework is the most positive, while the attitude toward school curriculums and examinations is the least.
4.The English learning achievements of subjects are passable.
5.Female students have longer learning years in cram schools than males before entering the junior high school. And female students have higher voluntariness in English cram school than male students.
6.Students with higher family SES have longer learning years in cram schools than the students with lower family SES before entering the junior high school and during the junior high school.
7.On the whole, female students have more positive English learning attitude than male students. Besides, female students have more positive attitude toward English homework and concentration than males.
8.Students with higher family SES have more positive attitudes toward school teaching and concentration than those with lower family SES.
9.Students with higher family SES did better in English learning achievements than those with lower family SES.
10.There is a significant correlation between the learning experiences in English cram school and English learning attitude at school.
11.A significant correlation between the learning experiences in English cram school and English learning achievement was found.
12.The more positive English learning attitude students have, the better English learning achievement was.
13.The attitude of concentration, the learning years in English cram school during junior high school, family SES and the attitude toward the education value of school are the main factors which affect students’ English learning achievements.
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Chan, Yu-wei, and 詹雨薇. "Junior High School English Teachers'' Ideas of Current English Textbooks in Tainan County." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/77209208920503221452.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>92<br>ABSTRACT
This study aims at finding out the junior high school English teachers’ opinions of current English textbooks and their use in Tainan County. The questionnaires were filled by the subjects, 152 English teachers from 35 junior high schools in Tainan County. The main findings are summarized as follows:
1.The two mostly adopted English textbooks in junior high school are Nan-yi and Kang-xüan.
2.In this study, 26 out of the 35 schools still use the same set of textbooks in their second-year classes, but 9 schools change into another set of textbooks.
3.The English Teaching Committee of each school (94.1%) is the major decision-maker of the textbook selection.
4.For most teachers (61.8%), the most ideal method of constructing textbooks is produced by National Institution and adopted by all junior high schools in Taiwan (61.8%).
5.The overall content (48.7%) and the difficulty level (44.7%) of the textbooks are teachers’ main considerations in textbook selection.
6.Most of the subjects (71.2%) use supplementary materials besides one main set of textbooks. The supplementary materials include English magazines, other sets of textbooks, English newspapers, interactive CDs, and teacher-made handouts.
7.On the whole, most teachers are satisfied with the layout, the content, the workbooks, the teachers’ manuals, and the supporting materials of current junior high English textbooks.
8.Lots of the subjects (86.9%), consisting of always-users (7.3%), often-users (45.4%), and sometimes-users (34.2%), use the teachers’ manuals.
9.The majority of teachers (84.2%) follow the contents of textbooks to a high degree (100~80%) while teaching.
10.While giving instruction, teachers spend much less time on speaking (2.0%) than on other language skills.
11.A large proportion of the subjects (51.3%) consider that “the highly diverse classes” is the main problem they encounter while using current textbooks.
12.Most teachers (44.3%) choose “uncertain” for the item relating to comparison between S1’s (students who use the current English textbooks) interest and S2’s (students who use the centralized textbooks).
13.A large proportion of the subjects (71.8% and 67.9% respectively) feel that S1 seem to progress in listening and speaking.
14.More than half of the subjects (67.2% and 50.4% respectively) sense that S1 seem to regress in grammar and writing.
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Teh-wang, Liu, and 劉得旺. "Junior High School English Teachers' Attitudes toward and Strategies for Teaching English Songs." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/60802402087949261607.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>90<br>ABSTRACT
The main purposes of this study are to investigate junior high English teachers’ attitudes towards the use of English songs in their teaching as well as their teaching strategies. The research also focuses on the difficulties experienced by the responders when they utilize the approach.
The responders of the study were 123 English teachers from 10 junior high schools in Kaohsiung. They were required to respond to the questionnaires designed by the researcher. Totally, 120 valid questionnaires were gathered and used for data analysis. In addition, the author interviewed those teachers as well as analyzed and generalized their attitudes toward teaching English songs and their strategies used in teaching English songs.
The major findings of the study are listed below:
1. The results of the study show that most of the responders think highly of the singing approach. They consider this kind of activity both interesting and effective.
2. The responders maintain that the song program proves of great benefit to EFL learners, especially in the improvement of listening comprehension, translation, and understanding the cultures and literature. Besides, this technique can promote EFL/ESL students’ motivation of learning English.
3. The responders offer some strategies for the reference of EFL teachers. These strategies may inspire those who have never applied this activity but want to try.
4. The responders really encounter some difficulties when they adopt the song-teaching activity. However, they are kind enough to provide some solutions and suggestions.
In view of the findings above, some suggestions for this technique are listed
as follows:
1. Junior high English teachers should lay much emphasis upon the song program and adopt this method more often in the classroom.
2. Junior high English teachers have to use songs as the source materials of language competence tests, like listening comprehension tests, in order to make the learning procedure varied and challenging.
3. The Nine-year Coherent Integrated Course System will be put into effect in September, 2002 in Taiwan. Junior high English teachers, therefore, can use song activities to live up to the spirit of the new course system: to combine the language learning field with other fields, like music.
4. The English textbook editors or the authorities concerned should compile a booklet or a computer disc which gathers songs suitable for JHS teachers to adopt or build an internet web site on the computer where all the EFL/ESL teachers can download the songs they need in their teaching.
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Chen, Hui-Chen, and 陳慧真. "The Teaching Methods Reflected in Junior High School English Textbooks." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/10638370485381467924.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>93<br>ABSTRACT (In English Version)
This study aims at investigating if the designs of 14 junior high school English textbooks from 1937 to the present individually correspond to the essence of the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, and the Communicative Approach. The instruments are the principles and techniques of the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, and the Communicative Approach.
The major findings are summarized as follows:
1.In the designs of one English textbook published in 1937, only half of them correspond to the essence of the Grammar-Translation Method.
2.In the designs of five English textbooks edited according to English Curriculum Standard in Junior High School (1948), about half of them correspond to the essence of the Direct Method.
3.In the designs of four English textbooks edited according to English Curriculum Standard in Junior High School (1962, 1968, 1972, and 1985), all of them correspond to the essence of the Audio-Lingual Method.
4.In the designs of one English textbook edited according to English Curriculum Standard in Junior High School (1994) and the designs of three English textbooks edited according to English Curriculum Standard in Junior High School (2000), only one little part doesn’t correspond to the essence of the Communicative Approach; the others correspond to.
During the developing process of junior high school English textbooks, the proportion of the designs corresponding to the essence of the teaching method is getting higher and higher. But nowadays the Communicative Approach isn’t practically applied yet because exams lead teaching. In order to let students favorably pass the exam, teachers spend too much time teaching them words, phrases, grammatical rules, etc. and testing them by using the exam papers. However, teachers ignore that the goal of the Communicative Approach is to have students become communicatively competent. Besides, students make every effort to memorize vocabularies, grammar, etc. and do exercises again and again in order to get high scores in the exam, but are unable to become real communicators. This phenomenon is worthy of being thought deliberately.
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Huang, Yu Lun, and 黃郁倫. "Junior High School Students' Opinions of Foreign Teachers' English Instruction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74013287022551596637.
Full textAbstract:
碩士<br>南台科技大學<br>應用英語系<br>99<br>The purpose of this study was to investigate junior high school students’ opinions of foreign teachers’ English instruction in Miaoli County, and to determine the differences of male and female students and the eighth and ninth grade students’ opinions of foreign teachers’ English instruction.
Both quantitative and qualitative research methods were adopted in the study. The quantitative part consists of questionnaires delivered to 219 junior high school students in Miaoli County and the qualitative part consists of interviews with two foreign English teachers. Descriptive statistics and independent t-test were used to analyze the data.
The findings of the study were: (1) On the whole, junior high school students’ opinions of foreign teachers’ English instruction were positive, with the mean of 3.25;
(2) Female students were more satisfied with foreign teachers’ English instruction (mean= 3.31) than male students (mean=3.18); (3) Ninth-grade students were more satisfied with foreign teachers’ English instruction (mean =3.30) than eighth-grade students (mean= 3.19); (4) Teachers in the interviews indicated that they designed activities to get students’ attention and encouraged confidence in the use of the language. They thought they were good language models to students, but they needed Taiwanese English teachers to assist with effective classroom management. Most of the junior high school students agreed that the foreign English teachers’ classes aroused students’ motivation and interest in learning English and students had positive attitude toward English learning. Finally, pedagogical implications and suggestions derived from the findings are provided for educational administrators and educators.
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CHANG, YUNG-JIE, and 張詠捷. "Taiwanese Junior High School Students' Perceptions on Extracurricular English Reading." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00188858474884401441.
Full textAbstract:
碩士<br>國立屏東大學<br>應用英語學系碩士班<br>103<br>This study is about Taiwanese junior high school students' perceptions on extracurricular English reading, and this study has six purposes. The participants were 165 students who are seventh graders and eighth graders junior high school in southern Taiwan junior high school, and the participants included 80 males and 85 females.
The results indicated that Taiwanese junior high school students thought that doing extracurricular English reading is a good way for English learning, and doing so would also improve their English skills and performances, but most students did not like to do extracurricular English reading. The participants like to read English books of language learning and travel books. The factors that influence their choices are as followed. Most students prefer to read English books with Chinese version. They also prefer to read English books with few pages. Most students mentioned that the reason why they read extracurricular English materials was increasing their vocabulary in English. The biggest difference between males and females in their perceptions of reading extracurricular English materials was about reading English extracurricular books can improve English performances or not, and more males agreed with that than females. More females prefer language learning English books than males regarding the types of the extracurricular English reading. More females prefer reading English books in human science than males regarding the choices of extracurricular English reading. More males thought that they think they can increase the English analytical skills when they reading extracurricular English materials than females. And this study also found that most study would use paper books to do reading than use e-books in many sections. Female students prefer to choose paper books than males. Students also thought that interesting and easy extracurricular English materials would motivate them to read extracurricular English materials. Pedagogical implications and suggestions for future study were showed following.
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Lin, Shih-ting, and 林詩婷. "English Learning Beliefs and Learning Strategies of High and Low English Achievers in Junior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73548459190545374761.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>99<br>The aim of the current study is to explore high and low English proficiency students’ beliefs about language learning and their use of language learning strategies at the junior high school level. Besides, the present study also attempted to investigate the relationship between students’ beliefs and English achievement as well as between students’ strategy use and English achievement. Furthermore, the relationship between students’ language learning beliefs and strategy use was also examined. Meanwhile, the interview based on BALLI categories was utilized to elicit more information. A total of 267 eighth grade students from Li Shin Junior High School in Taichung County participated in this study, 140 were males and 127 were females. Both quantitative and qualitative methods were used in the present study. The quantitative method was executed by a questionnaire, which contained three parts. The first part was Personal Background Information with eight items. The second and the third part were Horwitz’s (1987) Beliefs about Language Learning Inventory (BALLI) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) respectively. On the other hand, the qualitative method was conducted by student interview, and a random sample of 6 high English proficiency students and 6 low English proficiency students were selected to participate in the interview. The data was computed and analyzed by means of descriptive analyses, independent t-test and Pearson’s correlation analysis. The significance decision level was set atα< .05 level for statistical significance.
The major findings of the study are summarized as follows:
1.High proficiency students held more positive and optimistic concepts than low proficiency students. Besides, high proficiency students were more confident about their abilities and held stronger motivations than low proficiency students. On the other hand, both high and low proficiency students had similar concepts about the nature of learning English as well as learning and communication strategies. For example, most of them considered vocabulary, grammar and translation were the most important parts when learning English, but vocabulary was much more important than grammar and translation. Meanwhile, pronunciation, repetition, practice and guessing were highly valued by both groups.
2.High and low proficiency students were significantly different in 4 categories of BALLI, which were beliefs about foreign language aptitude, the difficulty of language learning, the nature of language learning, and learning motivations, as well as 20 individual items.
3.High and low proficiency students used a variety of learning strategies. But their lower overall mean scores indicated that junior high school students did not employ language learning strategies frequently. Besides, compensation strategies were used the most frequently while social and affective strategies were used the least frequently for both groups.
4.High and low proficiency students were significantly different in their use of overall strategies and all the individual strategies. Besides, high proficiency students reported higher frequency of strategy use than low proficiency students.
5.There was a close relationship between language learning beliefs and strategy use. In both groups, the beliefs about the difficulty of language learning had the strongest correlation with each category of strategies.
6.The results of interview corresponded to the statistical analyses. The only difference was that interviewees held more integrative motivation than instrumental motivation, which was opposite to the statistical analysis.
The findings suggested that language teachers should not only understand students’ language learning beliefs but also encourage them to utilize more language learning strategies. Pedagogical implications and suggestions for further research were provided at the end of the study.
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Tseng, Wan-Ting, and 曾婉婷. "A Reading Miscue Analysis of High English Achievers and Low English Achievers in Junior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/75167419816152533115.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>96<br>ABSTRACT
The purpose of the present study is to investigate the difference of the reading processes of the high English achievers (HEA) and the low English achievers (LEA) by means of reading miscue analysis. The HEA’s and the LEA’s reading interests and reading strategies were compared after individual interview. Their oral reading miscues were analyzed in terms of miscues of meaning construction, grammatical relations, and graphic/sound similarity. Finally, the HEA’s and the LEA’s reading comprehension were verified. The participants were ten HEA and ten LEA in the eighth grade. After the reading interview, all the subjects read two English reading selections individually, and then retold the story. The interviews and oral readings were recorded. The subjects’ reading miscues were analyzed via reading miscue inventory (Goodman, Watson & Burke, 1987). The findings are summarized as follows:
1. From the reading interview responses, the HEA showed greater interests and better self-evaluation in English reading than the LEA.
2. Both the HEA’s and the LEA’s reading difficulty is decoding unfamiliar words or phrases. The strategies both groups used to overcome reading difficulty are consulting teachers/others, and consulting a dictionary.
3. From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA. However, there is a significant difference in reading miscues per hundred words (MPHW). It indicats that the HEA showed better reading fluency than the LEA.
4. From the statistical analysis of retelling scores, a significant difference is found in reading comprehension of the two English reading selections between the HEA and the LEA. It indicats that the HEA comprehended the theme and the detailed information of the reading selections better than the LEA.
Finally, the researcher made suggestions for English teachers to investigate students’ strengths and weaknesses in reading, and then to design appropriate reading strategies for students in need. Hopefully, the instruction of reading strategies will help students promote reading abilities efficiently.
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Hsien, Miao-Huan, and 謝妙鐶. "English Courses of Supplementary Junior High School Students -- The Ethnographic Research of Supplementary Junior High School Students in a Class." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/55564638843551405340.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育學系在職進修碩士班<br>95<br>This study investigates how supplementary junior high school students in Taiwan interpret their learning process in English class. Through ethnographic research and deeply interviewing and long observing supplementary junior high school students in a class, conclusions are derived as follows:
1. Supplementary junior high school students not only approve the importance of English in modern life but also consider that English courses are the most difficult
but the most useful of all courses.
2. Supplementary junior high school students consider that they should learn how to speak, read, listen and write. Their cognizance of English relies on the ability to speak out English vocabulary. Actually, supplementary junior high school students in English class are just to repeat after the teacher and copy down the teacher’s words; they can not learn and understand this course well.
3. The efficiency of studying English is slow; even some students can’t learn 26 English letters. Although most of the students can learn the English alphabet well, they still remember few vocabulary; only a few students learn one or two sentences.
4. What supplementary junior high school students want to obtain in English courses is not the quantity but the application of learning through which they feel a sense of
achievement and satisfaction in their daily lives.
5. The difficulties of learning English for supplementary junior high school students are as follows: they memorize nothing or forget easily; they don’t have the foundation of KK phonogram; they can’t spell or read; they can’t understand what the teacher says in class; they can’t keep up with the teacher’s instruction; they worry about the chances of speaking English. Consequently, they often adopt
strategies as follows: they drop out from school; they seldom come to school; they are late for school; they do other things in class; they stay there with patience; they
directly offer suggestions to the teacher.
6. During the process of learning English, supplementary junior high school students clearly know what they want to learn and how their learning condition is. They construct their way of learning English and consider that they will learn well if the teacher follows the same way.
7. Supplementary junior high school students have different motives of learning English: young students study for a diploma; middle-aged students study for practicability; and the elders study for leisure.
8. Under different social background, supplementary junior high school students will have different ways and different attitudes of learning English.
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Chi-lin, Kuo, and 郭棋琳. "Effect of English Teaching Service Quality － A Comparison between English Cram School and Public Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99419039623805749664.
Full textAbstract:
碩士<br>玄奘大學<br>企業管理學系碩士在職專班<br>101<br>Due to the low birth rate, less children becomes an inevitable result in the structure of population in Taiwan now. In parents’ mind, children are the most important. During the 3-year period of junior high school, most children studied in public junior high school. After school, they went to cram schools to improve their ability and konwledge of main subjects. To face the “twelve-year public education program” in 2014, they have to take the
“Academic Test for Junior High School Students”, which will represent 30% grades of the “Examinations-Free Entrance Competition”
Therefore, cram schools and public junior high schools both upgrade their quality of service and English teaching level. More, they make lots of advertisements which include bilingual teaching and the list of honor roll students. For example, the sign “small class”, and “bilingual environment”. We know their relationship could be “Competition” and “Cooperation”, and how to make them balance? How to upgrade teachers’ level? This is important for our children and all the students.
This study focuses on the students of two public junior high schools in Miao-li County. To research into the effect of “English Teaching Service Quality” between English cram school and public junior high school. The effect includes service quality, English teaching quality, satisfaction of school services, and the positive reputation.
Questionnaires are employed to collect data. Average, standard deviation, reliability analysis, factor analysis, correlation analysis, independent-sample T-test and regression analysis are carried out to understand the relationship among quality of public school services, quality of English cram school services, English teaching quality, students’ satisfaction, and school reputation.
The researcher issued a total of 900 questionnaires to two public junior high schools in Miao-li County in Taiwan. The valid questionnaires are 664 copies. The return rate is amount to 73.7%.
The empirical results are as follows:
1. The English cram school and public junior high school’s quality of service has a significant and positive relationship to students’ satisfaction. More, The English cram school has significant positive relationship than public junior high school in outcome quality, English teaching quality, students’ satisfaction and the positive reputation.
2. English teaching quality has a significant and positive relationship to students’ satisfaction towards the school.
3. There is a significant positive relationship between students’ satisfaction and reputation of the school.
4. Satisfaction is an intermediary variable of the quality of school services, English teaching quality and school reputation. In addition, English teaching quality and reputation have a significant positive relationship.
5. This study discovered that the key dimension of “English cram school’s service” is outcome quality, but the key dimension of “Public junior high school’s service” is physical environment quality.
Keywords: English Cram School, Hierarchical Approach Mode,
Physical Environment Quality, Interactional Quality,
Outcome Quality.
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Lin, chun-chen, and 林純真. "The Effect of English Learning Affecting Factors on Junior High School Students’ English Achievements." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/01752217517857575608.
Full textAbstract:
碩士<br>國立臺南大學<br>教育經營與管理研究所<br>95<br>The purpose of the study is to explore the situation of early English learning and the effect of English learning affecting factors on junior high school students’ English achievements after the implementation of English education in grade five and six in 2001,later extending to grade three according to nine-year integrated curriculum.The study is based on “junior high school students’ English learning experience”, “junior high school students’ English curriculum and learning resource”, “junior high school students’ English learning interest, motive and attitude” and “junior high school students’ English learning strategy”. This research adopts a questionnaire survey and interview. There are totally 400 questionnaires sent out, the returning rate is 87%, in which 329 questionnaires are valid, the returning rate is 82%. The collected data is used to carry on descriptive statistics, T-test, one-way ANOVA analysis, Pearson’s production-moment correlation and stepwise regression analysis. The interview is recorded and then transferred into words.
This study concluded as follows:
1.The four aspects of English learning affecting factors on English achievement of junior high school students in year one-- “English learning experience”, “curriculum and learning resource”, “learning interest, motive and attitude” and “learning strategy” have notable correlation.
2.There are significant differences between gifted English class and non-gifted English class students in the junior high school on the four aspects.
3.Different English learning affecting factors cause different English achievements.
4.Junior high school students’ English achievement is predictable from four aspects of English learning affecting factors.
5.To deal with the problem and impact of different level caused by early English learning, the junior high school adopts small-group teaching as part of solutions.
Also, recommendations were made by some points:
1.The suggestions to English education in junior high school:
a.Adopt English teaching strategy in the junior high school which is correspond to the curriculum
b.Raise junior high school students’ English learning motivation and strategy effectively.
c.Set the complementary measures for the early English learning courses.
2.The suggestions to the administration:
a.Provide the chance for the student to touch English early.
b.Make English learning policies in responding to the English education environment.
c.Carefully design English teacher program and add more English learning opportunities.
3.The suggestions for the future study:
a.Continue to testify the validity and efficiency of the self-made questionnaire.
b.Carry on a thorough research on the special students.
c.Expand the subject to the senior high school or university/college above.
d.Continue the research by adding other variables.
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Lu, Chao-Ying, and 呂昭穎. "Junior High School English Teachers’ Perspectives on Current English Textbooks in Hsin Chu County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/v6w75u.
Full textAbstract:
碩士<br>中原大學<br>應用外語研究所<br>98<br>The purpose of this study is to understand the status of the textbook selection process in the junior high schools of the Hsin Chu County, as well as the advice and satisfaction levels of the teachers. It then explores the factors that may affect the outcome of the textbook selection process by analyzing the relationships between the different variables, including the teachers’ backgrounds, school sizes, the issues encountered during the selection process, as well as teachers’ satisfaction after using the selected textbooks. Next, a questionnaire was designed to and distributed to 184 English teachers from the junior high schools in Hsin Chu County as the subjects. As a result, 140 valid questionnaires were returned. By evaluating the data using the t-test and the ANOVA analysis of variance, the researcher made the following conclusions:
1. Kan-Hsuan, Hanlin, and Nan-I are the most commonly used English textbooks and that, in most cases, the teaching materials are selected by the English Teaching Committee of almost all junior high schools.
2. English teachers in the Hsin Chu County believe that the status of the existing textbook selection process meets the principles of textbook selection.
3. It is important to note that the external factor that influences the selection of the English textbooks is the font size. The internal factors focus primarily on the difficulty level of the teaching materials. In other factors focus on if the workbooks reflects the key points of the textbook.
4. Overall, the teachers in Hsin Chu County are satisfied with the external, internal, as well as other factors related to selection of the English teaching materials.
5. The teachers’ satisfaction levels in regards to the external factors of the teaching materials may vary because of the “location of school” and the “age”. However, it will not be affected by the “teaching experience” and “gender”.
6. The teachers’ satisfaction levels vary regarding the internal factors of the teaching materials because of the “gender”, “location of school”, or the “teaching experience”. However, it is not affected by the “age” factor.
7. Variations exist in the teachers’ satisfaction levels regarding other factors of the teaching materials because of the “location of school” or “age”. However, it is not affected by the “gender” or “teaching experience”.
8. Teachers have encountered numerous difficulties and inconveniences while using the textbooks. Examples of such problems are a lack of teaching hours, and the restoration of teaching materials to be one outline and one textbook.
Finally, the research findings provided suggestions and future recommendations on textbook selection and usage for education and administrative agencies, schools, teachers and publishers. The results were helpful to junior high schools in Hsin Chu County, as well as could enhance the professional knowledge of the teachers, thereby to boost the instructional effectiveness.
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Chu, Meilan, and 瞿美蘭. "An Action Research of a Junior High School English Teacher on Improving English Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/4e38se.
Full textAbstract:
碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士班<br>100<br>This study is an action research of a junior high school English teacher on improving English teaching. The study deals with two classes of junior high school students, and adopts them in the process of the instruction for six months. The researcher uses “Peer counseling strategies” to solve the problem for the students' degree of difference, “Creative teaching strategies” for feeling bored in class, “Classroom management strategies” for noise problems in class, as well as “Multiple assessment strategies” for students’ dislike of tests.
As a result, the findings of this study are as follows: (1) “Peer counseling strategies” reduce the problem of students' different degrees in class. The points of the implementation are : (a) Praise publicly to the model peer group (b) Consider seating arrangement and class order management at the same time; (c) Partners need timely adjustments; (d) Give priority to “peer teaching skills”; and (e) Good friends can be partnerships. (2) “Creative teaching strategies” enhance interest in learning English. The points of the implementation are: (a) Multi-media materials with seating arrangement improves class order effectively; and (b) Creative teaching, such as games, role-playing strengthens parts like: words, grammar in English. (3) “Classroom management strategies” contribute to the class order management. Peer discourse activity, individual counseling, seating arrangements are effective solutions. (4)"Multiple assessment strategies” improve students' rejection to the examination. The points of the implementation are: (a) Interesting assessment stimulates the motivation of poor degree students; and (b) Papers grading different extent take the individual differences of students into account. (5) The students were satisfied with the help of improving strategies for their English learning. (6) The researcher made progress in the professional knowledge, as well as teaching strategies and class management through the action research in class.
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歐陽心怡. "A Study Among Junior High School Students' English Learning Strategies and English Learning Attitude." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/00902150645447589907.
Full textAbstract:
碩士<br>國立新竹教育大學<br>教育與學習科技學系課程與教學碩士在職專班<br>103<br>The aims of this study were to understand the differences and correlation among junior high school students’’ English Learning Strategies and English Learning Attitude. In stratified sampling, 188 eighth and ninth graders were assessed with questionnaire survey. Besides, 10 students by random sampling were chosen to interview. The data were analyzed by descriptive statistics, t-test, and Pearson product-moment correlation.
The findings of this study are as follows :
1. The situations of junior high school students’ English learning strategies and learning attitude are up middle level.
2. Significant differences of Cognitive Strategies , Metacognition Strategies, Memory Strategies used in English Learning Strategies and Concentrative Learning Attitude, Motivation Attitude used in English Learning Attitude among the genders.
3. Significant difference of Affective strategies used among the graders.
4. Significant differences of Cognitive Strategies, Affective Strategies, Metacognition Strategies, Social Strategies and Compensation Strategies used among the students who had passed the GEPT. Those situations were the same as Concentrative learning, Active learning, and Motivation in learning.
5. Significant differences of Cognitive Strategies, Affective Strategies, Metacognition Strategies, Social Strategies, Compensation Strategies, Memory Strategies, Concentrative learning, Active learning, Motivation in learning, the attitude of English curriculum, and the attitude of teachers’ teaching used among the overachievers and underachievers.
6. English Learning Strategies is correlated directly with English Learning Attitude.
Teachers can design more activities which can increase the training of organization. On the other hand, have some courses about make-up classes for underachievers. Create a better learning environment for students.
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Yu, Hsi-yen, and 余喜宴. "An Action Study of English Storytelling on English Learning of Junior High School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/86835518129161036383.
Full textAbstract:
碩士<br>南台科技大學<br>應用英語系<br>95<br>ABSTRACT
The purpose of this study was to investigate students’ learning outcomes in the storytelling classes and to understand students’ responses toward storytelling. The participants were twenty-five 8th grade students from a junior high school in Tao-Yuan County. The data include worksheets and questionnaires from the students. The results of this study are stated as follows:
a. 88% of the students stated that they enjoyed the storytelling classes. They felt that they can learn the four skills of English including listening, speaking, reading and writing through these classes. They also enjoyed discussing the contents of stories with other students.
b. The students generally like these storytelling sections. They believed that they can benefit from these sections. Furthermore, 92% of the students indicated that they preferred this style (storytelling) of English classes.
c. After the storytelling sections, gradually, the students became more positive toward reading English and were able to overcome psychological barriers of learning English. 20 students (80%) were much less afraid of listening to other people in English and 68% of them were even less afraid of speaking to other people in English and were able to express their feelings.
d. About 16 % of the students believed that the story contents were too difficult and 12% of them would like to have a slower teaching pace. This might be due to the time limitation for this study. Although there were five English classes per week, only two of them were allowed for storytelling classes. Thus, the teacher should speed up the pace of storytelling to the students.
e. Storytelling is a very useful method for teaching English in junior high school. In the research, twenty-four students (96%) believed that the storytelling method would allow them to learn new knowledge. Furthermore, these students also liked to recommend this lesson style to other people.
It is therefore recommended that storytelling can be used as a technique in English teaching for junior high school students. When storytelling is generally accepted by the majority of the students as a part of curriculum, their English learning outcomes would be greatly improved in the four language skills including listening, reading, speaking and writing and so on. However, due to the limitation of this study, the researcher was only able to provide suggestions found within this research that were based on the limited amounts of data.
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Chen, Kuan-lin, and 陳冠霖. "Investigating Junior and Senior High School English Teachers’ Perception toward the English Curriculum Guidelines." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94849384896818043702.
Full textAbstract:
碩士<br>國立彰化師範大學<br>兒童英語研究所<br>98<br>The study aims to investigate the junior and senior high school English teachers’ perception toward the English curriculum guidelines by means of qualitative interview method. The goal of Grade 1-9 English curriculum and General Senior High School Temporary English Curriculum both stress on the connection with each other. In order to achieve curriculum articulation, teachers are considered to play an important role on the implementation of curriculum. Schubert (1986) states that “teachers are the curriculum” (p.157) since they are the key roles to instruct students and design activities according to their perception of curriculum guidelines. In other words, teacher’s perception plays an important role on the success of curriculum implementation and curriculum articulation. Due to that, the study intends to explore both teachers’ perception toward the English curriculum guidelines and then further to examine the curriculum implementation and articulation situation.
Sixteen certified junior and senior high school English teachers participated in this study. In the data collection procedure, the interviews were the main resource of the research data. The interview questions were developed by the researcher based on the reviewed literature. All the interviews were recorded and then transcribed verbatim for future analysis and comparison. There were five major findings in the current study. First, the result of the interview protocols showed that most of the junior and senior high school teachers had little understanding toward the curriculum guidelines. Second, most of the junior and senior high school teachers perceived that, after the implementation of curriculum guidelines, listening abilities were more emphasized than before and the teaching materials were also much more diversified. Third, in the selection of the teaching materials, most of the junior and senior high school teachers would refer the standard in the curriculum guidelines as the reference for selection. Fourth, most of the junior and senior high school teachers believed that CLT had a good intention. However, their implementation of CLT was influenced under limited class hour, test orientation, the phenomenon of bimodal distribution, and low proficiency of speaking. Fifth, though multiple-assessment was considered to have positive effect, most of the junior and senior high school teachers would still adopt traditional paper and pencil test as the teaching assessment under limited class hour, test-orientation and the subjectivity of grades.
Based on the findings of the study, it is suggested that the educational authorities should pay more attention to the curriculum disconnection in order to appropriately adjust and modify the gap to achieve curriculum articulation. In addition, it is hoped that the current study could bring an insight into the curriculum implementation situation of junior and senior high schools for English teachers and educational authorities.
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Shiang-Ling, Chang, and 張湘翎. "The Relationship among Parentings, English Learning Motivation and English Grade in Junior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/e2zdk3.
Full textAbstract:
碩士<br>國立雲林科技大學<br>應用外語系<br>105<br>ABSTRACT
The study was to use questionnaires to investigate the relationship among parentings types, English learning motivation and English grades. The questionnaires were given to the eighth graders from ten classes in private junior high school in Yunlin county.
First part is about the classification of parenting. In the study, parentings are divided into four categories. The findings shows that no matter fathers or mothers, most of them belong to authoritative. The second one is authoritarian, the third one is neglecting and the last one is permissive. Moreover, the percentage of authoritative mothers is 80%, much more than fathers.
Second part is about the relationship between parentings and motivation. No matter under fathers or mothers parentings, the children treated by authoritative education are motivated the most.
Third part is about the relationship between motivation and the average of English grade. From the chart seen in chapter four, the correlation is positive. Most of the students who have high motivation in English can often did well in English, and most of the students who have low motivation can not perform well in English.
Part four is about the relationship between parentings and English grade. Moreover, parentings can not affect English grade directly, they have to affect motivation first. The students who are motivated did well in English. Therefore, parentings can affect English grade indirectly.
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LI, LU-DE, and 李路得. "The relationships between English learning in childhood & English achievements in junior high school." Thesis, 1991. http://ndltd.ncl.edu.tw/handle/05146009425929654357.
Full text
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Chao, Hui-ling, and 趙慧玲. "THE EFFECTS OF ENGLISH ABSTRACT WORD INSTRUCTION ON HIGH AND LOW ENGLISH ACHIEVERS IN JUNIOR HIGH SCHOOL." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99857430485766652739.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>92<br>ABSTRACT
This study explored the effects of English abstract word instruction (AWI) on high and low achievers in junior high school. Specifically, it is to examine if the students with different level of English proficiency utilized different abstract vocabulary learning strategies (AVLS) to decode English abstract words before and after the AWI. In addition, it is to examine if the subjects, including high English achievers and low English achievers, made progress in learning abstract words with six categories of linguistic strategies and six categories of applied linguistic strategies.
In conducting this study, the author invited 90 ninth-grade students from Pei-Shin Junior High School to participate in this study. According to their English achievement, these students were further divided into two groups, the high English achievers (HEA) and low English achievers (LEA). Before the AWI, the students were asked to take a pretest which included ten multiple-choice questions in Part A and they also had to describe in detail how they decoded the ten words in Part B. After the AWI, the students were again asked to take an immediate recall test and write down their AVLS. At last, their perception of the AWI and AVLS was investigated. In addition, the students’ linguistic strategies and applied linguistic strategies were also examined through a questionnaire. The main study findings were summarized as follows:
1.The HEA used more strategies and adopted a wider variety of strategies in decoding the new abstract words than the LEA before and after the AWI.
2. After the AWI, both the HEA and the LEA made progress in receptive and productive recall tests, and the difference between the two groups was significant.
3. Among the six linguistic vocabulary learning strategies, there were significant differences in word feature analysis, using dictionaries, and word compounding method between the HEA and the LEA before the AWI. On the other hand, there were significant differences in word feature analysis and word compounding method between the HEA and the LEA after the AWI.
4. Comparison of the six applied linguistic strategies in learning English abstract words of the HEA and the LEA, there were significant differences in cognitive, compensation, and metacognitive strategies, but there were no significant differences in memory, social, and affective strategies.
5. Both the HEA and the LEA showed their positive attitudes toward the AWI and the AVLS. In addition, they agreed that the AVLS was more helpful than rote rehearsal.
On the basis of the study findings, the researcher suggests that EFL teachers should introduce some linguistic vocabulary learning strategies to help students to decode new abstract words. In addition, the effectiveness of the strategy employment depends on the students’ language proficiency, the students’ cognitive development, and the students’ acceptance. Therefore, EFL teachers should pay attention to the above factors while employing the strategies. What is more, EFL teachers should make good use of applied linguistic strategies to guide the students in learning abstract words. Finally, EFL teachers should encourage students to read extensively in order to keep the newly learned abstract words and use them conventionally.
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You, Huei-Ling, and 游惠玲. "Analysis of the Basic Competence English Test for Junior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/03806473413226817768.
Full textAbstract:
碩士<br>國立雲林科技大學<br>應用外語系碩士班<br>92<br>ABSTRACT
The current study aims to analyze the Basic Competence English Test (BCET) from 2001 to 2003 and to investigate junior high school English teachers’ standpoints concerning the BCET by employing a questionnaire. The main research questions explored in the study are: (1) What are the test validity, test reliability, item difficulty and the item discrimination of the six BCET items? (2) What is the proportion of the discrete-point item and integrative item in each test? (3) What are the strengths and weaknesses of the six BCET items? (4) What are the transformations and tendency of the six BCET items? (5) What are the perspectives of English teachers in junior high schools towards the BCET? (6) What are the suggestions with regard to the BCET based on the analyses of test items and the questionnaire? Accordingly, the present study first conducted the analysis of BCET in terms of the test validity, test reliability, item difficulty, item discrimination, and test design. Then, the questionnaire was utilized to examine English teachers’ perceptions regarding the BCET and the current situation of English teaching in junior high school. The subjects were 179 English teachers purposively chosen from different junior high schools throughout Taiwan. By conducting the BCET item analysis, the following findings were obtained. First, most of the BCET items had high validity. Second, most of the BCET items were of high
ii
reliability. Third, most of the BCET items had high discrimination. Fourth, the BCET items had the easy trends year by year. Fifth, the BCET items tended to emphasize the integrative knowledge. Sixth, the majority of the items accorded with the principles of test design. Through the research findings, the current study contributes to the understanding about the transformations and tendency of the six BCET items and providing suggestions towards the improvement of the BCET item design in the future.
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Huang, Po Hua, and 黃柏華. "A study of English literacy of dyslexic junior high school students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/77614592229554903282.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>特殊教育研究所<br>92<br>The purpose of this study was to compare the English literacy of the dyslexic students and the matched students. Thirty-nine dyslexic junior high school students and thirty-nine matched students participated in this study. This research was divided into two parts: Part One described the difference between English and Chinese literacy of the two groups and the correlation between literacy in both languages. Part Two examined the relationship between basic English skills and literacy. The main findings of this research were as follows:
1. Chinese and English literacy in the two groups
On two tests, the Chinese Literacy Test and the English Literacy Test, the score and speed of the dyslexic group was significantly lower than that of the matched group. The matched group appeared proficient in Chinese literacy, but was not proficient in English literacy; however, the dyslexic students did not have proficient decoding skills for both Chinese and English literacy. To sum up, the matched group achieved higher than a 80% level of accuracy in the Chinese and the English Literacy Tests, and the dyslexic group performed differently in recognizing and dictating Chinese and English words.
2. The correlation between Chinese and English literacy
For the matched group, the scores of Chinese word recognition was the best predictor of English literacy. The Chinese dictation test scores were the best predictors of the dyslexic group’s performance in English.
3. The differences of basic English skills between students with and without dyslexia
Most of the dyslexic students did not perform well on the English alphabet recognition tests. Also, they failed to demonstrate an understanding
of the basic English orthographic rules or letter-to-sound correspondence. Because the dyslexic students showed poor decoding skills in English, they were subsequently unable to recognize or write in English with accuracy and fluency. Almost all of the matched students were able to recognize the English alphabet, understood the basic rules of English orthography, and applied English real word phonic rules to pseudowords.
4. Basic English skills predicted English literacy
For both groups, the Pseudoword Reading Test was the best predictor of English literacy, while the English Orthographic Rules Discriminating Test accounted for a smaller percentage of additional variance. In the matched group, the Letter Recognition Test only predicted the performance of English literacy but not their performance in Chinese word recognition. Similarly, the Letter Recognition Test did not predict the dyslexic students’ performance in English literacy.
According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementations were made.
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Chen, Mei-chiung, and 陳梅琼. "Test Analysis of English Learning Ability Indicators for Junior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/06049584645981956010.
Full textAbstract:
碩士<br>亞洲大學<br>外國語文學系碩士班<br>101<br>This study analyzed the testing items based on the “Three Sectional Exams of English for Students in a Junior High School in Taichung” in order to establish the junior high school English competency indicators that meet the educational conditions in Taiwan. Moreover, the testing items that meet the competency indicators for analysis were developed. Finally, suggestions were provided to English teaching, and a test library that can assess the junior high school English competency indicators was developed.
The proposed competency indicators include: 1) students have basic English listening capability; 2) students can memorize the words and their meanings; 3) students can memorize various sentence patterns and usage; 4) students have basic speaking capabilities; 5) students have basic English learning proficiency; 6) students have basic reading capability. According to the collected testing items of the three sectional exams and the preparation of the two-way specification table, this study conducted statistical analysis of the test results and discusses the testing items in terms of validity, difficulty, discrimination and reliability before summarizing the testing items with the most indicativeness into a junior high school English test library.
The conclusions of this study are as follows:
1. The three exams have good statistical characteristics in quantitative analysis including difficulty, discrimination, predictability, positive answer and distraction. According to the statistical analysis results of the testing items, all three sectional exams meet the expected objectives, as the average difficulty is 0.6763, and the average discrimination is 0.4601.
2. Another statistical characteristic of the testing items is that the average reliability is up to 0.9143, indicating a very good expert validity.
3. Many testing items in the three sectional exams have discrimination up to 0.6 and above, suggesting the apparent M-shaped distribution of junior high school students in English proficiency. Other causes need to be further explored in a serious manner.
4. This study used a two-way specification table and (test analysis) competency indicators for quantitative analysis, and found that the testing items cover most of the teaching objectives and materials. The establishment of the “Junior High School English Test Two-way Specification Table” and the specific planning of the competency indicators and testing item distribution ratios can help junior high schools to establish the standardized structure of the test.
Finally, based on the above conclusions, suggestions were offered to educators, test compilers, and future researchers.
Keywords: Competency indicator, Test library, Validity, Difficulty, Discrimination, Reliability
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Cheng, Hsin-yu, and 鄭心郁. "Making English Instruction "HOT" With Mulitple Intelligences in Junior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/15196937505677425855.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>95<br>The purpose of the study aimed to investigate the effect of integrating the multiple intelligence theory (MI theory) into English instruction on junior high school students. In particular, changes in the students’ MI preferences, and the student responses to the MI teaching activities, to the relevant English teaching materials, to the MI classroom interaction as well were examined and analyzed. Additionally, comparison of the student English test performances was explored.
The subjects of the study were 62 seventh-grade students in Affiliated Senior High School of National Kaohsiung Normal University in Kaohsiung City. The HOT English Program (HEP) was conducted for 12 weeks. Before the HEP, the subjects were requested to do the MI Inventory and to take the first English term exam. While participating in the HEP, the subjects needed to keep learning journals and compose learning portfolios. In the process of HEP, the subjects were engaged in taking part in the MI teaching activities, and learning from relevant English teaching materials. After the HEP, the subjects were asked to take the third English term exam, to do the MI Inventory again and take the questionnaire. The scores of the eight intelligences in the MI inventory before and after the study, the student responses to the questionnaire and the scores of the first an third English term exams were collected. The data were computed and compared by a t-test and analyzed quantitatively and qualitatively. On the basis of the data analysis, the major findings of the present study are summarized as follows:
1. The HEP was beneficial to the subjects’ developments of their multiple intelligences. The subjects promoted all of their multiple intelligences.
2. With the implementation of the HEP, the subjects enjoyed being involved in the all kinds of MI teaching activities in English learning. The subjects enhanced their English leaning motivations to be engaged in the taking part in the MI teaching activities. Besides, the diverse MI teaching activities satisfy the needs of the subjects with different MI preferences.
3. Most of the subjects showed positive appreciation of the authentic and meaningful English teaching materials in the HEP. Also, the subjects enriched their English knowledge from the supplementary English teaching materials.
4. The classroom interaction in the HEP laid a significant influence on the subjects’ English learning. The pleasant and cooperative classroom interaction was helpful in stimulating the subjects’ English learning interests.
5. With the use of various teaching activities and English teaching materials in the HEP, the subjects made steady progress in their English test performances. As well, the subjects got more opportunities to improve their English proficiency than before.
Based on the study findings, it is suggested that teachers integrate the MI theory into English instruction. With the recognition of the individual differences, students may be motivated to participate in diverse teaching activities, and to absorb authentic teaching materials. In addition, through cooperative and multifarious classroom interaction, students may have more opportunities to utilize their multiple intelligences and demonstrate their understanding.
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Yin, Chuan-Chun, and 殷銓均. "Exploring Gender Bias in Junior High School English Textbooks in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/g9vy3d.
Full textAbstract:
碩士<br>國立彰化師範大學<br>英語學系<br>106<br>Gender equity has received remarkable attention in all fields of education during these decades. Instructional materials and instructors, serving as the transmitter of equal-gendered messages, play a critical role in achieving gender equality in education. Therefore, this study is designed to investigate the extent to which gender bias is presented in current junior high school English textbooks in Taiwan and how English teachers project gender bias in their language instructional encounter. Both content analysis and semi-structured interviews were employed in this study. Three series of junior high school English textbooks with 150 lessons in total were selected and analyzed based on a modified coding scheme. To investigate EFL teachers’ views toward gender equity realization in textbooks and classroom practice, 12 junior high school English teachers were recruited for the interview.
The major findings indicate that improvement has been made in presenting gender equity in junior high school English textbooks in Taiwan though gender biases could still be identified. Gender biases were revealed in the category of language use, including speech sentences, use of interrogatives and pronouns. In addition, there were linguistic bias and gender stereotypes shown in occupation, adjective, and activities. In spite of those gender biases appearing in the written text in junior high school English textbooks, certain categories such as title, theme, and occurrence of speaker show balance and similar visibility in presenting different genders. As for teacher’s interviews, it is found English teachers seem lack of techniques in implementing gender equity in their regular classes although they teachers were aware of and willing to exercise gender equity education. It is suggested that textbook editors be more aware of linguistic bias and gender stereotypes in designing junior high school English textbooks and English teachers take into account the integration of gender equity issues into language instruction.
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Hsu, Chen-Chia, and 許宸嘉. "Analyzing Cultural Content in Junior-High-School English Textbooks in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zqatgc.
Full textAbstract:
碩士<br>國立政治大學<br>英語教學碩士在職專班<br>106<br>The study aims to analyze and investigate the distributions of cultural load in the six volumes of Han-Lin English Textbooks for Junior-high-school Students. Content analysis was employed along with the two coding schemes: Chao’s (2011) Main Categories of Culture and English Curriculum Guidelines for junior-high-school students (2008).
The results indicate that, in the part of cultural categories, quite a lot of content is coded as Universality across Culture (UC), not specific to any cultures. Content of Source Culture (SC) is in proportion to that of Target Culture (TC). Least interest has been put on the presentation of International Culture (IC). Besides, most content related to Intercultural Interaction (ICI) is presented in the form of pictures. With regard to the Guidelines, a large proportion of practices engage learners in introducing their own culture and foreign cultures, followed by the activities which encourage learners to understand and respect different cultures and customs from the perspective of multi-culture. Issues concerning the application of basic international etiquette, however, receive little attention. Overall in the content related to the Guidelines, reading texts and listening scripts are underemphasized.
Finally, based on the findings, pedagogical implications for junior-high-school teachers and publishers are provided, and then suggestions for future research are also made.
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YANG, LI-LIN, and 楊力陵. "Mindfulness Practices In English Learning For Taiwanese Junior High School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9983bc.
Full textAbstract:
碩士<br>國立屏東大學<br>英語學系碩士班<br>107<br>This study aims to explore the effect of mindfulness practices on students’ English learning outcomes. Previous studies had investigated the effect of mindfulness practices on college students’ English reading comprehension and elementary school students’ vocabulary learning achievements; however, there is a lack of studies on EFL junior high students’ English learning outcomes. This study thus focuses on junior high school students’ mindfulness trait, the vocabulary learning outcomes, the performances of the school-wide monthly English tests, and students’ responses to the mindfulness program.
In this study, the participants were forty-six 7th graders; 23 of them from the same class were the experimental group and 23 of them from the other class were the control one. The experimental group received the mindfulness intervention in the first five minutes of the English class four times a week for ten weeks; the control group received the written reinforcement practices as the intervention for the same period of time. The analysis data include the results of the Child and Adolescent Mindfulness Measure test (CAMM), the vocabulary tests, the two school-wide monthly English tests, and the questionnaire. The paired-samples t-test and the independent t-test were employed to understand the changes in students’ mindfulness trait, the vocabulary learning outcomes, and the English academic achievements. As for the questionnaire, the descriptive statistics were utilized to analyze the closed questions’ results and the themes were developed to know the qualitative results of the open-ended questions.
The result of the experimental group’s CAMM test shows that the students’ mindfulness trait was not significantly different after the mindfulness intervention. The findings might result from underestimating the needed time for completing the program, neglecting the importance of self-practicing, and the influence of the interference from the external environment. Compared with the control group, the result of the vocabulary tests presents that mindfulness practices didn’t significantly improve the experimental group participants’ vocabulary learning outcomes. However, conducting mindfulness practices at the beginning of the English class significantly enhanced the experimental group’s English academic achievements of the school-wide English tests. The benefits of the mindfulness program could be found in students’ various English learning performances in the school-wide monthly English tests which access different aspects of English learning skills, including listening skills, reading skills, and writing skills. Through mindfulness training, students could learn how to sustain attention to the learning contents and how to deal with stress, anxiety, and depression appearing in the English learning process. This study reveals that owning a stable mental and emotional condition might facilitate English achievement success. Furthermore, a majority of the experimental participants self-reported that mindfulness practices supported their English learning and they wanted to learn more about the program for practicing it in the future.
Based on the findings, the researcher suggests that teachers should arrange a sufficient length of time for completing the whole mindfulness program and teachers should also request students to practice the program individually in private. Moreover, before delivering new core messages of the mindfulness sessions or practicing new mindfulness skills, teachers are suggested to lead students to do the short breath-awareness practice. When students use the breath to calm themselves, they may be able to focus on the mindfulness activities in progress and the interference from the external environment would not distract them. Future studies are suggested to investigate the effect of mindfulness practices on elder graders in junior high schools. Studies with qualitative research methods for understanding why the mindfulness program has a potential to benefit junior high school students’ English learning are also suggested.
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Chang, Chia-chen, and 張嘉真. "A STUDY ON ENGLISH POETRY INSTRUCTION IN A JUNIOR HIGH SCHOOL." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/64418373308265065311.
Full textAbstract:
碩士<br>國立高雄師範大學<br>英語學系<br>96<br>The purpose of this present study is to investigate the junior high school student responses to the English poetry instruction. Based on the whole language theory and practice, this study was to explore the students’ self-perception of reading and writing English poetry and the student responses to Silverstein’s poems and illustrations.
The subjects in the present study were 55 eighth-graders in National Jhoulan Experimental Junior High School. During 12-week English poetry instruction, all of these subjects were required to read four selected poems from Silverstein and had to accomplish the related worksheets. Before the EPI, the subjects answered the pre-study questionnaire. During the period of the EPI, the subjects participated in the EPI actively and finished the worksheets especially designed for the four selected poems. After the EPI, the subjects answered the post-study questionnaire.
In data analyses, the student responses to Items 1-10 in the pre-study questionnaire and the post-study questionnaire were compared by t-test and analyzed quantitatively. In addition, the subject responses to five-point scale questions in the post-study questionnaire were analyzed quantitatively by means of descriptive statistics. Besides, the subject responses to the open-ended questions in the post-study questionnaire were investigated qualitatively.
Based on the quantitative and qualitative data analyses, the major findings of the present study are summarized as follows:
1.There are three significant differences in the subjects’ self-perception of reading and writing English poetry. In addition, the EPI helped improve the junior high school subjects’ self-perception of reading and writing English poetry in terms of imagination, reading ability and imitation of English poetry.
2.Most of the subjects responded positively to Silverstein’s four selected poems and his illustrations. Specifically, the poem, The Crocodile’s Toothache, was the most popular among the four selected pomes.
3.Most of the subjects showed positive responses to the EPI conducted on the basis of whole language theory and practice. The subjects expressed some gains from the EPI, including a lot of English vocabulary, English reading comprehension techniques, and skills for writing English poems. From the observations of the study, most of the subjects had difficulties in writing English poems.
4.From the subject responses to the EPI, the subjects indicated some difficulties in reading the selected poetry, including decoding the unfamiliar English vocabulary, sentence patterns and topics.
On the basis of the study findings, it is suggested that English teachers can apply the English poetry instruction to upgrade students’ English ability. Besides that, English teachers can make good use of the illustrations to promote students’ English learning motivation and interests.
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Chien, Chiu-Lan, and 簡秋嵐. "English Learning Anxiety and Learning Styles of Junior High School Learners." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99852712267930286571.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>103<br>ABSTRACT
The purpose of this study is to investigate English learning anxiety and learning styles of junior high school learners in Taoyuan City. Three hundred and sixty junior high school students from ten different junior high schools in Taoyuan City participated in the study. Two questionnaires including Foreign Language Classroom Anxiety Scales and Perceptual Learning Style Preference Questionnaire were employed. The datum were analyzed by using t-test, One-way ANOVA, and Chi-square test. The results revealed that English learning anxiety of junior high school learners were at medium level. They preferred individual learning style most and tactile learning style least. Significant differences were found in some variables, such as gender, learning interests, the length of studying English at learners’ English learning anxiety. However, learners at varying learning styles had no significant difference in their anxiety levels. The study provides some pedagogical applications for the future research and English teachers.
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Lin, Yunyu, and 林芸伃. "Content Analysis of Social Class in Junior High School English Textbooks." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55859353721478441414.
Full textAbstract:
碩士<br>明道大學<br>課程與教學研究所<br>103<br>The study examined Junior High School English textbooks on a social class based analysis. It established its findings based on a content analysis of the textbooks examining what they conveyed about social class. The content analysis advocated throughout the study was similar to that used by Kang Hsuant（康軒版） and Han Lin（翰林版） in the study of social class on English textbooks (from Book One to Book Six). Notably the Work Books and Teacher’s Manuals were not included in the analysis. The researcher analyzed and scrutinized the text books on four different headings, namely, occupations, family interaction, education strategies, and social activities. The characteristics of social class and the social class values were also involved in the consideration.
From the reach it is considered the following conclusions can properly and reasonably be drawn:
I. Both textbook brands tended to present occupations normally associated with middle and upper class people.
II. Both textbook brands tended to present family interaction normally associated with middle and upper class people.
III. Both textbook brands tended to present education strategies normally associated with middle and upper class people.
IV. Both textbook brands tended to present social activities normally associated with middle and upper class people.
Finally, the research also provided some suggestions as following to change and improvement to those who write Junior High English textbooks and the teachers who use them:
I. Suggestions for those who write junior high school English textbooks: (a) to avoid the chance of benign neglect (b) the selection of content should be balanced with different social class values (c) to develop customized textbooks
II. Recommendations to teachers: (a) to strengthen the understanding of the student's family background; (b) the evaluation should not be used only by having tests