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以學生為中心的英文教學 --- 因材施教、循序漸進

以學生為中心的英文教學 --- 因材施教、循序漸進. 周中天. 高中職英文教學的現況. 學生基礎能力高低兩極化 大學入學英文成績低落 教法五花八門、學生無所適從. 學生基礎能力高低兩極化. 大學入學英文成績低落. 大學學測英文作文 2 萬人抱蛋 2009/02/20 【 聯合報 ╱ 記者陳智華／台北報導 】 大考中心昨天寄發九十八學年度大學學科能力測驗成績單，今年報考人數十四萬一千多人，有一百零九人考七十五級分，滿級分人數較去年增加廿二人；國文作文和英文作文都沒有人滿分，則是歷年首見。

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以學生為中心的英文教學 --- 因材施教、循序漸進

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  1. 以學生為中心的英文教學---因材施教、循序漸進以學生為中心的英文教學---因材施教、循序漸進 周中天

  2. 高中職英文教學的現況 • 學生基礎能力高低兩極化 • 大學入學英文成績低落 • 教法五花八門、學生無所適從

  3. 學生基礎能力高低兩極化

  4. 大學入學英文成績低落 大學學測英文作文2萬人抱蛋 2009/02/20 【聯合報╱記者陳智華／台北報導】 大考中心昨天寄發九十八學年度大學學科能力測驗成績單，今年報考人數十四萬一千多人，有一百零九人考七十五級分，滿級分人數較去年增加廿二人；國文作文和英文作文都沒有人滿分，則是歷年首見。 英文作文零分人數兩萬兩千四百六十二人，比去年多六千多人，比例超過一成五，創近五年新高。

  5. 教法五花八門、學生無所適從

  6. 教師應有的基本理念： • 以學生為中心 • 循序漸進 • 不揠苗助長

  7. 教材教法協力達成理想 教材研發者 教師課堂活動 • 創造與批判思考 • 教學性文法概念 • 字彙逐步擴增 • 句構難度漸進 • 選文意涵深度

  8. comprehensible input (i+1) Comprehensible InputHypothesis, developed by Stephen Krashen “i”represents previously acquired linguistic competence and extra-linguistic knowledge. Extra-linguistic knowledge includes our knowledge of the world and of the situation- that is, the context. The “+1”represents new knowledge or language structures that we should be ready to acquire

  9. 字彙的逐步增進 • What is a word? Boy? Boys? Child? Children? Walk? Walks? Walked? Go? Went? Book? Run? Sorry? Till? Until? Air? Force? Air Force? Of course?

  10. A lemma is the group of words with inflectional changes, (e.g., boy, boys; jump, jumps, jumped, jumping). A word family is the group of words with inflectional and derivational changes (e.g. trust, trusts, trusted, trustworthy, entrust).

  11. 字頻分析(word frequency) • Thorndike, E.L. and I. Lorge. (l944). The Teacher's Word Book of 30,000 Words. Teachers College, Columbia University. (from 18,000,000 running words) • West, Michael (l953). A General Service List of English Words. (GSL) • Xue Guoyi and I.S.P. Nation. (1984). A University Word List. (UWL) • Coxhead, Averil (2000) Academic Word List. (AWL) • 國民中小學九年一貫課程綱要-語文學習領域（英語）參考字彙表(2006) • 大學入學考試中心《高中英文參考詞彙表》。

  12. Thorndike, E.L. and I. Lorge. (l944). • Out of 18,000,000 running words, the list “tells anyone who wishes to know whether to use a word in writing, speaking, or teaching how common the word is in standard English reading matter” • Children’s Reading: Black Beauty, Little Women, Treasure Island, A Christmas Carol, The Legend of Sleep Hollow, Youth’s Companion, school primers, first readers, second readers, and third readers • Standard Literature: The Bible, Shakespeare, Tennyson, Wordsworth, Cowper, Pope, and Milton • Common Facts and Trades: The United States Constitution and the Declaration of Independence, A New Book of Cookery, Practical Sewing and Dress Making, Garden and Farm Almanac, and mail-order catalogues • Thorndike also examined local newspapers and correspondences for common words to be included in the book.[

  13. The General Service List (GSL) (West. 1953) http://www.victoria.ac.nz/lals/staff/paulnation/nation.aspx A set of 2,000 “word families” selected to be of the greatest "general service" to learners of English. They are not the most common 2,000 words, though frequency was one of the factors taken into account in making the selection.

  14. 1% 9.1% 86,741 1.3% 43,831 1.9% 6,000 5,000 4,000 3,000 2.7% 2,000 4.3% 7.7% 48.3% 1,000 23.7% 10 Top 10 words: the (69975), be (39175), of (36432), and (28872), a (26800), to (26190), in (21388), he (20033), have (12458), it (11247)

  15. 10% 10% 10% 70%

  16. University Word List (UWL) Xue Guoyi and I.S.P. Nation. (1984). (available at http://jbauman.com/UWL.html) The University Word List (UWL) is a list of vocabulary items common in academic texts. It is composed of 808 words, divided into 11 levels. This list is designed to be a list of specialized vocabulary for students who know about 2,000 generally common words and plan to study in an English-language college or university. Think of it as the most common 800 words in academic texts excluding the 2,000 words of the General Service List (GSL) (West, 1953).

  17. Others 13.4% Others 10.9% UWL 8.5% UWL 1.7% 2,000 Words 78.1% 2,000 Words 87.4% Academic Newspaper Others 19.7% UWL 3.9% 2,000 Words 80.3% Popular Magazines Fictions Others 13.4% UWL 4.0% 2,000 Words 82.9%

  18. AWL Coxhead, Averil (2000) (available at http://www.victoria.ac.nz/lals/staff/paul-nation/nation.aspx)   The list contains 570 word families and is divided into 10 sublists. Sublist 1 consists of the 60 most common words in the AWL. Sublist 2 contains the next most frequently used words and so on. Each sublist contains 60 word families, except for sublist 10, which contains 30.To find these words, an analysis was done of academic journals, textbooks, course workbooks, lab manuals, and course notes. The list was compiled following an analysis of over 3,500,000 words of text.

  19. 大學入學考試中心《高中英文參考詞彙表》 (available at http://www.ceec.edu.tw/Research/ResearchList.htm) 共包含6,480 個美國英文詞彙。每級1080個字詞(lemma)； 第一至四級之英文詞彙適合學科能力測驗之程度；第一至六級之英文詞彙適合指定科目之程度。 Level 1: consider Level 3: considerable, consideration Level 5: considerate

  20. 國民中小學九年一貫課程綱要-語文學習領域（英語）參考字彙表(2006)國民中小學九年一貫課程綱要-語文學習領域（英語）參考字彙表(2006) (available at http://teach.eje.edu.tw/9CC/context/03-1-5.html) 學生完成國小階段的英語教育，口語部份應至少會應用三百個字詞，書寫部份則至少會拼寫其中一百八十個字詞。國中畢業時，學生應至少學會一千二百個字詞，並能應用於聽、說、讀、寫溝通中。

  21. 高中英文字詞教學的安排原則

  22. 應用字詞難度漸進提高

  23. 句法難度的漸進 Lexical Density (content words/total) • Significant expenditure on product marketing might only be of limited assistance to a corporation if the quality of that productis below a certain minimum acceptable standard.(52%) • It is not much usespending a lot of money on marketing a product if the quality of the product is poor.(36%) • If I were you I would not spend a lot of money on marketing that product of yours. (22%) • Spendingmoney on marketing a low quality product is probably unhelpful. (64%)

  24. 句法難度的漸進 • Type/Token Ratio • (The ratio of different words, types, to the total number of words, tokens) • TTR varies very widely in accordance with the length of the text • The standardised type/token ratio (STTR) is computed every n words as Wordlist goes through each text file. By default, n =1000

  25. 句法難度的漸進 • T-Unit (Kellogg Hunt, 1965) • T-unit to stand for "minimum terminable unit." It is "a main clause with all of its appended modifiers, including subordinate clauses." (Hillocks, 1986, p. 64). • “The shortest units into which a piece of discourse can be cut without leaving any sentence fragments as residue.” (Hunt, 1970).

  26. T-Unit計算方法 • They left early yesterday. (1 T-unit)They left early yesterday because they were tired. (1 T-unit—an independent and a dependent clause) • They left early yesterday but promised to return today. (1 T-unit—there is no explicit subject in the second part, so there isn’t a second independent clause, just a compound verb.) • They left early yesterday, but they decided to stay longer today. (2 T-units—2 independent clauses: the subject in the second clause has been made explicit.) • I like the movie we saw about Moby Dick, the white whale [1] the captain said if you can kill the white whale, Moby Dick, I will give this gold to the one who can do it [2] and it is worth sixteen dollars [3] they tried and tried [4] but while they were trying they killed a whale and used the oil for the lamps [5].

  27. 思考能力教學原則

  28. 以學生為中心的具體教學作為 • 教學性文法(Pedagogical grammars)的基本條件： • 明確(definite) • 連貫(coherent) • 不繁瑣( non-technical) • 累進 (cumulative) • 啟發(heuristic) • Odlin, T., (ed.) Perspectives on Pedagogical Grammar, (Cambridge: Cambridge University Press, 1994)

  29. 文法教學以出現在課本中的用法為主，講解宜簡明有系統，並設計情境豐富的練習活動，以培養學生實際應用文法結構或句型的能力。學生母語的運用與正面遷移。文法教學以出現在課本中的用法為主，講解宜簡明有系統，並設計情境豐富的練習活動，以培養學生實際應用文法結構或句型的能力。學生母語的運用與正面遷移。

  30. 教學示例與討論被動語態(passive voice) He writes the letters. • The letters are written by him. writes He. the letters

  31. 教學示例與討論被動語態(passive voice) He writes the letters. • The letters are written by him. writes he. The letters

  32. 教學示例與討論被動語態(passive voice) He writes the letters. • The letters are written by him. writes by him. The letters

  33. 教學示例與討論被動語態(passive voice) He writes the letters. • The letters are written by him. be written by him. The letters

  34. 教學示例與討論被動語態(passive voice) He writes the letters. • The letters are written by him. are written by him. The letters

  35. 教學示例與討論被動語態(passive voice) He wrote the letters in English. • The letters were written in English. wrote He the letters in English.

  36. 教學示例與討論被動語態(passive voice) He wrote the letters in English. • The letters were written in English. wrote he The letters in English.

  37. 教學示例與討論被動語態(passive voice) He wrote the letters in English. • The letters were written in English. wrote by him The letters in English.

  38. 教學示例與討論被動語態(passive voice) He wrote the letters in English. • The letters were written in English. The letters were written by him in English.

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