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|Other Titles: ||A Comparison Study of Traditional Grammar Teaching and Songs Integration into Grammar Teaching in Communicative Approach on English Learning Anxiety and Grammar Learning Achievement|
Hsin-Yi Kung, Ph.D.
traditional grammar teaching;communicative approach;songs integration into grammar teaching;English learning anxiety;grammar learning achievement
|Issue Date: ||2010-12-03
The purpose of this study was to compare the influence of traditional grammar teaching and the influence of songs integration into grammar teaching in communicative approach on English learning anxiety and grammar learning achievement. Utilizing the quasi-experiment design, samples in this study were sixty seventh graders (32 in the control group and 28 in the experimental group) from a middle school in Taichung County. The control group was taught with the traditional grammar teaching while the experimental group was taught with songs integration into grammar teaching in communicative approach. The conclusions of this study are as follows: first, there was no significant difference between these two groups on English learning anxiety and grammar learning achievement. Second, there was no significant difference in English learning anxiety of the control group in pre-after test, however, there was a significant difference (the aspect of communicative fear) in English learning anxiety of the experimental group in pre-after test. Third, there was a significant difference in grammar learning achievement in both groups in pre-after test, however, the effect size of the experimental group was bigger than the one of the control group. Final, songs integration into grammar teaching in communicative approach can reduce the degree of negative relationship between English learning anxiety and grammar learning achievement.
According to the results, suggestions were made as following: first, songs should be gradually integrated into grammar teaching activities. Second, the design of songs integration into grammar should be an item in the textbook selection list for saving time on preparing lessons. Third, teachers can adopt more activities in communicative approach in English teaching to reduce learners’ communicative fear and lift up learners’ learning efficiency. Final, choosing and using multimedia teaching material in appropriate way can increase the vividness in learning and promote learners’ learning efficiency.
|Appears in Collections:||[教育研究所] 博碩士論文|
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