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研究生：	蘇莉雯 Sue, Lih-Wen
論文名稱：	高職學生英語學習困擾與因應解決方法之研究-以國立台南高商為例 A Study of Vocational High School Student’s EFL Difficulties and the Solutions – Based on National Tainan Commercial and Vocational Senior High School
指導教授：	高實玫 Kao, Shin-mei
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系碩士在職專班 Department of Foreign Languages and Literature (on the job class)
論文出版年：	2004
畢業學年度：	92
語文別：	英文
論文頁數：	127
中文關鍵詞：	英語教學、高職學生、EFL 、學習困擾
外文關鍵詞：	EFL, Vocational High School Students, Learning Difficulties, English Teaching
相關次數：	點閱：128 下載：9
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　　一般而言，高職生的英語能力遠不及一般高中生。本研究旨在探討高職生關於英語聽說讀寫四種能力之困擾，及有哪些有效之教學方法及政策足以協助改善其英語文能力。本研究藉由對台南高商十二位英語教師及高二學生進行兩份問卷，以期望了解教學者與學習者對於英語學習困擾，學習方法之不同看法，並對高成就及低成就學生進行對比分析，進而了解兩者之間對於英文學習的管道、困擾、老師的教學方法或學校政策以及對於英文學習的期望的差異性。

本研究主要發現摘要如下：
　1. 老師與學生均認為學生之英語文能力普遍不理想。其中學生的閱讀能力以及寫作能力分別為四種能力中最好以及最差的。
　2. 老師與學生均認為英文能力不佳主要是因為基礎不好及學習動機不足。　
　3. 老師與學生都偏向用傳統的文法解釋歸納法及英翻中逐字翻譯的方式上課。
　4. 高成就學生除了校內的學習之外，另三個主要學習管道為上補習班、學英文歌曲、及看英語雜誌。低成就學生則以看電視影集、上補習班、學英文歌曲及自修為多。
　5. 高成就生與低成就生均認為自己最困擾於無法以英文寫出正確的句子。另有較高比例之高成就生自認與外籍人士用英文溝通有困難。這代表著分數的多寡似乎與英文的自信度並無絕對的相關。
　6. 高成就與低成就學生普遍較喜歡傳統的文法教學，尤以低成就生為甚。
　7. 八成高成就生與五成低成就生期望自己可以在聽說讀寫四種能力更上層樓，惟亦有五分之一的低成就生僅求考試及格順利畢業。但尚無學生已經放棄學習英文仍堪欣慰。

　　English is a required subject in secondary schools in Taiwan. It is a common belief that English proficiency among vocational high school students is, on the average, far below that of academic senior high school students. The reasons for this phenomenon may be very complicated. This study probes into vocational high school students’ English learning difficulties and school teachers’ perceptions of their learning problems by conducting questionnaires.

　　The major findings of the questionnaires are as follows:

　　First, the teachers and the students share a common view that the students’ English ability is unsatisfactory and that reading is the students’ best skill, and that writing is their poorest skill.

　　Second, the teachers and the students also share a common view that their poor English is due to shallow foundations and weak motivation.

　　Third, the students and the teachers seem to prefer the traditional teacher-led teaching approach. They are used to teachers’ lectures on grammatical rules and word-by-word translation.

　　Fourth, high achievers and low achievers prefer different ways of learning and hold different expectations toward English learning.

　　Fifth, even though the students’ English abilities leave something to be desired, it’s an inspiration that not a single student has given up learning English.

CHAPTER ONE INTRODUCTION	1
   Background and Motivation	1
   Purpose of the Study	7
   Research Questions	8
   Limitations of the Study	9
   Definition of Terms	10

CHAPTER TWO LITERATURE REVIEW	11
   Students’ Learning Difficulties from Their Families	11
   Low Motivation and Insufficient Confidence	12
   Students’ Listening and Speaking Difficulties	13
   Students’ Reading Difficulties	14
   Students’ Writing Difficulties	15
   Prevailing Phenomena among Vocational High Schools	16
   Students’ Learning Anxiety	17
   Ways to Enhance Listening Comprehension	18
      Exact Repetition and Speech Rate Reduction	18
      Improving Listening by Paying Attention	21
   Ways to Enhance Speaking Skill	23
   Ways to Enhance Reading Skill	25
      Reading Extensively	25
      Good Reading Strategies	26
      Compensation	27
      Background Knowledge	27
      Lexical Knowledge	29
      Catching the Main Ideas	29
      Puzzle Development	30
      Description and Explanation	32
   Ways to Improve Students’ Writing Skill	33
      Written Dialogues	33
      Self-rating Instrument	36

CHAPTER THREE METHODOLOGY	41
   Subjects	41
   Pilot Study	43
   Procedures	44
   Data Analysis	44

CHAPTER FOUR RESULTS AND DISCUSSION	45
   General Results Based on the Teachers’ Perceptions	45
      Research Question A1: What is the teachers’ evaluation of the students’English ability?	46
      Research Question A2: What are the approaches the teachers use?	51
      Research Question A3: How do the teachers help the low academic achievers?	53
      Research Question A4: What administrative policies are helpful for the students?	54
   General Results based on the Students’ Perceptions	57
      Research Question B1: What is the students’ self-evaluation of their English abilities?	57
      Research Question B2: What are the students’ learning difficulties?	58
      Research Question B3: What is their motivation in learning English?	61
      Research Question B4: What are the major ways of learning English?	67
      Research Question B5: What are the teaching approaches the students like?	69
      Research Question B6: What are the students’ opinions of learning English from English native speakers?	72
      Research Question B7: What causes the students’ listening difficulties and how do they improve their listening comprehension?	73
      Research Question B8: What causes the students’ speaking difficulties and how do they elevate their speaking skill?	76
      Research Question B9: What are the reading difficulties and how do they improve their reading comprehension?	79
      Research Question B10: What are the students’ writing difficulties and how do they enhance their writing skill?	83
   Contrasting Results:	87
      Research Question B11: What are the differences between high achievers and low achievers?	87

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS	97
   Conclusions	97
   Summary of the Results:	97
   Based on the Teachers’ Perceptions:	97
   Based on the Students’ Perceptions:	98
   Pedagogical Implications	100
   Suggestions for Further Studies	102

REFERENCES	104

APPENDIX A 英語教師教學問卷調查	112
APPENDIX B 學生英語學習問卷調查	115
APPENDIX C 英語教師問卷調查結果	121
APPENDIX D 學生英語學習問卷調查結果	123
                                    

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