臺灣博碩士論文加值系統

中文摘要

本研究旨在了解美國電影教學課程對改善朝陽科技大學一年級新生之英語學習態度、英語學習動機，以及文化敏感度之影響。透過本研究設計，以中台灣之一所科技大學英語聽力課程為例，進行為期一學年之研究。研究主要針對二十六位應用外語系之大學一年級新生，藉由聽力練習、團體討論、翻譯練習、英語歌曲學習、以及單字、句型及與文化議題相關之俚語教學等活動課程設計，以每週兩小時之課程實施為期兩個學期。並於實驗開始之前與結束之後，以問卷針對研究參與者實施前後測。此外，本研究中亦要求研究參與者於朝陽科技大學數位學習系統 (Learning Management System) 登錄繳交課後心得回饋。
根據研究結果顯示，研究參與者之英語學習態度、英語學習動機、文化敏感度、文化相關知識於參與美國電影教學課程後皆有顯著性提升。





關鍵字:美國文化、電影、英語學習態度、英語學習動機

Abstract
This study explored the effectiveness of using American movies to improve awareness of American culture in Chaoyang University of Technology (CYUT) English-major freshmen, to improve their attitudes toward English learning, and to increase their motivation to learn English.
This research was conducted in an English listening class at a technological university in central Taiwan for 1 academic year. Twenty-six English-major freshmen volunteered to participate. Class activities such as listening comprehension drills, group discussions, translation drills, learning American songs, and learning English vocabulary, phrases and slang relevant to specific cultural topics were conducted for 2 hours per week for 2 semesters. Pre- and post-questionnaires regarding the participants’ attitudes and motivation regarding learning English were administered before and after the 1-year American movie course.
Additionally, all participants’ feedback toward the course was documented online on the CYUT Learning Management System. The results of this study indicated a significant change in the students’ attitudes change for learning English and motivation improvement for learning English, as well as a significant increase in their awareness and knowledge of American culture after participate the American movie course.

















Keywords: attitudes, motivation, movies, American culture

TABLE OF CONTENTS
ABSTRACT(Chinese) I
ABSTRACT II
ACKNOWLEDGEMENT IX
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problems 3
Purposes of the Study 4
Research Questions 4
Significance of the Study 5
CHAPTER TWO LITERATURE REVIEW 6
American Culture 7
Culture and Language Learning 11
Movies and Language Learning 13
Movies and Motivation for Learning 14
Attitudes Toward Learning 17
The Benefits of Movies in EFL Teaching 20
Research on the Implementation of Teaching Culture in an English Learning Environment 22
CHAPTER THREE METHODOLOGY 29
Research Method 29
Pilot Study 30
Participants 33
Instruments 34
Research Procedures 35
Data Analysis 37
CHAPTER FOUR RESULTS AND FINDINGS 38
Analysis of Research Question 1 41
Analysis of Research Question 2 42
Analysis of Research Question 3 43
Analysis of Research Question 4 56
CHAPTER FIVE CONCLUSION AND DISCUSSION 65
Pedagogical Implications 71
Limitations and Suggestions for Future Research 73
REFERENCES 75
Appendix A: Attitudes and Motivation Regarding English Learning Questionnaire (English) 81
Appendix B: Attitudes and Motivation Regarding English Learning Questionnaire (Chinese) 83
Appendix C: The American Movie Course Feedback Questionnaire (English) 91
Appendix D: The American Movie Course Feedback Questionnaire (Chinese) 98
Appendix E: The American movie course Feedback questions 107




LIST OF TABLES
Table 3.1 Cronbach’s Alpha Values of Attitudes and Motivation toward English Learning 31
Table 3.2 Analysis of Reliability of Attitudes toward English Learning Scale 31
Table 3.3 Analysis of Reliability of Motivation toward English Learning Scale 32
Table 3.4 Basic Characteristics of the Participants 33
Table 4.1 Cranach’s Alpha Values of Attitudes and Motivation toward English Learning 39
Table 4.2 Analysis of Reliability of Attitudes toward English Learning Scale 39
Table 4.3 Analysis of Reliability of Motivation toward English Learning Scale 40
Table 4.4 Analysis of Paired Samples Statistics on Pre / Post-test of Attitudes and Motivation toward English Learning 42
Table 4.5 The Final Academic Grades of the Participants 43
Table 4.6 Cranach’s Alpha Values of Self-reported Attitudes change / Motivation improvement toward the American Movie Course, American Cultural Knowledge, and English Proficiency Improvement. 45
Table 4.7 Analysis of Reliability of Learning Attitudes toward the American Movie Course 45
Table 4.8 Analysis of Reliability of Learning Motivation toward the American Movie Course 46
Table 4.9 Analysis of Reliability of Self-reported American Cultural Knowledge Improvement 46
Table 4.10 Analysis of Reliability of Self-reported English Proficiency Improvement 48
Table 4.11 The means of the participants’ self-reported learning attitudes change / learning motivation toward the American movie course, and cultural knowledge learning English proficiency Improvement 49
Table 4.12 The Means of the Participants’ Self-reported Learning Attitudes toward the American Movie Course 50
Table 4.13 The Means of the Participants’ Self-reported Learning Motivation toward the American Movie Course 51
Table 4.14 The Means of the Participants’ Self-reported American Cultural Knowledge Learning 53
Table 4.15 The Means of the Participants’ Self-reported English Proficiency Improvement 55
Table 5.1 Summary of Findings Similar to Those of Other Studies 70



LIST OF FIGURES
Figure 2.1. Process of Language Socialization as Articulated (Ochs and Schieffelin, 1982) 19
Figure 3.1. The Flow Chart of the Experimental Procedure 36
Figure 4.1. The Advantages of the American Movie Course. 57
Figure 4.2. The Disadvantages of the American Movie Course. 62

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