| 摘要: | 以學生為中心的教學法已於各種教學情境中加以實施，新興科技的發展則為現今人類社會與教學方法增添變化。許多研究者運用最新科技提出學習者協作的想法，以提升學習成果。事實上，過去有非常多研究比較運用科技與不使用科技在學習上的差異。在第二外語習得與學習領域，過去研究已融入諸如虛擬實境、擴增實境、翻轉教學等創新教學方式。James Asher於1966年提出的肢體反應教學法（Total Physical Response, TPR）則為一經典且值得一試的教學法，此認知語言教學/學習法涉及學習者的肢體動作，簡言之，學習者透過肢體動作以強化知識吸收。然而，若沒有扎實的理論基礎，一切將流於空談。因此，本研究結合Richard Mayer於2005年提出的多媒體學習認知理論（Cognitive Theory of Multimedia Learning, CTML），並以Microsoft Kinect作為動作感應辨識裝置。
本研究整合上述概念與工具，包含合作學習、TPR、CTML、與Microsoft Kinect，以促進臺灣高職學生英語學習。遵循上述概念的原則，研究者開發實用且簡單好用的學習系統，並於中壢區一所高職進行三項體感式英語學習實驗。在第一個實驗（E1）中，研究者開發合作式體感英語學習系統（collaborative kinesthetic English learning, CKEL-R），第二個實驗則使用更新後的系統（CKEL-T），最後，第三個實驗則使用合作式體感猜測遊戲（collaborative kinesthetic guessing game, CKGG）。實驗結果令人非常滿意，在E1中，TPR的應用有助於單字學習，具體而言，方向介系詞（directional preposition, DP）在學習中扮演重要角色。在E2中，CKEL-T在單字理解、造句、與手勢記憶等方面發揮重要作用，顯示合作式TPR有助於體感式英語學習。最後，在E3中，CKGG有助於英語單字與片語學習，而且在第二階段讓學習者使用自己設計的學習教材被視為有意義的學習活動，在互動式學習環境中使用此類教材大大提升學習者參與度以及學習動機。整體而言，三個實驗的結果顯示合作式體感英語學習在英語學習上扮演重要角色。研究者相信本研究設計與結果有助於第二語言學習領域探究。;A variety of student-centered pedagogies have been considered and implemented in a wide range of educational contexts. Development of emerging technology has brought dizzying changes to today’s human society as well as teaching methods / learning instructions. Many researchers took advantage of cutting-edge technology and came up with an idea of learner collaboration that maximizes learner outputs. In fact, a tremendous number of past studies has compared one group learned with technological support in a collaborative manner and another group learned without technological support in an individual manner.
In the field of second language (L2) learning and acquisition, innovative ideas and approach, such as virtual reality (VR), augmented reality (AR), flip teaching / flipped classroom have been introduced to the field. As one of the approaches, there is a classic but worth-trying language learning method advocated by James Asher in 1966, which is widely acknowledged as total physical response (TPR). As its name suggests, this is a cognitive language teaching / learning approach that refers to physical movements of learners. In short, it can be expected that learners absorb knowledge by moving their bodies and pronouncing words. However, without a firm theoretical background, it is nothing. Therefore, the researcher came to consider combing cognitive theory of multimedia learning (CTML) that was first proposed by an American psychologist, Richard Mayer in 2005. Moreover, Microsoft Kinect was employed as a motion-sensing recognition device.
In this research, the researcher combined aforementioned concepts and tool: (1) collaborative learning, (2) TPR, (3) CTML, and (4) Microsoft Kinect to facilitate English learning of Taiwanese vocational high school students. Following principles of those concepts, the researcher developed learning systems with useful and user-friendly functions. This research consists of the three experimental studies on kinesthetic English learning conducted at the same high school in Zhongli, Taiwan. The three proposed systems were designed according to the purpose(s) of the experiments. In the first experiment (E1), the researcher developed a system, collaborative kinesthetic English learning (CKEL-R), in the second experiment (E2), an updated version of CKEL-R, collaborative kinesthetic English learning (CKEL-T) was developed, and finally, collaborative kinesthetic guessing games (CKGG) was newly developed in the third experiment (E3). The experimental results of those were more than satisfying. To briefly summarize important findings of each study: in E1, it can be understood that the application of TPR to language learning is certainly effective to enhance their vocabulary learning. More specifically, among many kinds of speeches (verbs, nouns, adjectives, and etc), it was revealed that directional prepositions (DPs) played a significant role in learning. In E2, what can be learnt from the experimental result is that CKEL-T played an important role in vocabulary understanding, sentence making, and gesture memorization. This study proved that collaborative TPR has potential to support kinesthetic English learning. To be more specific, learner game scores and speaking accuracy. Finally, in E3, the guessing games with kinesthetic system introduced to this study facilitated English vocabulary / phrase learning in efficiently. Moreover, learner-centered pedagogy, that allowed learners to use their own-designed learning materials implemented in Stage 2 (one of the two provided learning stages) was considered a meaningful learning instruction. Using and taking advantage of such materials in a stimulus and interactive learning environment certainly enhance learner participation and motivation. Overall, the statistical results of each experimental study revealed that collaborative kinesthetic English learning played a significant role in English learning of participants. The researcher is confident that this research that casts a stone to the field of L2 learning. |
