EFFECTS OF AN ENGLISH SIGNING PROGRAM ON ENGLISH LEARNING FOR TC AND NON-TC LEARNERS IN JUNIOR HIGH SCHOOL

• Main Authors: Li-chuan Yang, 楊麗娟
• Other Authors: Ye-ling Chang
• Format: Others
• Language: en_US
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/76052536872884914887

碩士 === 國立高雄師範大學 === 英語學系 === 90 === This study aims at investigating the effects of an English singing program on English learning for technology class (TC) and non-technology class (Non-TC) learners in junior high school in southern Taiwan. It attempts to examine whether the TC and the Non-TC students in junior high school hold different attitudes toward English learning before and after the English singing program. Specifically, the researcher tried to explore whether the TC and the Non-TC students make any progress in their English proficiency after the program. In addition, she tried to discover the students’ preferences of English songs and to explore whether the TC and the Non-TC students favor the selected songs in the English singing program or not. Finally, it is suggested that English teachers innovate their teaching by implementing the English singing program. The recruited subjects of this study were 63 ninth-graders in Likang Junior High School in Pingtung. Four kinds of questionnaires were designed to collect the data about the study. In addition, the scores of students’ English proficiency in the pre-test and the post-test were also collected. All the data were calculated and analyzed quantitatively by the Chi-Square test and the t-test of the SPSS for Windows Program. Furthermore, the subjects’ comments and suggestions on the English singing program were translated into English and then discussed qualitatively. The main findings of this study are summarized as follows: 1. The students in the TC and the Non-TC expressed similar preferences of English songs before the English singing program. 2. There is one significant difference between the TC and the Non-TC students’ attitudes toward English singing programs in the pre-test in terms of reinforcing their English abilities by singing English songs. 3. Only one significant difference between the TC and the Non-TC students is in the students’ responses to the English singing program in the post-test in terms of the selection of English songs by the teacher. 4. There is only one significant difference between the TC and the Non-TC students in the students’ responses to their self-evaluation of English proficiency in terms of better listening comprehension of more English phrases than before. 5. The TC students made much more progress in their English achievement tests in the English singing program than the Non-TC students. 6. The Non-TC students showed more interest in the selected songs in the English singing program than the TC students.