ENGLISH STRESS TEACHING AND LEARNING IN TAIWN

• Main Authors: Chen-Ying Lee, 李貞瑩
• Other Authors: Dr.Raugng-fu Chung
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/01025769859715600925

碩士 === 國立高雄師範大學 === 英語學系 === 94 === ABSTRACT The purpose of the study is to investigate the results of current English stress teaching and learning in Taiwan. It attempts to explore teachers’ and students’ attitudes toward English stress teaching and learning. Specifically, the researchers intended to do the comparison with the thesis conducted by Feng-ju Kuo. In addition, whether variable factors such as passing the GEPT or not, Father’s and Mother’s educational background, learning years have the impact on the results of English stress learning are analyzed and discussed. 98 third-graders in Nan Shan Senior High School in Taipei County were recruited to participate in this study. Two types of questionnaires for teachers and students were designed to collect related data on the study. Moreover, the results of students’ performances on cognition and production were obtained. Furthermore, did the data analysis of the relationship of students’ performances on cognition and variable factors. Based on the collected data, the findings of the study are summarized as follows: 1. There is a lot of room left to be made on English stress teaching and learning. 2. Students in NSSH reach related relevance on cognition and production. 3. Students passing the GEPT on the Elementary Level perform better than those who do not pass the test. 4. Father’s and Mother’s educational background have nothing to do with students’ performances. 5. The learning years and students’ performances are not related. 6. The cognition on Males and Females do not reach a highly relevance while they are related on production. 7. The correlation between cognition and production are related but at the lower level. 8. As a whole, students in NSSH have better performance on production than those in Cheting Junior High School. On the basis of the study findings, the researcher makes the following pedagogical implications: 1. English teachers have to teach the rules of English stress in class and do a lot of practice for students to get used to it. 2. English teachers can consider the methods used in stress teaching to help students get the access to the English stress. 3. Not only teachers but also students change the attitude toward English stress so that they reach the better understanding of English stress teaching and learning. 4. The publishers are supposed to edit more materials related to English stress for teachers to adopt and for students to practice. 5. The myth of learning at a early age should be broken. It is the leaning attitude not the learning years that determines the successful English learning.