[[alternative]]An Action Research of English Remedial Teaching for the Underachievers in Junior High Schools

碩士教育研究所[[abstract]]摘要 本研究旨在探討英語補救教學課程對國中英語低成就學生學習 成就及學習態度的影響。本研究採行動研究的方法，進行教學與觀 察，以研究者所任教的二位國中英語低成就學生為研究對象，接受每 週兩次，每次45 分鐘，共計20 堂課的英語補救教學課程。透過教 學日誌、單元測驗、英語學習態度量表、觀察、訪談與教學省思等資 料分析補救教學的結果。 本研究主要發現歸納如下： 一、補救教學明顯提升英語學習，發現同學在字彙、文法句型、對話、 讀寫句子方面都有明顯的進步。 二、適度簡化教材有助於提高學習的效果。 三、學生人數少易於掌控學習狀況。 四、對於學習態度有正向的影響。 根據研究發現對學校行政、英語教師及未來研究提出建議以供參 考。[[abstract]]This study aimed to examine the effects of English remedial teaching on underachieving junior high school students in terms of their English learning achievement and English learning attitude. The study used action research to practice English remedial teaching on the underachievers. The experimented students were two 2nd graders with underachievement in English from the researcher’s junior high school. The students underwent forty-five minutes each time, twice a week, twenty English remedial teaching courses. Data was collected by researcher through teaching journal, unit test, the English Learning Attitude Questionnaire, observation records, interview, and teaching introspects and pondering, in order to analyze the remedial teaching. The major conclusions drawn from this study are as follows: 1. Underachievers of this study made improvement in vocabulary, sentence patterns, dialogue, and sentence reading and writing. 2. Simplifing the teaching materials is helpful to improve the results of learning. 3. Less students make the learning situation easy to control. 4. The students get good influence on learning attitude. Finally, according to the finding above, suggestions were made for the reference of English teachers, the school administration, and future research. Keywords: English underachievers, English remedial teaching, action researc