Author: |
趙雲華 Yun-hua Chao |
---|---|
Thesis Title: |
國中生對英語課本活動喜好之研究 A Study of EFL Students' Preference for Textbook Activities at a Junior High School in Taipei |
Advisor: |
葉錫南
Yeh, Hsi-Nan |
Degree: |
碩士 Master |
Department: |
英語學系 Department of English |
Thesis Publication Year: | 2005 |
Academic Year: | 94 |
Language: | 英文 |
Number of pages: | 167 |
Keywords (in Chinese): | 學習風格 、動機強度 、課本活動喜好 、學習成就 、性別 |
Keywords (in English): | learning style, motivational intensity, textbook activity preference, language achievement, gender |
Thesis Type: | Academic thesis/ dissertation |
Reference times: | Clicks: 159 Downloads: 21 |
Share: |
School Collection Retrieve National Library Collection Retrieve Error Report |
中文摘要
本論文旨在探討台灣國中生對於英語教科書中的活動喜好,特別針對學生的活動喜好及其與英語學習風格、英語學習動機強度、學習成就及性別間的相關性做進一步的了解。
本研究施測對象為336 名臺北市士林區一所國中二年級的學生。研究方法採量表調查法。除了詢問背景資料外,本問卷含改編自Reid (1987) 的學習知覺風格偏好量表、Gardner (1985)的動機強度問卷、及改編自康軒國中英語第一冊至第四冊的課本活動喜好問卷。問卷的結果採用描述統計、T檢定及變異數分析進行統計分析。研究結果顯示學生的活動喜好與其英語學習風格、英語學習動機強度、學習成就及性別間有顯著相關。在學生喜好的前十項活動方面,學生的活動喜好類型與其學習風格具有一致性。然而在學生最不喜好的十項活動中,活動的施行方式(單獨或分組活動)與活動的難度對學生的活動喜好影響較大。本研究建議教師在設計或施行教學活動前,應先了解學生之學習風格及學習動機強度,以使教學更為有效。此外,施行較為困難的學習活動時,教師應更為注意學生的反應,給予學生詳盡的指導及練習,並減低學生學習的焦慮。教科書編者在設計教科書活動時,也應考慮不同學生的學習風格及動機,並了解教師及學生對課本活動的喜惡,增加學生及教師偏好的活動,並改編學生覺得困難而不喜好、或教師覺得施行上有困難的活動,以使教師在教學上更得心應手。
Abstract
The present study is aimed to investigate EFL junior high school students’ preference for textbook activities in Taiwan. The focus is to examine the relationship of students’ preferences for textbook activities to perceptual learning style and motivational intensity. The effects of two learner variables, i.e., English achievement and gender, on textbook activity preference are also examined.
A total of 345 students participated in the present study. The participants completed a questionnaire composed of two inventories adapted from the Perceptual Learning Style Questionnaire (Reid, 1984) and the Motivational Intensity Questionnaire (Gardner, 1985), and the Textbook Activity Preference Questionnaire based on the textbook currently used in the researcher’s school (Kang Hsuan Version, tentative edition, Book One to Book Four, 2002). The data collected were analyzed by computing descriptive statistics, ANOVA, and t-tests. The results show significant correlations between students’ activity preference and their perceptual learning style, and between students’ activity preference and their motivational intensity. The two learner variables, including learners’ English achievement and gender are also significantly related to their activity preference. By nature, the activities preferred by students and teachers are different. Students preferred easier activities that would not make them feel pressured while teachers preferred writing activities in which students could get familiar with the contents of the textbook. In terms of learner variables, for the first ten preferred activities, students’ activity preference seems to relate more to their learning style and motivational intensity; however, the activity type based on learning style does not seem crucial in students’ first ten preferred activities for students of different achievement levels and gender. As to the bottom ten activities reported by students of different learning styles, motivational intensity, achievement levels, and gender, the results demonstrate that the social learning style and the difficulty level of activities seem to play significant roles in students’ activity preference. Students in the present study expressed lower preferences for individual and difficult activities regardless of their learning style, motivational intensity, achievement level, and gender.
Pedagogically, the findings suggest that teachers should be aware of their students’ learning styles and motivational intensity and try to design or modify the learning activities so as to attend to their students’ various learning styles and to motivate students to learn more actively. Moreover, when implementing difficult writing or speaking activities, teachers should try to ease students’ pressure and give students ample opportunity to practice and clear guidance about the way to complete the activities well. On the other hand, before writing the textbook, material designers should investigate both students’ and teachers’ preferences for textbook activities so as to add more activities that are popular with both students and teachers and to delete or modify the activities that students and teachers least prefer. Beside, material designers should consider students’ learning styles and learning motivation when designing activities. In this way, the textbook may attend to both teachers’ and students’ needs. Further pedagogical implications, limitations of the present study, and suggestions for future research are presented at the end of the study.
References
Allen, L. Q. (2002). Teachers’ Pedagogical Beliefs and the Standards for Foreign Language Teaching. Foreign Language Annals, 35(5), 518-529.
Altman, H. B. (1972). Individualized Foreign Language Instruction. In H. B. Altman (Ed.), Individualizing the Foreign Language Classroom: Perspectives for Teachers, p. 1-13. Massachusetts: Newbury House Publishers, Inc.
Altman, H. B. (1979). Foreign Language Teaching: Focus on the Learner. In H. B. Altman & C. V. James (Eds.), Foreign Language Teaching: Meeting Individual Needs, p. 1-16. Oxford: Pergamon Press, Ltd.
Aski, J. M. (2003). Foreign Language Textbook Activities: Keeping Pace with Second Language Acquisition Research. Foreign Language Annals, 36(1), 57-65.
Bailey, P., Onwuegbuize, A. J. & Daley, C. E. (2000). Using Learning Style to Predict Foreign Language Achievement at the College Level. System, 28(1), 115-133.
Barkhuizen, G. P. (1998). Discovering Learners’ Perceptions of ESL Classroom Teaching Learning Activities in a South African Context. TESOL Quarterly, 32(1), 85-108.
Belmechri, F., & Hummel, K. (1998). Orientations and Motivation in the Acquisition of English as a Second Language Among High School Students in Quebec City. Language Learning, 48 (2), 219-44.
Bialystok, E. & Frohlich, M. (1978). Variables of Classroom Achievement in Second Language Learning. The Modern Language Journal, 62 (7), p. 327-336.
Birckbichler, D. W. & Omaggio, A. C. (1978). Diagnosing and Responding to Individual Learner Needs. Modern Language Journal, 62(7), 336-345.
Boekaerts, M. (1987). Individual Differences in the Appraisal of Learning Tasks: An Integrative View of Emotion and Cognition. Communication and Cognition, 20, 207-24.
Boekaerts, M. (1989). Motivated Learning: Bias in Appraisals. International Journal of Educational Research, 12, 267-80.
Brantmeier, C. (2003). Beyond Linguistic Knowledge: Individual Differences in Second Language Reading. Foreign Language Annals, 36(1), 33-43.
Braswell, D. M. (1972). Individualizing a Junior High School Foreign Language Program. In H. B. Altman (Ed.), Individualizing the Foreign Language Classroom: Perspectives for Teachers, p. 103-131. Massachusetts: Newbury House Publishers, Inc.
Brown, H. D. (1973). Affective Variables in Second Language Acquisition. Language
Learning, 23(2), 231-241.
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language
Pedagogy. New Jersey: Prentice Hall Regents.
Carbo, M. (1983). Research in Reading and Learning Style: Implications for Exceptional Children. Exceptional Children, 49, 486-494.
Carbo, M. (1984). Research in Learning Style and Reading: Implications for Instruction. Theory Into Practice, 23, 72-76.
Carless, D. (2002). Implementing Task-based Learning with Young Learners. ELT Journal, 56(4), 389-398.
Carrell, P. L., Prince, M. S. & Astica, G. G. (1996). Personality Types and Language Learning in an EFL Context. Language Learning, 46(1), 75-99.
Chan, Victoria. (2001). Determining Students’ Language Needs in a Tertiary Setting. English Teaching Forum, 39(3), 16-27.
Chan Y. W. (2003). Junior High School English Teachers' Ideas of Current English Textbooks in Tainan County. National Kaohsiung Normal University.
Chang, J. (1998). A Study of Taiwanese Students’ Language Learning Styles and Their Relationship to EFL Proficiency. The Proceedings of the Seventh International Symposium on English Teaching, pp. 133-142. Taipei: The Crane Publishing Co., Ltd.
Chang, S. F. (1999). Learning Motivation in a Junior High School EFL Context in Taiwan. Unpublished Doctoral Dissertation, Indiana University, Indiana.
Chang, S. F., & Huang, S.C. (1999). Taiwanese English Learners’ Learning Motivation and Language Learning Strategies. Proceedings of the Sixteenth Conference on English Teaching and Learning in the Republic of China, pp. 111-128. Taipei: The Crane Publishing Co., Ltd.
Chapelle, C. (1983). The Relationship Between Ambiguity Tolerance and Success in Acquiring English as a Second Language in Adult Learners. Unpublished Doctoral Dissertation, University of Illinois.
Chapell, C., & Green, P. (1992). Field Independence/Dependence in Second Language Acquisition Research. Language Learning, 42(1), 47-81.
Chapelle C., & Roberts, C. (1985). Ambiguity Tolerance and Field Independence as Predictors of Proficiency in English as a Second Language. Language Learning, 36 (14), 27-45.
Chen, C. H. (2000). Senior High School English Teachers’ Perceptions of the New English Teaching Materials and Their Usage in Southern Taiwan. Unpublished MA Thesis. Kaohsiung: National Kaohsiung Normal University.
Chen, C. H. (2001). Preferred Learning Styles and Predominant Thinking Styles of Taiwanese Sstudents in Accounting Classes. Unpublished MA Thesis. University of South Dakota.
Chen, C. T. (2002). Textbook Selection for Senior High School Students in Greater Taipei Area. Unpublished MA Thesis. National Taiwan Normal University.
Chen, H. M. & Feng, J. Zh. (1998). The Relationship between FI/FD Tendency and the Nature of Learning Materials. Proceedings of the Seventh International Symposium on English Teaching, pp. 253-258. Taipei: The Crane Publishing Co., Ltd.
Chen, M. H. (1997). Teaching Styles and Learning Styles. Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishing Co., Ltd.
Chen, S. P. The Relationship between English Proficiency and Learning Styles/ Multiple Intelligences: A Case Study of Fu-Hsing High School Students. Unpublished MA Thesis. National Taiwan Normal University.
Chen, Y. C. (1999). The Perceptual Learning Style Preferences of Taiwanese Junior High School Students in Learning English. National Changhua University of Education.
Chen, Y. J. (1999). Implications of Learning Style Research and Multiple Intelligences. The Proceedings of the Eighth International Symposium on English Teaching, pp. 283-290. Taipei: The Crane Publishing Co., Ltd.
Chen, Y. M. (1998). Peer Review and Learning Styles. The Proceedings of the Seventh International Symposium on English Teaching, pp. 289-298. Taipei: The Crane Publishing Co., Ltd.
Cheng, C. H. (2001). The Preferred Learning and Teaching Styles at a Selected Junior College in Taiwan. Unpublished MA Thesis. University of South Dakota.
Cheng, H. Y. (1993). Motivation, Attitude and Achievement in EFL: A Case Study of Chinese Military Academy Students. Chinese Military Academy Journal (黃埔學報), 25, 195-207.
Cheng, H. Y. & Banya, K. (1998). Bridging the Gap Between Teaching Styles and Learning Styles. In J. M. Reid (Ed.), Understanding Learning Styles in the Second Language Classroom, pp. 80-84. New Jersey: Prentice Hall Regents.
Cheng, M. H. (1997). Teaching Styles and Learning Styles. Proceedings of the
Fourteenth Conference on English Teaching and Learning in the Republic of China, pp. 293-306. Taipei: The Crane Publishing Co., Ltd.
Christenbury, L. and Kelly, P.P. (1994). “What Textbooks Can—and Cannot—Do.” ELT Journal, 1994, 76-80.
Cohen, A.D. & Dornyei Z. (2002). Focus on the Language Learner: Motivation,
Styles and Strategies. In N. Schmidt (Ed.), An Introduction to Applied
Linguistics. Arnold: London.
Cook, V. (2001). Second Language Learning and Language Teaching. London: Arnold.
Cooper, T. C. (2001). Foreign Language Teaching Style and Personality. Foreign
Language Annals, 34(4), 301-317.
Corbett, S. & Smith, WM. F. (1984). Identifying Student Learning Styles: Proceed with Caution. Modern Language Journal, 68 (3), 212~221.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the Research Agenda.
Language Learning, 41, 469-512.
Cross, D. (1991). A Practical Handbook of Language Teaching. (Ed.) C. V. James. London: Cassel-Villers House.
Cross, D. (1979). Personalized Language Learning. In H. B. Altman & C. V. James
(Eds.), Foreign Language Teaching: Meeting Individual Needs, p. 111-124. Oxford: Pergamon Press, Ltd.
Crozier, W. R. (1997). Individual Learners—Personality Differences in Education.
NY: Routledge.
Csikszentmihalyi, M. & Nakamura, J. (1989). The Dynamics of Intrinsic Motivation:
A Study of Adolescents. In C. Ames & R. Ames (Eds.), Research on Motivation in Education (Vol. 3, pp. 44-71). San Diego: Academic Press.
Davies, P. & Pearse, E. (2000). Success in English Teaching. Oxford University Press.
Domino, G. (1979). Interactive Effects of Achievement Orientation and Teaching Style on Academic Achievement. ACT Research Report, 39, 1-9. (Cited in Reid, 1984)
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. Modern Language Journal, 78 (3): 273-84.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching, 31, 117-35.
Dubin, F. & Olshtain, E. (1987). Course Design. Cambridge: Cambridge UP.
Dulay, H., Burt, M. & Krashen, S. (1982). Language Two. Oxford University Press.
Dunn, R. (1984). Learning Style: State of the Science. Theory Into Practice, 23, 10-19.
Dunn, R., & Dunn, K. (1978). Teaching Students Through Their Individual Learning
Styles: A Practical Approach. Englewood Cliffs, NJA: Prentice-Hall.
Dunn, R., & Dunn, K. (1979). Learning Styles/Teaching Styles: Should they…Can they…Be Matched? Educational Leadership, 238-244.
Dunn, R., & Dunn, K. (1993). Teaching Secondary Students Through Their Individual Learning Styles: Practical Approaches for Grades 7-12. Boston: Allyn and Bacon.
Dunn, R., Dunn, K., & Price, G. E. (1975). The Learning Style Inventory. Lawrence,
KS: Price systems.
Dunn, R., Dunn, K., & Price, G. E. (1989). Learning Styles Inventory (LSI): An
Inventory for the Identification of How Individuals in Grades 3 Through 12 Prefer to Learn. Lawrence, KS: Price Systems.
Dunn, R., Gemake, J., Jalali, F., & Zenhausern, R. (1990). Cross-cultural Differences
in Learning Styles of Elementary-age Students from Four Ethnic Backgrounds.
Journal of Multicultural Counseling and Development, 18, 68-93.
Dunn, R. & Griggs, S. A. (1988). Learning Styles: Quiet Revolution in American
Secondary Schools. Reston, VA: National Association of Secondary School
Principals.
Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties.
California: SAGE Publications.
Ehrman, M. E., and Oxford, R. (1989). Effects of Sex Differences, Career Choice, and Psychological Type on Adults’ Language Learning Strategies. The Modern Language Journal, 73, 1-13.
Ehrman, M. E., and Oxford, R. (1990). Adult Language Learning Styles and Strategies in an Intensive Training Setting. Modern Language Journal, 74(3), 311-27.
Ehrman, M. E., and Oxford, R. L. (1995). Cognition Plus: Correlates of Language Learning Success. Modern Language Journal, 79, p. 67-88.
Ellis, R. (1994). The Study of Second Language Education. Oxford: Oxford University Press.
Ely, C. M. (1989). Tolerance of Ambiguity and Use of Second Language Strategies. Foreign Language Annals, 22, 437-445.
Ewing, D. W. (1977). Discovering Your Problem-solving Style. Psychology Today, 11, p. 69-73.
Far, B. J. (1971). Individual Differences in Learning: Predicting One’s More Effective Learning Modality. Unpublished Doctoral Dissertation, Catholic University. (Cited in Reid, 1984).
Felder, R. M. (1995). Learning and Teaching Styles in Foreign and Second Language Education. Foreign Language Annals, 28(1), 21-31.
Fischer, B. B., & Fischer, L. (1979). Styles in Teaching and Learning. Educational Leadership, 245-251.
Friedman, P. & Alley, R. (1984). Learning/Teaching Styles: Applying the Principles. Theory into Practice, 23(1), 77-81.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Garton, S. (2002). Learner Initiative in the Language Classroom. ELT Journal, 56(1), 47-56.
Gershon, S. (2001). “The Architecture of a Language Program.” The Tenth International Symposium on English Teaching. Pp. 29-35.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston: Heinle & Heinle.
Gregorc, A. F. (1979). Learning/Teaching Styles: Potent Forces Behind Them. Educational Leadership, 36, p. 234-36.
Griffiths, G. & Keohane, K. (2000). Personalizing Language Learning. Cambridge: Cambridge University Press.
Guariento, W. and Morley, J. (2001). Text and Task Authenticity in the EFL Classroom. ELT Journal, 55(4), 347-353.
Guo, C. C. (郭重吉), (1987). 英美等國晚近對學生學習風格之研究. 資優教育季刊, 22, 2-8.
Guo, C. C. (郭重吉), (1987). 評介學習風格之有關研究. 資優教育季刊, 23, 7-16.
Hadzima, A. M. (1999). Sequencing Communicative Activity Types in High School English Textbooks. The Proceedings of the English International Symposium on English Teaching, pp. 343-350. Taipei: The Crane Publishing Co., Ltd.
Hansen, L. (1984). Field Dependence—Independence and Language Testing:
Evidence from Six Pacific Island Cultures. TESOL Quarterly, 18(2), 311-324.
Hansen, M. E. (1981). Attitudes, Motivation and Achievement in English as a Second Language. Unpublished MA Thesis. The State University of New Jersey.
Harmer, J. (1996). The Practice of English Language Teaching. New ed. London and New York: Longman.
Hill, J. E. (1976). The Educational Sciences. Bloomfield Hills, MI: Oakland Community College Press. Cited in Jonassen, D. H. & Grabowski, B. L. (1993). Handbook of Individual Differences Learning and Instruction. New Jersey: Lawrence Erlbaum Associates, Inc.
Hodges, H. (1982). Madison Prep- Alternatives Through Learning Styles. In J. W. Keefe (Eds.). Student Learning Styles and Brain Behavior: Programs, Instrumentation, Research, 28-32. Reston, VA: National Association of Secondary School Principals.
Hsiao, T. Y. (1997). An Exploratory Study of Language Learning Strategies by Learners of English as a Foreign Language. Papers from the Fourteenth Conference on English Teaching ad Learning in the Republic of China. Taipei, Taiwan : The Crane Publishing Co.
Hsu, J. M. (1996). Attitude, Motivation and Achievement in EFL: A Case Study of Chinese Junior High School Students. Taipei, Taiwan: The Crane Publishing Co.
Hsu, P. C. (2001). A Comparison of Language Learning Activities in Two Sets of Junior High School English Textbooks. Unpublished MA Thesis. National Taiwan Normal University.
Huang, J. L. (1998). An Evaluation of the New Version of Junior High School EFL
Teaching Materials Based on the Communicative Theory Model. Unpublished
MA Thesis. National Kaohsiung Normal University.
Jacques, S. R. (2001). Preferences for Instructional Activities and Motivation: A Comparison of Student and Teacher Perspectives. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp185-211). Honolulu: University of Haiwai’i, Second Language Teaching and Curriculum Center.
Jonassen, D. H. & Grabowski, B. L. (1993). Handbook of Individual Differences Learning and Instruction. New Jersey: Lawrence Erlbaum Associates, Inc.
Julkunen, K. (2001). Situation- and Task-specific Motivation in Foreign Language Learning. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language Acquisition (Technical Report #23, pp. 29-41). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Kamada, L. D. (1987). Intrinsic and Extrinsic Motivation Learning Processes: Why Japanese Can’t Speak English. (ERIC Document Reproduction Service No. ED 285 408)
Keefe, J. W. (1979). Learning Style: An Overview. In J. W. Keefe (Ed.), Student Learning Styles: Diagnosing and Prescribing Programs (pp. 1-17). Reston, VA: National Association of Second School Principals.
Keefe, J. W. (1985). Assessment of Learning Style Variables: The NASSP Task Force Model. Theory Into Practice, 138-144.
Keefe, J. W. (1987). Learning Style: Theory and Practice. Reston, VA: National Association of Secondary Principals.
Keefe, J. W. & Monk, J. S. (1986). Learning Style Profile Examiner’s Manual. Reston, VA: National Association of Secondary Principals.
Kinsella, K. (1995). Understanding and Empowering Diverse Learners in ESL Classrooms. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom, pp. 170-194. Boston, Massachusetts: Heinle & Heinle Publishers.
Kirby, P. (1979). Cognitive Style, Learning Style, and Transfer Skill Acquisition. Columbus, Ohio: The Ohio State University.
Ko, Y. W. (2002). Perceptual Style Preferences and Their Relationship to English Achievement and Learning Strategies of Junior High EFL Learners in Taiwan. Unpublished MA Thesis. Taiwan Kaohsiung Normal University.
Kolb, D. A. (1976). The Learning Styles Inventory: Self-scoring Test and Interpretation. Boston: McBer and Company.
Krashen, S. D. (1985). The Input Hypothesis. New York: Longman.
Kroonenberg, N. (1995). Meeting Language Learners’ Sensory-learning-style Preferences. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom, pp. 74-86. Boston, Massachusetts: Heinle & Heinle Publishers.
Lawrence, G. (1984). A Synthesis of Learning Style Research Involving the MBTI. Journal of Psychological Type (8), pp. 2-15.
Lee. H. L. (2002). Teaching Diverse English Proficiency in Junior High: Designing Activities with the Spirit of 9-Year Consecutive Curriculum. Unpublished MA Thesis. National Cheng-Chi University.
Li, H. C. (2003). Predictive Evaluation, Use, and Retrospective Evaluation of an EFL Textbook by Junior High School Teachers. Unpublished MA Thesis. National Taiwan Normal University.
Liao C. C. (2003). The Study of Textbook and Teaching Methods Usage by Secondary School English Teachers. Unpublished MA Thesis. National Cheng Kung University.
Liao, Y. F. (2000). A Study of Taiwanese Junior High School Students'' EFL Learning Motivation and Learning Strategies. Unpublished MA Thesis. National Chagnhua University of Education.
Lin, H. S., & Shen, S.S. (1996). Perceptual Learning Style Preferences for EFL Students in Junior Colleges in Taiwan. Eric Digest. (Eric Document Reproduction Services No. ED 400680)
Lin Y. H. (2003). An Analytical Study On Provisionary Editions Of Junior High School English Textbooks In Kaohsiung City. Unpublished MA Thesis. National Kaohsiung Normal University.
Lynch, B. K. (2001). Language Assessment and Program Evaluation. TESOL Quarterly, 35 (4).
Mandell, P. B. (2002). On the Background and Motivation of Students in a Beginning
Spanish Program. Foreign Language Annals, 35(5), 530-542.
McDonough, J. (2002). “The Teacher as Language Learner: Worlds of Difference?” ELT Journal, 56(4), 404-411.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT. Oxford:
Blackwell.
McDonough, S. (2002). Applied Linguistics in Language Education. London: Arnold.
McLennan, R. L. (1972). Making Existing Materials Work in an Individualized Foreign Language Program. In H. B. Altman (Ed.), Individualizing the Foreign Language Classroom: Perspectives for Teachers, p. 145-158. Massachusetts: Newbury House Publishers, Inc.
Melton, C. (1990). Bridging the Cultural Gap: A Study of Chinese Students’ Learning
Style Preferences. RELC Journal, 21(1), 29-51.
Milgram, R., Dunn, R., & Price, G.E. (Eds.). (1993). Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective. New York: Praeger.
Millrood, R. (2002). Teaching Heterogeneous Classes. ELT Journal Review ,56 (2).
Munby, J. (1988). Communicative syllabus design. Cambridge: Cambridge UP.
Myers, I. B. & Briggs, P. B. (1987). The Myers-Briggs Type Indicator. Palo Alto, CA:
Consulting Psychologists Press.
Nelson, G. L. (1995).Cultural Differences in Learning Styles. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom, pp. 3-18. Boston, Massachusetts: Heinle & Heinle Publishers.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: New York.
Nunan, D. (1998). Encouraging Learner Independence. In J. M. Reid (Ed.), Understanding Learning Styles in the Second Language Classroom, pp. 147-155. New Jersey: Prentice Hall Regents.
O’Brian, L. (1989). Learning Styles: Make the Students Aware. National Association of Secondary School Principals’ Bulletin, 73, 85-89.
O’ Brian, L. (1990). Learning Channel Preference Checklist (LCPC). Rockville, MD: Specific Diagnostic Service.
Oxford, R. (1989). The Role of Styles and Strategies in Second Language Learning. ERIC Clearinghouse on Languages and Linguistics, Washington DC.
Oxford, R. L. & Anderson, N. J. (1995). A Cross-cultural View of Learning Styles. Language Teaching, 28, 201-215.
Oxford, R. & Ehrman, M. (1989). Effects of Sex Differences, Career Choice, and Psychological Type on Adult Language Learning Strategies. The Modern Language Journal, 73, 1-13.
Oxford, R. L. & Ehrman, M. (1993). Second Language Research on Individual Differences. Annual Review of Applied Linguistics, 13, 188-205.
Oxford, R. L. (1993). La Difference Continue… Gender Differences in Second/Foreign Language Learning Styles and Strategies. In J. Sunderland (Eds.), Exploring gender: Questions for English Language Education. 140-47. Englewood Cliffs, NJ: Prentice-Hall.
Oxford, R. L. (1995). Gender Differences in Language Learning Styles: What do They Mean? In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom, pp. 34-47. Boston, Massachusetts: Heinle & Heinle Publishers.
Oxford, R. L., Hollaway, M. E., & Horton-Murillo, D. (1992). Language Learning Styles: Research and Practical Considerations for Teaching in the Multicultural Tertiary ESL/EFL Classroom. System, 20 (4), 439-456.
Oxford, R. L., Park-Oh, Y., Ito, S., & Sumrall, M. (1993). Learning Japanese by Satellite: What Influences Student Achievement? System, 20(3), 439-56.
Pajares, F. & Valiante, G. (2001). Gender Differences in Writing Motivation and Achievement of Middle School Students: A Function of Gender Orientation? Contemporary Educational Psychology, 26, 366-381.
Park, G. P. (1997). Language Learning Strategies and English Proficiency in Korean University Students. Foreign Language Annals, 30 (2), 211-221.
Park, G. P. (1997b). Learning Style Preferences of Korean, Mexican, Armenian-American, and Anglo Students in Secondary Schools. National Association of Secondary School Principals (NASSP) Bulletin, 81 (585), 103-111.
Park, G. P. (2000). Learning Style Preferences of Southeast Asian Students. Urban Education, 35 (3), 245-268.
Pask, G. (1976). Styles and Strategies of Learning. British Journal of Educational Psychology, 46, 128-148.
Peck, S. (1995). Learning Styles and Elementary School ESL. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom, pp. 128-133. Boston, Massachusetts: Heinle & Heinle Publishers.
Peng, I. N. (2002). EFL Motivation and Strategy Use Taiwanese Senior High School Learners. Unpublished MA Thesis. National Taiwan Normal University. Taiwan: Taipei.
Price, G. (1980). Which Learning Style Elements Are Stable and Which Tend to Change? Learning Styles Network Newsletter, 1(3), 1.
Rao, Z. (2002). Chinese Students’ Perceptions of Communicative and Non-Communicative Activities in EFL Classroom. System, 30(1), 85-105.
Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87-105.
Reid, J. M., Editor. (1995). Learning Styles in the ESL/EFL Classroom. Boston, Massachusetts: Heinle & Heinle Publishers.
Reid, J. M., Editor. (1998). Understanding Learning Styles in the Second Language Classroom. Upper Saddle River, N.J.: Prentice Hall Regents.
Reinert, H. (1976). One Picture is Worth a Thousand Words? Not Necessarily! Modern Language Journal, 60(2), 160-68.
Roberts, J. T. (1996). Demystifying Materials Evaluation. System, 24(3), 375-389.
Rossi-Le, L. (1995). Learning Styles and Strategies in Adult Immigrant ESL Students.
In Reid (Ed., 1995) Learning Styles in the ESL/EFL Classroom. Boston, Massachusetts: Heinle & Heinle Publishers.
Scarcella, R. C., Oxford, R. L. (1992). The Tapestry of Language Learning. Boston,
Massachusetts: Heinle & Heinle Publishers.
Schmidt, R. (2001). Motivation, Strategy Use, and Pedagogical Preferences in Foreign Language Learning. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp. 313-359). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Schmidt, R., Boraie, D. & Kassabgy, O. (1996). Foreign Language Motivation: Internal Structure and External Connections. In R. L. Oxford (Ed.). Language Learning Motivation: Pathways to the New Century (pp. 9-70). University of Hawaii Press.
Schmitt, N. (2002). An Introduction to Applied Linguistics. London: Arnold.
Skehan, P. (1989). Individual Differences in Second Language Learning. London: Arnold.
Skehan, P. (1998). A Cognitive Approach to Language Learning. New York: Oxford.
Skierso, A. (1991). “Textbook Selection and Evaluation.” In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle Publishers, 432-453
Stansfield, C., & Hansen, J. (1983). Field Dependence—Independence as a Variable in Second Language Cloze Test Performance. TESOL Quarterly, 17(1), 29-39.
Stebbins, C. (1995). Culture-specific Perceptual Learning Style Preferences of Post-Secondary Students of English as a Second Language. In Reid (Ed., 1995) Learning Styles in the ESL/EFL Classroom. Boston, Massachusetts: Heinle & Heinle Publishers.
Su, S. W. (2003). The Effects of Text Types on Listening Comprehension. The Twelfth International Symposium on English Teaching. Taipei: The Crane Publishing Co., Ltd.
Sy, B. M. (2003). The Language Learning Styles and Strategies of Chinese EFL Students. The Twelfth International Symposium on English Teaching. Taipei: The Crane Publishing Co., Ltd.
Tang, H. G. (唐璽惠). (1989). 高中生英語學習動機、態度、師生互動、親子關係與其英語科成就之相關研究. 教育學刊, 8, 110-27.
Thomas, H., Cox, R., & Kojima, T. (2000). Relating Preferred Learning Style to Student Achievement. (Eric Document Reproduction Service No. ED 445 513)
Torkelson, K. (1995). Learning Styles and ITA Training. In J. M. Reid (ed.) Learning Styles in the ESL/EFL Classroom, pp. 134-147. Boston, Massachusetts: Heinle & Heinle Publishers.
Tseng, S. F. (2001). Nontraditional Taiwanese EFL Students' Learning Style Preferences. Unpublished MA Thesis, University of South Dakota, 2001.
Tso, T. L. (2002). Perceptual Learning Style Preference And Learning Style Strategy Use Among Taiwanese Senior High School EFL Learners. Unpublished MA Thesis. National Taiwan Normal University.
Tremblay, P. F. & Gardner, R. C. (1995). Expanding the Motivation Construct in Language Learning. Modern Language Journal, 79, 505-20.
Tylor, N., et al. (July 2002). Survey: Secondary Courses. ELT Journal, 56 (3).
Violand-Sanchez, E. (1995). Cognitive and Learning Styles of High School Students: Implications for ESL Curriculum Development. In J. M. Reid (ed.) Learning Styles in the ESL/EFL Classroom, pp. 48-62. Boston, Massachusetts: Heinle & Heinle Publishers.
Wang R. L. (2003). The Adoption and Teachers’ Perceptions of the Reviewed English Instructional Materials in Junior High School in Kaohsiung City. Unpublished MA Thesis. National Kaohsiung Normal University.
Willing, K. (1988). Learning Styles in Adult Migration Education. Adelaide, Australia: National Curriculum Resource Center.
Willis, J. (1996). A Framework for Task-Based Learning. Edinburgh: Longman.
Wintergerst, A.C., Decapua, A., &Verna, M. A. (2003). Conceptualizing Learning Style Modalities for ESL/EFL Students. System, 31(1), 85-106.
Witkin, H. A., Oltman, P., Raskin, R., & Karp, S. (1971). A Manual for the Embedded Figures Tests. Palo Alto, CA: Consulting Psychologist Press.
Wright, T. (1987). Roles of Teachers & Learners. Oxford University Press: Oxford.
Wu, Y. (2001). TESOL in China: Current Challenges. TESOL Quarterly, 35 (1).
Yang, Anson & Lao, Lucus. (2003). Student Attitudes to the Learning of English at Secondary and Tertiary Levels. System, 31(1), 107-123.
Yang, J. Sook Ryu. (2003). Motivational Orientations and Selected Learner Variables of East Asians Language Learners in the United States. Foreign Language Annals, 36(1), 44-55.
Zeng, M. H. (曾美惠). (1984). 國中英語科低成就學生英語科學習行為之研究. 碩士論文, 台灣: 國立台灣師範大學教育研究所.
Zhuo, J. H. (2002). Contents and Instructions of Culture in New English Textbook for Senior High Schools in Taiwan. Taipei: Tamkang University.
張玉芳。(2002) 。 國小英語教學師資、教材選用及學童學習現況調查研究—以苗栗縣為例。英語教學, 26(4), 19-37.
張強仁。(1998)。新編國中英語之特色、教法與可斟酌之種種。英語教學,22(4),39-49。