台灣國中生對於零食包裝上英文察覺之研究: 以巧克力、夾心餅乾、 及洋芋片為例

Abstract

The purpose of this study is to examine Taiwanese junior high school students' awareness on English labeling of snack packaging. The motivation of this study is driven by the dearth in previous studies on the effect of daily English on learners' self-perceived English learning. No study discussed about the effect of English labeling of snacks on learners’ attitudes toward self-perceived vocabulary learning. This study attempts to find out the students’ degree of attention to and awareness on English labeling, the effect of English labeling on self-perceived vocabulary learning, and possible social factors that might relate to their attention, awareness and self-perceived vocabulary learning on English labeling. Nine seventh grades to ninth grades in three junior high schools in Keelung City, New Taipei City and Taoyuan County, total of 281 students were recruited in this study. All of the participants were required to finish a questionnaire and then thirteen participants were chosen to be interviewed by the researcher. Questionnaire data were analyzed quantitatively; in addition, the data on the students' opinions in the interview were transcribed and analyzed qualitatively. On the basis of the quantitative and qualitative analyses, the findings indicate that 92.5% of the students pay attention to the English labeling of snack packaging, while only about 50% of the students can correctly write down the vocabulary. Students with positive attitude toward the effect of English labeling of snack packaging on self-perceived vocabulary learning are at least 20% more than those with negative opinions. Female students and the students with higher level of English interest and confidence not only pay more attention to and awareness more on English labeling but also agree more on the positive effect of the labeling on self-perceived English vocabulary learning. The results of this study are expected to advance the understanding of the effect of daily English on learners’ English learning, and may potentially influence instructional designs among teachers who are interested in applying a supplementary material into the regular curriculum.