本研究之目的為探討在英語情境教室實施在地文化課程對於學生環境知識與單字習得的影響，以20位國小六年級學生為研究對象，接受為期九週的議題融入課程。為回答研究問題，研究者蒐集量化與質性資料。量化研究工具於各主題教學前後實施，如環境知識測驗與單字測驗；而質性研究工具包含訪談、教學省思。
經過資料分析，此研究獲得主要結果如下：就學科內容學習方面，將在地文化融入環境教育可以促進學生的相關背景知識，並且在英語情情境教室中實施該課程可以促進學生在情境中學習，並有效地幫助學生提升環境知識。就英語單字習得方面，實物、影像、科技輔助、實踐活動對於學生學習目標單字的能力有所助益。然而，從研究結果中也發現，教師在實施課程中可能面臨的挑戰。教師必須克服獨自教授英語知識與學科內容知識的重擔。
最後，根據研究結果，研究者將對未來英語教師實施議題融入與情境學習於環境教育以及未來相關研究提出建議。

The purpose of the present study is to investigate the influence of the implementation of the local culture curriculum in the English Scenario Classroom focusing on environmental and vocabulary knowledge. The participants were 20 sixth-graders who received an issue-integrated curriculum for nine weeks. To address the research questions, quantitative data (environmental and vocabulary knowledge pre- and posttests) and qualitative data (interviews and teaching reflections) were collected.
The findings revealed that the integration of local culture into environmental education was effective in providing students with relevant background knowledge and implementing the curriculum in an English Scenario Classroom could facilitate learners’ situated learning. The issue-integrated curriculum was also effective in increasing the students’ environmental knowledge. Realia, images, technology, and hands-on activities helped students recognize the spoken forms and word meanings of the target vocabulary. The challenge faced by the teacher in implementing the curriculum was also identified; for instance, to impart content knowledge of a specific topic through the medium of English. Finally, the significance of issue-integrated curriculum in situated learning and possible avenues for further study are described.

List of Tables xii
List of Figures xiv
Chapter 1 Introduction
1.1 Background 1
1.2 Purpose of the Study 2
1.3 Research Questions 3
1.4 Terminology 4
1.4.2 English Situated Learning 4
1.4.3 Local Culture Curriculum 5
Chapter 2 Literature Review
2.1 Environmental Education 7
2.1.1 Definition 7
2.1.2 Components of Environmental Education in Taiwan 8
2.1.3 Benefits and Disadvantages of Environmental Education for Learning 9
2.1.4 Empirical Studies 11
2.2 English Situated Learning 15
2.2.1 Definition 15
2.2.2 Benefits and Disadvantages of Situated Learning 17
2.2.3 Empirical Studies 18
2.3 Local Culture Curriculum 21
2.3.1 Definition 21
2.3.2 Benefits and Disadvantages of the Local Culture Curriculum in Learning 22
2.3.3 Empirical Studies 24
2.4 Conceptual Framework 26
Chapter 3 Methodology
3.1 Research Design 29
3.2 Participants and Setting 29
3.3 Data Collection 31
3.3.1 Environmental Knowledge Test 32
3.3.2 Vocabulary Knowledge Test 33
3.3.3 Interview 35
3.3.4 Teaching Reflection 37
3.4 Procedure 37
3.5 Data Analysis 39
3.5.1 Quantitative Data 40
3.5.2 Qualitative Data 40
3.6 Ethical Issues 42
Chapter 4 Results
4.1 Environmental Knowledge Test 45
4.2 Vocabulary Knowledge Test 56
4.2.1 Spoken Form 56
4.2.2 Written Form and Meaning 65
4.3 Correlation Between Environmental Knowledge and Vocabulary Knowledge Learning 72
Chapter 5 Discussion
5.1 Rich Exposure Enhanced Learners’ Environmental Knowledge 77
5.2 Integration of Local Culture into Environmental Education 79
5.3 Hands-on Activities Enhance Learners’ Vocabulary Knowledge of Forms and Meaning 80
5.4 Technology Enhances Learners’ Vocabulary Knowledge of Spoken Forms 81
5.5 The Challenge Faced by the Teacher in Environmental Education 82
Chapter 6 Conclusion
6.1 Summary of the Study 87
6.2 Significance of the Study 88
6.3 Limitations and Issues for Further Studies 89
References 93
Appendix A Lesson Plans 99
Appendix B Environmental Knowledge Test 107
Appendix C Vocabulary Test 113
Appendix D The Interview Questions 118
Appendix E Worksheet I 120
Appendix F Worksheet II 121
Appendix G Worksheet III- Write and match 122
Appendix H Worksheet VI- Write and match 123
Appendix I Worksheet V- Write and match 124
Appendix J Tables of Results in Chapter 4 125
Appendix K Consent Form 128

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