臺灣博碩士論文加值系統

本研究旨在探討英語繪本(English picture storybook) 對於國小四年級學童的聽力理解能力、及閱讀理解能力之成效。此外學童對於英語繪本教學的看法亦是本研究的主題。研究對象為台中市某國小兩班共四十八位學童，分為實施傳統教學法的控制組，及實施英語繪本教學的實驗組，實驗組學生於每周兩堂的英文課中接受二十分鐘的英語繪本教學。本實驗為期十四週。
為了研究英語繪本教學對聽力理解能力及閱讀理解能力之成效，研究者採用的研究工具包括：聽力理解及閱讀理解前後測驗，以及針對實驗組十位學童進行半結構化的訪談，五位為英語精熟學童，另五位為非英語精熟學童。
本研究之重要發現摘要如下：
1. 英語繪本教學能提供學生聽力練習，並提升學生英語聽力理解能力。
2. 英語繪本教學能藉由提供閱讀策略及課堂活動，以提升學生閱讀理解能力。
3. 實驗組學生對於英語繪本的看法持樂觀的態度，並認為可將英語繪本納入教材。
最後，研究者根據本研究結果提出英語繪本教學的建議，以及指出本研究的限制且提供若干建議，期望對英語教師及未來研究有所助益。

This study aimed to explore the effects of EPS on fourth graders’ listening comprehension and reading comprehension, as well as students’ perceptions of English picture storybook instruction. The participants in this study involved 48 fourth graders at an elementary school in Taichung, Taiwan. The participants in two classes were divided into two groups- an experimental group and a control group. The experimental group received 12-week of English picture storybook instruction while the control group received traditional instruction. In this study, the participants conducted two 20-minute English picture storybook classes per week for fourteen weeks.
In order to examine the effects of English picture storybook on the students’ listening comprehension and reading comprehension, the researcher adopted instruments including tests of listening comprehension and reading comprehension before and after the experiment for qualitative data. Furthermore, a semi-structured interview was conducted with ten participants; five of them were from the more-proficient group while five were from the less-proficient group.
The findings of this study were listed as follows.
1. English picture storybook instruction would provide students opportunities to practice listening skill and improve their listening comprehension ability.
2. English picture storybook instruction was able to promote students reading comprehension skill by providing reading strategies and classroom activities.
3. The experimental group had positive attitude toward English picture storybook instruction and recommend English picture storybook as a supplementary for English class.
Based on the findings, some implications are also proposed to be of help of the English teachers.

ABSTRACT (CHINESE)…………………………………………………………….. i
ABSTRACT (ENGLISH)………………………………………………...…………... ii
TABLE OF CONTENTS……………………………………………………………… iii
LSIT OF TABLES…………………………………………………………………….. vi
LIST OF FIGURES…………………………………………………………………… vii
CHPTER ONE INTRODUCTION……………………………………………………1
1.1 Background and Motivation…………………………………………......1
1.2 Statement of Problem ……………………….……………………….......6
1.3 Purpose of the Study and Research Question…………………………....7
1.4 Significance of the Study………………………………………………...8
1.5 Definition of Terms………………………………………………………9
1.6 Organization of the Study ………………………………..…………...10
CHAPTER TWO LITERATURE REVIEW……………………………………......11
2.1 Listening Comprehension………………………………………………11
2.1.1 Definition of Listening comprehension………………………………...11
2.1.2 Models of Listening Process…………………………………………....12
2.1.3 Listening Instruction…………………………………………………....17
2.2 Reading Comprehension………………………………………………..19
2.2.1 Definition of Reading Comprehension………………………………....20
2.2.2 Process of Reading Comprehension…………………………………....22
2.2.3 Reading Models………………………………………………………...24
2.3 English Picture Storybooks………………………..………………….…29
2.3.1 Feature of English Picture Storybooks………………………….……...30
2.3.2 Benefits of English Picture Storybooks……………………….……...32
2.3.3 English Picture Storybook to Enhance Listening Comprehension…….33
2.3.4 English Picture Storybook to Enhance Reading Comprehension…….36
2.3.5 English Picture Storybook Teaching Procedure……………………….40
CHAPTER THREE METHODOLOGY…………………………………………...45
3.1 Setting and Participants…………………………………………..……..45
3.1.1 Setting…………………………………………………………………45
3.1.2 Participants…………………………………………………………….46
3.2 Research Design…………………………………………………..…….47
3.3 Instruments……………………………………………………………..50
3.3.1 Pre-test and Post-test……………………………..……………………..50
3.3.2 Questions in the Semi-structured Interview……..……………………...52
3.4 Reading Materials and Procedure……………………………………....54
3.4.1 Reading Materials for the Experimental Group……………..………….54
3.4.2 Training Program for the Experimental Group………………..………..57
3.5 Data Collection…………………………………..……………………..61
3.5 Data Analysis…………………………………..………………………61
CHAPTER FOUR RESULTS………………………………………...……………...64
4.1 Results for Research Question 1………………………………………..64
4.2 Results for Research Question 2………………………………………..66
4.3 Results for Research Question 3……………………………………......68
CHAPETR FIVE DISCUUSINO AND CONCLUSION…………………………...76
5.1 Summary of the Major Findings………………………………………..76
5.2 Discussion of the Results……………………………………………...79
5.2.1 The Effects of English Picture Storybook on Students’ Listening
Comprehension………………………………………………..………..79
5.2.2 The Effects of English Picture Storybook on Students’ Reading
Comprehension…………………………………………………………80
5.2.3 Students’ Perceptions Toward English Picture Storybook…….………..81
5.3 Pedagogical Implication………………………………………………...82
5.3.1 Suggestions for EFL Teachers………………….……………………….83
5.3.2 Suggestions for EFL learners………………….………………………..83
5.3.3 Suggestions for Enhancing Teachers’ Professional Knowledge
of English Picture Storybook…………………………………………84
5.4 Limitation and Suggestions…………………………………………….84
REFERENCES………………………………………………………………………...86
APPENDICES………………………………………………………………………...103
Appendix A Interview Questions…………………………………………………...103
Appendix B Consent Letter to the Parents………………………………………….104
Appendix C Timetable of English Storybook Instruction (Experimental Group)…..105
Appendix D Story Face……………………………………………………………..107

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