臺灣博碩士論文加值系統

中文摘要
本論文旨在以心理分析的閱讀，來探討威廉．高丁(William Golding)的《蒼蠅王》(Lord of the Flies)，並且將它應用於國中英語教學上。本論文的前半部探討心理分析的閱讀如何呈現於《蒼蠅王》中，而後半部則著重於教學的研究。
本論文分為六章。第一章是概論，介紹本論文的研究動機、目的、研究問題、重要性、以及本研究的主要架構，接著闡述文學教學有助於英語學習的說明，介紹《蒼蠅王》作者威廉．高丁的生平背景、以及探討過去對《蒼蠅王》作品的評論。 第二章以馬斯洛的需求階層理論以及弗洛伊德的心靈分析理論來討論心理分析的閱讀。本章節末以心靈分析觀點探討三個文學作品:吳承恩的《西游記》(A Journey to the West)、霍桑的《年輕的布朗大爺》(Young Good man Brown)、以及狄更斯的《小氣財神》(A Christmas Carol)，作為例證，以說明心靈分析論的動態關係。第三章透過對小說《蒼蠅王》的人物角色及情節分析，來闡明小說中的需求階層理論以及心靈分析理論的運用，以提昇讀者對該作品的了解。第四章則討論《蒼蠅王》教材在國中英語教學的應用，本章前半部說明研究設計，呈現實驗受試者、工具、資料收集步驟以及資料分析。本章後半部則說明教學實驗的程序，呈現教法、教學活動、教案、教材以及教學步驟等。第五章則分析此教學實驗的結果與成效。第六章為結論，總結本實驗的主要發現，並針對本論文的研究問題做總結，接著提出本研究的限制及一些教學與研究上的建議，以供日後相關研究之參考。

ABSTRACT
The thesis aims to explore psychoanalytic reading in William Golding's Lord of the Flies and to apply the issues to English teaching. In the first half of the thesis, the researcher applies psychoanalytical reading to interpret William Golding’s Lord of the Flies and discusses how psychoanalytical reading was presented in the novel. In the second half of the thesis, the researcher focuses on the teaching of the psychoanalytical reading in Lord of the Flies.
This thesis consists of six chapters. Chapter One is the introduction. The first part introduces the research, including the motivation of the study, purposes and research questions, significance of the study and organization of the entire thesis. The second part provides the reasons why the literature enriches language learning which included the appropriateness of teaching Lord of the Flies. Next, William Golding’s biographical background and literature review of Lord of the Flies are presented. Chapter Two introduces the psychoanalytical criticism, followed the psychoanalytical reading in terms of Maslow’s hierarchy of needs and Freudian division of mind, and three literary works, Wu’ A Journey to the West, Hawthorne’s Young Good man Brown, and Dickens’ A Christmas Carol are presented to account for the dynamic relations of the division of the mind. Chapter Three explores the exemplification of the psychoanalytical issues in Lord of the Flies. The first half applies the theory of the hierarchy of needs to the characters. The second half deals with the characters’ analysis by using Freudian division of mind. The psychoanalytical reading is applied to provide profound insight to the understanding of the novel. The application of Lord of the Flies to English teaching is discussed in Chapter Four. The first section presents the researcher design including the participants, the instruments, data collection procedures and data analysis. The second section presents the teaching application including teaching approaches, teaching activities, lesson plan, texts, and the teaching procedures. Chapter Five presents and discusses the results of the teaching application. Chapter Six, the conclusion, includes the major findings of the study, limitations of the present study, some pedagogical implications and suggestions for further studies.


Key words: William Golding, Lord of the Flies, English novels, English teaching,
Psychoanalytical reading, Maslow’s hierarchy of need,
Freudian division of mind

Chinese Abstract i
English Abstract ii
Acknowledgements iv
Table of Contents v
List of Tables viii
List of Figures ix
Chapter One: Introduction 1
1.1 Introduction to the Research 1
1.1.1 Motivations 1
1.1.2 Purposes and Research Questions 3
1.1.3 Significance 3
1.1.4 Terms Definition 4
1.1.5 Organization of the Thesis 5
1.2 Literature Enriches Language Learning 6
1.2.1 Benefits in Using Literature Texts 7
1.2.2 Appropriateness of Teaching Lord of the Flies 10
1.2.3 The Literary Elements of Fiction 11
1.3 William Golding and His Times 16
1.4 Literature Review of Lord of the Flies 20
Chapter Two: Theoretical Background 24
2.1 Psychoanalytic Criticism 24
2.1.1 Introduction to Psychoanalysis 25
2.2 Maslow's Hierarchy of Needs 32
2.2.1 The Needs 32
2.2.2 Needs Frustration 39
2.2.3 Assessment of the State of the Need 42
2.3 Freudian Division of Mind 47
2.3.1 The Id 49
2.3.2 The Ego 51
2.3.3 The Super-ego 54
2.3.4 The Dynamic Relation 56
Chapter Three: Maslow's Hierarchy of Needs and Freudian Division of
Mind in William Golding's Lord of the Flies 61
3.1 Maslow's Hierarchy of Needs in Lord of the Flies 61
3.1.1 The Needs 61
3.1.2 Needs Frustration 67
3.1.3 Assessment of the State of the Need 73
3.2 Freudian Division of Mind in Lord of the Flies 75
3.2.1 The Id of Jack 75
3.2.2 The Ego of Ralph 76
3.2.3 The Super-ego of Piggy and Simon 78
3.2.4 The Dynamic Relation 80
Chapter Four: The Application of Lord of the Flies to English Teaching 86
4.1 Research Design 86
4.1.1 Participants 87
4.1.2 Instruments 87
4.1.3 Data Collection Procedures 93
4.1.4 Data Analysis 93
4.2 The Application of Teaching Lord of the Flies 95
4.2.1 Teaching Approaches 95
4.2.2 Tasks and Activities in Teaching Lord of the Flies 98
4.2.3 Lesson Plan 111
4.2.4 Teaching Procedures 113
Chapter Five: Results and Discussion 116
5.1 Students’ Perceptions about Reading Short English Novels 116
5.1.1 The Responses of the Pre-instructional Questionnaires of Both
Groups 117
5.1.2 The Responses of the Pre-and Post-instructional Questionnaires of the
Experimental Group 121
5.1.3 The Responses of the Suitability of Lord of the Flies in the
Experimental Group 125
5.2 Experimental Group Students’ Opinions about the Application of Maslow
Hierarchy of Needs and Freud’s Division of Mind in Lord of the Flies 126
5.3 Experimental Group Students’ Opinions about the Application of Maslow
Hierarchy of Needs and Freud’s Division of Mind in Daily Life 128
5.4 The Results of the Post-test 129
5.5 The Responses in the Reflection Sheet 135
5.6 Discussion 136
5.6.1 Students’ Perceptions about Reading Short English Stories 137
5.6.2 Students’ Opinions on the Suitability of Lord of the Flies 140
5.6.3 The Effect of Maslow’s Hierarchy of Needs and Freudian Division of
Mind in Lord of the Flies on Students 141
5.6.4 The Application of Maslow’s Hierarchy of Needs and Freudian
Division of Mind in the daily life of the Students 142
Chapter Six: Conclusion 143
6.1 Major Findings of the Study 143
6.2 Limitations of the Study 145
6.3 Pedagogical Implications 147
6.4 Suggestions for Future Study 150
6.5 Conclusion 151
References 153

Appendices: 161
Appendix A: Pre-instructional Questionnaire 161
Appendix A-1: Pre-instructional Questionnaire 163
Appendix B: Post-instructional Questionnaire 165
Appendix B-1: Post-instructional Questionnaire 168
Appendix C: Post-test 172
Appendix C-1: Post-test 174
Appendix D: Reflection Sheet 176
Appendix E: Biography of William Golding 177
Appendix F: English Summary 178
Appendix G: Character List of Lord of the Flies 179
Appendix H: Chinese Summary 180
Appendix I: Text Extracts 181
Appendix J: Vocabulary List 191
Appendix K: Sentence Pattern 196
Appendix L: Exercise 198
Appendix M: Lesson Plan 199
Appendix N: Teaching Procedures 207
Appendix O: The Elements of a Fiction 214
Appendix P: Maslow’s Hierarchy of Needs 215
Appendix Q: Freudian Division of Mind 217

List of Tables
Table 2.1 Maslow’s Hierarchy of Needs and the Needs Items 45
Table 2.2 Needs Hierarchy and Levels of Personality Functioning 46
Table 2.3 The Characteristics of the Id 50
Table 2.4 The Characteristics of the Ego 54
Table 2.5 The Characteristics of the Super-ego 56
Table 3 Items of Satisfaction and Frustration of the Needs of the Boys 74
Table 4.1 The Characteristics of Grammar-Translation Method 96
Table 4.2 The Characteristics of the Affective-Humanistic Approach 98
Table 5.1 Students’ Pre-instructional Responses to Items 1-3 118
Table 5.2 Students’ Pre-instructional Responses to Items 4-9 120
Table 5.3 Students’ Pre-instructional Responses to Items 10-14 121
Table 5.4 Experimental Group Students’ Post-instructional Responses to
Items 1-3 122
Table 5.5 Experimental Group Students’ Post-instructional Responses to
Items 4-9 123
Table 5.6 Experimental Group Students’ Post-instructional Responses to
Items 10-14 124
Table 5.7 Experimental Group Students’ Post-instructional Responses to
Items 15-20 126
Table 5.8 Experimental Group Students’ Post-instructional Responses to
Items 21-22 127
Table 5.9 Experimental Group Students’ Post-instructional Responses to
Items 23-24 128
Table 5.10 Experimental Group Students’ Post-instructional Responses to
Items 25-26 129
Table 5.11 Experimental Group Students’ Post-instructional Responses to
Items 27-28 129
Table 5.12 Results of Post-test to Questions 1-4 131
Table 5.13 Results of Post-test to Questions 5-10 132
Table 5.14 Results of Post-test to Questions 11-15 133
Table 5.15 Results of Post-test to Questions 16-20 134
Table 5.16 Results of Test Scores 135
Table N.1 Sentence Pattern I 210
Table N.2 Sentence Pattern II 212


List of Figures
Figure 1 The Freytag Pyramid 13
Figure 2.1 Maslow’s Hierarchy of Needs 33
Figure 2.2 Freudian Division of Mind 48

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