臺灣博碩士論文加值系統

本研究旨在探究運用「讀者劇場」融入國小英語低成就學童補救教學之成效。研究對象是桃園縣某一所小學五位五年級英語低成就學生，利用課餘時間實施「讀者劇場」融入英語補救教學，在英語教室實施，每週上課兩次，為期十一週。本論文以實施「讀者劇場」於英語補救教學後，是否增進國小英語低成就學童之英文朗讀流暢度和英文閱讀動機之研究。
在教學前後對於個案學生進行朗讀流暢度之前測與後測，依照個案學生所得的成績分析準確度和速度，並進行閱讀動機的問卷調查。
研究結果發現：學生的朗讀流暢度前後測分數，在唸讀的準確度和速度均有顯著進步。在閱讀動機方面，不論是內在動機或社會因素，學生表現在自我效能和課堂參與方面都有提升。
以上結果顯示，「讀者劇場」有助於提升國小英語低成就學童之朗讀流暢度，對低成就學生的英文閱讀動機亦有正面影響。因此，本研究的研究結果，可提供英語教學者在面臨英語低成就學生教學時的參考。

This study aims to investigate effects of integrating “Readers Theater” into English remedial instruction for elementary school EFL underachievers in Taiwan. The participants are five English underachievers chosen from fifth grade classes in a Taoyuan county elementary school. “Readers Theater” is implemented twice a week in a remedial class for three months, with the goal of improving students’ English oral reading fluency and promoting their reading motivation.
Before the study, a pre-test on oral reading fluency is administered to the subjects. After each “Readers Theater” performance, another test is administered. Results from these tests become data analyzed in the areas of accuracy, reading speed, and fluency. Moreover, the subjects are asked to complete questionnaires on students’ motivation for reading.
The results of the study show that the subjects improve significantly in oral reading fluency post-tests including accuracy, reading speed, and fluency. As for intrinsic motivation and social factor for reading, the subjects also perform more actively in self-efficiency and class participation.
The findings of the study suggest that “Readers Theater” might be helpful in promoting English oral reading fluency of elementary school EFL underachievers. Students’ positive reading motivations are also evident in the study. Educational implications in remedial English instruction in elementary school EFL underachievers and suggestions for the future research are discussed.

目錄
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的和研究問題 3
第三節 名詞釋義 4
第二章 文獻探討 6
第一節 讀者劇場 6
第二節 朗讀流暢度 11
第三節 閱讀動機 18
第四節 行動研究 23
第五節 低成就學生 29
第六節 相關研究 32
第三章 研究方法 36
第一節 研究架構與研究設計 36
第二節 研究流程 38
第三節 研究情境 40
第四節 研究工具 46
第五節 資料蒐集 49
第六節 資料分析 51
第四章 研究結果與討論 52
第一節 個案學生對應用讀者劇場於英語補救教學課程反應之分析 52
第二節 讀者劇場對個案學生英語學習成效之分析 60
第三節 讀者劇場對個案學生英文閱讀動機之影響 67
第五章 結論與建議 93
第一節 結論 93
第二節 研究限制 95
第三節 建議 96
參考書目 98
一、中文部分 98
二、英文部分 100
附錄 106
附錄一 英語口語閱讀能力測驗前測 106
附錄二 英語口語閱讀能力測驗後測 107
附錄三 國小學童英文閱讀動機問卷 108
附錄四 教學日誌 109
附錄五 國小學童英文閱讀動機訪談題綱 116
附錄六 學生「讀者劇場」感想單 118
附錄七 劇本 119
附錄八 學生參與論文研究計畫家長同意書 123
附錄九 使用閱讀動機問卷同意書 124


圖次
圖3-1 研究架構圖 37
圖3-2 研究流程圖 39
圖4-1 「英語口語閱讀動機問卷---內在動機個案A」之前後測圖..............68
圖4-2 「英語口語閱讀動機問卷---內在動機個案B」之前後測圖..............71
圖4-3 「英語口語閱讀動機問卷---內在動機個案C」之前後測圖..............73
圖4-4 「英語口語閱讀動機問卷---內在動機個案D」之前後測圖..............75
圖4-5 「英語口語閱讀動機問卷---內在動機個案E」之前後測圖..............78
圖4-6 「英語口語閱讀動機問卷---社會因素個案A」之前後測圖..............80
圖4-7 「英語口語閱讀動機問卷---社會因素個案B」之前後測圖..............81
圖4-8 「英語口語閱讀動機問卷---社會因素個案C」之前後測圖..............83
圖4-9 「英語口語閱讀動機問卷---社會因素個案D」之前後測圖..............84
圖4-10 「英語口語閱讀動機問卷---社會因素個案E」之前後測圖..............86

表次
表2-1 實施「讀者劇場」的五個簡要步驟 8
表2-2 閱讀指標測驗 14
表2-3 閱讀動機 20
表2-4 低成就的成因 30
表3-1 個案學生簡介表 40
表3-2 教學進度表 43
表3-3 國小學童英文閱讀動機問卷之題目分析 47
表3-4 本研究資料編碼方式與原始資料對應一覽表 51
表4-1 「英語口語閱讀能力測驗---準確度」前、後測比較................60
表4-2 「英語口語閱讀能力測驗---唸完文本所需的時間」前、後測比較...61
表4-3 「英語口語閱讀能力測驗--唸完文本所犯的錯誤字數和錯誤字數的百分比」之前、後測比較........................................................62
表4-4 「英語口語閱讀動機問卷---內在動機個案A」前、後測比較.......... 67
表4-5 「英語口語閱讀動機問卷---內在動機個案B」前、後測比較...........70
表4-6 「英語口語閱讀動機問卷---內在動機個案C」前、後測比較...........72
表4-7 「英語口語閱讀動機問卷---內在動機個案D」前、後測比較...........74
表4-8 「英語口語閱讀動機問卷---內在動機個案E」前、後測比較...........77
表4-9 「英語口語閱讀動機問卷---社會因素個案A」前、後測比較...........79
表4-10 「英語口語閱讀動機問卷---社會因素個案B」前、後測比較……..81
表4-11 「英語口語閱讀動機問卷---社會因素個案C」前、後測比較…….82
表4-12 「英語口語閱讀動機問卷---社會因素個案D」前、後測比較…….84
表4-13 「英語口語閱讀動機問卷---社會因素個案

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郭生玉（民61）。國中低成就學生心理特質之分析研究。國立台灣師範大學教育研究所碩士論文。未出版。
陳冠宜（民95）。字母拼讀法融入國小英語低成就學童補救教學之行動研究。國立台北教育大學兒童英語教育研究所碩士論文。未出版。
陳嘉惠（民95）。英文朗讀流暢度及閱讀動機之研究：讀者劇場在國小英語課室的運用。國立中正大學外國語文學系研究所碩士論文。未出版。
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