臺灣博碩士論文加值系統

本研究旨在探討讀者劇場對台灣高中生英文閱讀理解的影響，以及英文學習焦慮和學習風格在讀者劇場所扮演的角色。本研究採取混合研究法(mix methods research)，同時收集並分析量化和質性資料，研究對象為新北市某公立高中二年級兩個班級的學生，分為實驗組25人及控制組26人，共計51人。實驗組接受十六週共十六次的讀者劇場融入英文教學課程，每次課程為50分鐘。控制組則以一般英文授課方式閱讀教授課文，相同劇本作為課外閱讀。
本研究根據劇本內容相關閱讀測驗題目來測試受試者英文閱讀理解的前後改變。施行英文閱讀理解測驗、英文學習焦慮問卷和學習風格問卷前測，以及英文閱讀理解測驗和英文學習焦慮問卷後測，以了解兩組學生在英文學習中所產生的差異。研究者並從實驗組中訪談24位同學，以了解學生對於讀者劇場的看法。
研究結果指出大部分學生對於讀者劇場呈現正面看法，認為讀者劇場有助於閱讀理解力的提升。此外，多數學生表示讀者劇場有助降低學習英文的焦慮感，然而，讀者劇場的六個教學階段中（全班唸讀、輪流唸讀、即興唸讀、合作唸讀、上臺讀劇和演出），學生因擔心同儕的評價，在即興唸讀階段感到最焦慮。最後，研究發現讀者劇場是適合不同學習風格學生的教學法，但是對於擅長視覺類的學生而言，提供較少適合的練習，研究建議未來教學者可以融入更多的圖表或文本組織圖於讀者劇場教學。

The study aimed to investigate the effects of Reader’s Theater on EFL learners’ English reading comprehension. The roles of English learning anxiety and learning styles in the RT instruction were also explored. Mixed methods research was conducted to collect and analyze quantitative and qualitative data. The subjects were 11 graders in a senior high school in New Taipei City. There were 25 students in experiment group and 26 in control group, and the total number of students were 51. Experiment group received RT instruction for 16 periods in 16 weeks, while control group was distributed with the same scripts without RT instruction as outside reading.
Reading tests based on scripts were adopted to examine the difference of learners’ reading comprehension with RT instruction intervention. Questionnaires of Foreign Language Classroom Anxiety and learning styles were conducted to realize the correlations among learners. To understand students’ views on RT instruction, 24 subjects from experimental group received interview.
The results of the study indicated that most students thought RT helped improve their reading comprehension. In addition, most students regarded that RT decreased English learning anxiety. However, among the six stages of RT, Instant Reading was the stage that students felt most anxious because they were worried about others’ opinions. Finally, the study found that RT was a suitable platform for students with different learning styles. However, RT provided less of time for students with visual modality to practice and learn best. It was suggested that instructors adopting RT instruction could use more pictures or graphic organizers.

摘要 I
ABSTRACT.....III
ACKNOWLEDGEMENTS.....V
TABLE OF CONTENTS.....VII
LIST OF TABLES.....IX
LIST OF FIGURES.....XI
LIST OF PICTURES.....XIII
CHAPTER I INTRODUCTION.....1
1.1 Background and Motivation.....1
1.2 Statement of the Problem.....3
1.3 Purpose of the Study.....4
1.4 Research Questions.....4
1.5 Definitions of Terms.....5
CHAPTER II LITERATURE REVIEW.....7
2.1 Reading Comprehension.....7
2.2 Reader’s Theater.....9
2.3 Foreign Language Anxiety (FLA).....13
2.4 Learning Styles.....17
CHAPTER III METHODOLOGY.....21
3.1 Research Design and Conceptual Framework.....21
3.2 Participants.....23
3.3 Instruments.....27
3.4 Teaching Materials.....35
3.5 Research Procedures.....36
3.6 RT Instruction.....38
Picture 3.1 Students’ Performance on Script 1 in RT Instruction.....43
CHAPTER VI RESULTS AND DISCUSSION.....45
4.1 The Effect of Reader’s Theater on English Reading Comprehension.....45
4.2 The Role of EFL Students’ Anxiety Plays in RT.....52
4.3 The role of Learning Styles in RT.....61
CHAPTER V CONCLUSIONS.....67
REFERENCES.....73
APPENDICES.....85
Appendix A English Learning Background Questionnaire.....85
Appendix B Students’ Reflections on RT Instruction.....86
Appendix C The Timeline of the Experimental Design for Both Groups.....88
Appendix D The Dates of Interviews on Students and Observers.....89

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洛杉基（2013年11月18日）。名家專論－搶救台灣英語教育 刻不容緩。中時電子報。民106年08月13日，取自： http://www.chinatim
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