臺灣博碩士論文加值系統

本研究旨在探討童謠韻文教學對國小四年級學童音韻覺識表現及英語學習動機的影響。本研究採單因子（童謠韻文教學與否）設計之準實驗研究法，以苗栗縣某國小四年級學童作為研究對象，採立意取樣選取兩組英語能力相當的學童，同時排除參加校外補習英語的學童，實驗組採用童謠韻文做為教材並進行音韻覺識教學，控制組採用一般課文對話做為教材並進行音韻覺識教學，分別進行每週兩節課共八十分鐘，為期八週共計六百四十分鐘的實驗教學。
測驗工具包括：音韻覺識測驗及英語學習動機量表。實驗前，首先進行音韻覺識前測確定實驗組控制組的音韻覺識能力並無顯著差異，實驗教學後，利用音韻測識後測與英語學習動機量表來蒐集資料，並以描述統計、獨立樣本t考驗、相依樣本t考驗來分析學生學習變化之情形。
研究結果發現，在音韻覺識表現上，實驗組和控制組組間後測表現達顯著差異，實驗組和控制組學童組內前後測表現也達顯著差異，但由平均數的進步分數得知，實驗組學童的進步表現優於控制組。此外，由英語學習動機量表的分析探討，實驗組學童對童謠韻文此種教學方式亦抱持正面肯定的態度，最後，根據研究發現提出具體建議作為國小英語教學之參考。

The study aimed to investigate the effects of using nursery rhymes instruction on fourth-grade students’ English phonological awareness and learning motivation. This study adopted a one-factor quasi-experimental design. Forty fourth graders from an elementary school in Miaoli county were recruited and were assigned as the experimental group and the control group respectively, with similar level of English learning achievement. Meanwhile, the subjects did not take any English lessons outside school during the experimental period. The experimental group received nursery rhymes English teaching with phonological awareness training, while the control group received the conventional English teaching with phonological awareness training.
The instruments used in this study included the pre/post English Phonological Awareness Tests and Learning Movitation Questionnaire. Before the experiment, phonological awareness test was conducted, which revealed that there was no significant difference in the performance between the two group. After the experimental period, which lasted for 8 weeks, each with 80 minutes for two classes, data collected from phonological awareness post-test and Learing Motivation Questionnaire were analyzed quantitatively with descriptive statistics, independent-samples t-tests and dependent-samples t-tests.
The results showed that by between-group comparison, the experimental group performed significantly better than the control group in English Phonological Awareness test. Post-test within group comparison suggested that the experimental group made significantly more progress in phonological awareness performance than the control group, although both group did make improvement between pre- and post- test of phonological awareness test. In addition, data collected from Learning Motivation Questionnaire also indicated that the experimental group developed a very positive and supportive attitude toward the adoption of nursery rhymes instruction in their English teaching. Based on the findings of this study, suggestions for the directions of further research and for those who are interested in the implementing of nursery rhymes and other subject areas were offered at the end.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 重要名詞釋義 4
第四節 研究範圍與重要性 5
第二章 文獻探討 7
第一節 韻文在英語教學的地位 7
第二節 音韻覺識 10
第三節 學習動機 17
第四節 韻文與音韻覺識、學習動機之相關研究 23
第三章 研究方法 27
第一節 研究時程及架構 28
第二節 研究對象 31
第三節 研究工具 32
第四節 韻文教學研究歷程 37
第五節 資料處理與分析 45
第四章 研究結果 46
第一節 組間實驗前測表現分析 46
第二節 組內實驗前、後測表現分析 49
第三節 組間實驗後測表現分析 52
第四節 英語童謠韻文教學對學習動機之影響 55
第五章 討論與建議 70
第一節 討論 70
第二節 建議 74
參考文獻 77
中文部份 77
西文部份 79
附錄 84
附錄一 韻文教學調查表 84
附錄二 音韻覺識測驗題目 85
附錄三 音韻覺識測驗答案卷 90
附錄四 英語學習動機量表使用同意函 91
附錄五 英語學習動機量表 92
附錄六 韻文教學教案設計 94
附錄七 韻文教學學生書面資料 108

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