臺灣博碩士論文加值系統

英語聽力是一項非常複雜的過程，它不只是聽聲音，更包括精細訊息的解碼。很多台灣偏遠小學學生在英語聽力理解方面有問題，因為大部分國小英語教學通常只重視字、句的學習，而較不重視整體內文理解及聽力理解。
本研究旨在探討藉由英文繪本故事教學對台灣偏遠小學四年級學生英語聽力理解及英語學習之成效及影響。本研究對象為六十四位四年級學生，他們來自於二所偏遠小學的二個班級，其中一班為實驗組，另一班為控制組。實驗組接受英文繪本故事教學，控制組接受傳統教學。實驗組接受為期十四週每週二次每次四十分鐘的繪本故事教學。本研究研究工具包括十二本英文繪本故事書、英語學習問卷、英語故事教學問卷、初級全民英檢聽力測驗以及訪談指引。透過描述性統計及t檢定分析聽力前、後測及問卷和訪談資料交叉分析以了解實驗後學生是否有明顯進步。
聽力前後測結果顯示，英文繪本故事教學能有效增進偏遠國小四年級學生之英語聽力理解能力。此外，經由問卷及訪談交叉比對分析結果顯示，學生對於英語故事教學抱持正面態度，故事教學亦能增進偏遠國小學生英語學習的正向態度。在本論文之末，作者提供本研究之限制及對未來研究的建議。

English listening is a complicated process involving not only hearing sounds but also a delicate information decoding process. Many remote elementary school students in Taiwan have problems comprehending what they hear because most English teaching methods at the elementary school only focus on vocabulary and sentence learning rather than whole text comprehension and listening comprehension.
This study aimed to examine the effects of English story-telling instruction with picture books on remote elementary school fourth-grade students’ English listening comprehension and English learning attitudes in Taiwan. The subjects in the study were from two classes of two remote elementary schools, one for the experimental group and one for a control group. There were totally 64 fourth grade students participated in this study. The experimental group received a 40-minute lesson twice a week for 14 weeks. There were four instruments used in this study including 12 English picture story books, an English Learning Questionnaire, a Questionnaire on Students’ Attitudes toward English Story-telling Instruction, a GEPT Listening Comprehension at Elementary Level and an Interview Guide. The quantitative data of the pre-test and post-test of listening comprehension as well as the questionnaire responses were analyzed through descriptive statistics and inferential t-tests in order to see if there was any significance difference after the treatment.
Results of this study showed that the remote fourth-grade students who received English story-telling instruction with picture books were better on English listening comprehension as compared to the control group. Furthermore, the results of the attitude questionnaire and interview revealed that students in the experiment group held positive attitudes toward English story-telling instruction. This study also verified the effects of English story-telling instruction on remote elementary school students in the enhancement of attitudes toward learning English. Finally, the limitations of the study and the suggestions for future research were provided at the end of the thesis.

TABLE OF CONTENTS
ABSTRACT (CHINESE)................. i
ABSTRACT (ENGLISH)…………………………. ii
ACKNOWLEDGEMENTS …………………………. iv
TABLE OF CONTENTS....................... vi
LIST OF TABLES………………………………………… x
LIST OF FIGURES…………………………………….. xi

CHAPTER ONE INTRODUCTION
Background and Rationale of the Study………………. 1
Purpose of the Study………………………………………… 7
Research Questions………………………………………….. 7
Significance of the Study………………………………. 8
Definition of Terms…………………………………….. 9

CHAPTER TWO LITERATURE REVIEW
Listening in Language Learning……………… 12
The HURIER Listening Model………………. 13
The Differences between Spoken Text and writtenText..15
Factors Affecting L2/FL Listening Comprehension………………..................... 17
Listening Instruction…………………………. 20
The Teaching of Listening Comprehension……….. 20
Teachers’roles in implementing listening in classroom.25
Processing Models…………… 27
Models of the Listening Process……………….. 27
Input Processing Model………………….. 29
Story-telling and Listening Comprehension…… 30
Goals and Rationales for Picture Books in Language
Learning............................31
The Value of Story-telling…………………. 34
Criteria of Selecting the Story ……………… 36
Studies on Picture Books in EFL Classrooms……… 37
Studies on Story-telling Instruction in the EFL Classroom at Elementary School………….40
A Summary of the Reviewed Literature………… 43

CHAPTER THREE METHODOLOGY
Population………………………….. 46
Subjects...................... 47
Demographic Information of the Subjects……… 48
Instrumentation………………………. 54
The English learning Questionnaire……… 54
GEPT Listening Comprehension at the Elementary Level 56
The Questionnaire on Students’Attitudes toward English Story-telling Instruction………………57
The Interview Guide…………………………… 58
Teaching Materials………………………………. 58
The Pilot Study………………………………….. 60
Data Collecting Procedures…………………… 61
Data Analysis……………………………………. 65
CHAPTER FOUR RESULTS
Major Findings………………………..……….. 67
What is the effect of story-telling instruction on elementary school students’ English listening comprehension? ..............................68
What are the students’ attitudes toward the English story-telling instruction? .................72
What is the effect of English story-telling instruction on remote elementary school students’ attitudes toward English learning?............................77

CHAPER FIVE DISCUSSION AND CONCLUSION
Summary of the Findings………………. 87
Discussion of the Findings…………… 88
Subjects’ Background information……….. 89
The Effects of English Story-telling Instruction on Remote Elementary School Students’ English Listening comprehension.............................90
The Students’Attitudes toward the English Story-telling Instruction …………………….. 91
The Effect of English Story-telling Instruction on the Remote Elementary School Students’ Attitudes toward English Learning........................93
Conclusion of the Study……….…… 95
Pedagogical Implications…..….. 97
Limitations of the Study….…………… 99
Suggestions for Future Research………….100

BIBLIOGRAPHY………………….103


APPENDICES
Appendix A The English Learning Questionnaire (Chinese) 116
Appendix A The English Learning Questionnaire (English)…118
Appendix B The Questionnaire on Students’Attitudes toward English Story-telling Instruction (Chinese)………121
Appendix B The Questionnaire on Students’ Attitudes toward English Story-telling Instruction (English)… 122
Appendix C Interview Guide……………… 124
Appendix D The Story Books Used in the Study… 125
Appendix E GEPT Listening Comprehension at the Elementary Level………………126
Appendix F Sample Transcripts of the Interviews…… 133
Appendix G Sample Lesson Plan…………………………… 137
Appendix H The Rewarded Prize…………………………… 144
Appendix I Sample Worksheet……………………………… 145

LIST OF TABLES
Table 3.1 Independent Samples T-test on the GEPT Listening Comprehension Pre-test…………………… 48
Table 3.2 Family Economic Situation .......... 49
Table 3.3 Parents’ Educational Level………………50
Table 3.4 Who Take Care of the Subjects………… 50
Table 3.5 Years of studying English……………… 51
Table 3.6 Extra English Learning…………………… 51
Table 3.7 English Listening Ability……………… 52
Table 3.8 Importance of English Listening Ability 53
Table 3.9 Syllabus of Story-telling Instruction……63
Table 4.1 Independent Samples T-test on the GEPT Listening Comprehension Pre-test Result……………………68
Table 4.2 Paired Samples T-test Results of the Pre-test and Post-test…………………………………… 69
Table 4.3 Basic Information of the Interviewees… 71
Table 4.4 Attitudes toward English Story-telling Instruction......................................73
Table 4.5 Responses of the English Learning Questionnaire (Interest).....................78
Table 4.6 Responses of the English Learning Questionnaire (Motivation)…………………………79
Table 4.7 Responses of the English Learning Questionnaire (Attitudes).......................80
Table 4.8 Responses of the English Learning Questionnaire (English Speaking Ability)……………81
Table 4.9 Responses of the English Learning Questionnaire (English Listening Comprehension)……83

LIST OF FIGURES
Figure 1.1 The Language Mobile……………………4
Figure 2.1 The model of HURIER listening process……15
Figure 2.2 Two sets of processes in second language acquisition………………………………… 29

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