臺灣博碩士論文加值系統

本論文旨在探討自然科學繪本閱讀教學對於國中英語高低成就學生閱讀理解及環境意識之效益，並探究學生在閱讀教學前後對英語閱讀之看法的轉變。文中亦分析學生對三本自然科學繪本以及本閱讀教學活動之回饋，並針對自然科學繪本教學活動之成效與未來改進方向進行深入討論。
本研究以高雄縣鳳西國中四十六位八年級學生為實驗對象，活動實施時間為期十四週。活動實施前，依照學生前三次英語定期評量成績將其分為高英語成就組(二十三位)與低英語成就組(二十三位)，兩組學生先填寫一份前測問卷。活動實施期間，兩組學生依序閱讀Sea Otters, Be a Friend to Trees,和Endangered Animals三本自然科學繪本，課堂中，學生根據繪本與學習單之內容進行問題回答、分組討論以及心得分享，並於各繪本教學結束後參與英語閱讀後測。教學活動結束後，兩組學生皆填寫一份後測問卷。高低成就學生在英語閱讀理解、英語閱讀態度與環境意識三方面在前後測問卷中之差異以成對樣本t考驗進行分析比較，而對於三本自然科學繪本以及本閱讀教學活動之問卷回饋則以獨立樣本t考驗進行資料分析。最後，問卷之開放式問題以敘述性統計以及質化分析進行討論。本研究主要發現摘述如下：
ㄧ、高低成就學生前後測之英語閱讀理解能力均有顯著差異。由後測中增加
之平均分數來看，自然科學繪本閱讀教學能有效地提升兩組學生之英語
閱讀理解能力。
二、高低成就學生對於英語閱讀之看法在前後測問卷中均有顯著差異。由後
測增加之平均分數來看，自然科學繪本閱讀教學使學生更加喜愛且更有
信心閱讀英文書籍，兩組學生並認同此閱讀教學有助於獲取更多方面的
知識，並了解來自不同文化的人之想法，因此，他們有意願嘗試閱讀不
同領域的英文。
　　三、高低成就學生之環境意識在前後測問卷中均有顯著差異。由後測中增加
之平均分數來看，自然科學繪本閱讀教學能提高學生的環保意識，不僅
更加認識海獺、樹木，以及瀕臨絕種的動物，也更加了解牠們所面臨的
危機與保護牠們的方法。
　　四、高低成就學生對於三本自然科學繪本皆有正面回應。在圖片、版面設計
與內容上，低成就學生較高成就學生給予更多肯定，因為圖片有助於他
們了解文章，而書本的編排與內容則能提高他們對英文學習的興趣。
　　五、高低成就學生對於自然科學繪本閱讀教學活動皆有正面回應。高成就
　　　　組與低成就組一致認為本教學活動使英語閱讀課程更加豐富有趣，對於
閱讀理解以及環保意識皆有所提升，更能學習到不同領域的英文單字。
而在增進學習動機方面，低成就組較高成就組給予更多肯定。
六、在英語閱讀方面，高低成就學生認為在單字、閱讀理解以及自然知識學
習三方面受益良多；而在環境意識提升方面，大多數的學生了解到保護
動植物、節約資源以及保育棲息地的重要性，並且學到保護環境的實際
作法。部份高低成就學生對於自然科學專業用語感到困難，並認為視覺
輔助教具(visual aids)不夠充足，因此建議老師教更簡單易懂的單字，並使
用更多圖片與影片來輔助他們學習。另外，他們也希望能有機會學到其
他主題的英文。
　　根據上述之研究發現，自然科學繪本閱讀教學活動確實能有效地提升學生的英語閱讀理解能力以及環保意識。因此，國中英語教師可嘗試將內容導向式閱讀(content area reading)融入英語閱讀教學中，以豐富英語閱讀課程，藉以激發學生對於英語閱讀的興趣。再者，繪本以及其他視覺輔助教具能有效幫助學生理解文章，國中教師可適切地將其運用在閱讀課程中來協助學生理解陌生或抽象的概念。此外，學生的環保意識可藉由環境保護相關主題以及教材之融入而有所提升，且更加關注全球所面臨的環保議題，以盡其做世界公民的責任。如此，學生透過接觸教科書以外的讀物，不僅能擴展各方面的知識，亦可增進語文能力。

The purpose of the study is to probe into the effects of science book reading instruction (SBRI) on the English reading comprehension and the awareness of environmental protection. In addition, their responses to English reading before and after the SBRI were compared. Moreover, the student responses to the three science books and the SBRI, as well as their gains, difficulties, and suggestions were analyzed and discussed.
The subjects consisted of 46 eighth-graders from two classes in Feng-Xi Junior High School in Kaohsiung County. According to their English proficiency, the subjects were divided into two groups—23 high English achievers (HEA) and 23 low English achievers (LEA). All the subjects took part in the 14-week study. Before the SBRI, the HEA and the LEA were required to fill out a pre-study questionnaire. During the SBRI, they were guided to read the three science picture books—Sea Otters, Be a Friend to Trees, and Endangered Animals. Meanwhile, the two groups were encouraged to participate in the group discussions, to answer while-reading questions, and to complete plenty of worksheets. They took a post-test of English reading comprehension after reading every science book. After the SBRI, the two groups were asked to complete a post-study questionnaire. Then, the HEA’s and the LEA’s English comprehension, their responses to English reading, and their environmental awareness before and after the SBRI were compared by a paired samples t-test. The data collected from the post-study questionnaire was analyzed by means of independent samples t-test to explore the student responses to the three science picture books and the SBRI. Lastly, the student responses to the three open-ended questions in the post-study questionnaire were analyzed by descriptive statistics, while student excerpts were extracted and discussed qualitatively.
Based on the data analyses, the major findings are summarized as follows:
1.There are significant differences between the pretest and the post-test of English reading comprehension for the HEA and the LEA. The increased mean scores in the post-test for the two groups showed that the HEA and the LEA benefited from the SBRI in promoting their English reading comprehension.
2.There are five and six significant differences respectively in the HEA’s and the LEA’s responses to English reading before and after the SBRI. The increased mean scores in the post-study questionnaire displayed that both of the HEA and the LEA made positive responses to English reading after the SBRI. The two groups enjoyed reading English books and promoting their English abilities through reading. In addition, they liked to read English in different fields and had more confidence in reading English after the SBRI. The HEA and the LEA believed that English reading could help them have a better understanding of the viewpoints of people from different cultures.
3.There are nine significant differences in the HEA’s and the LEA’s awareness of environmental protection before and after the SBRI. The increased mean scores in the post-study questionnaire showed growing awareness of environmental protection for both the HEA and the LEA. The two groups knew more about sea otters, trees, and endangered animals. They also knew how to protect other living things and were willing to protect the environment in person.
4.There is no significant difference in the student responses to the three science books in the SBRI between the HEA and the LEA. However, the high mean scores for the two groups revealed that they showed positive responses to the three science selections. Among them, Endangered Animals was the most popular. The HEA and the LEA learnt many new English words from the three science picture books. They also approved the effect of the pictures on their reading comprehension, and thought that the book designs and the content of the three selections aroused their interest in reading English.
5.There is no significant difference in the student responses to the SBRI between the HEA and the LEA. Nevertheless, the high mean scores proved that the two groups were fond of the SBRI. To be specific, they expressed that the SBRI enriched the English reading instruction, piqued their interest in learning English in different content areas, and promoted their environmental awareness as well.
6.From the HEA’s and the LEA’s responses, both of them benefited from the SBRI in terms of English vocabulary learning, reading comprehension, and science knowledge learning. As for environmental awareness, the majority of them perceived the significance of animal protection, resource saving, and habitat conservation. They also learnt the practical ways of protecting the environment. Because some of the HEA and the LEA were bewildered by the science technical terms, they suggested English teachers use simpler English words, and more pictures and videos. Furthermore, they hoped that more content areas could be incorporated into the English reading instruction.
The study findings indicate that the SBRI lends itself to English reading comprehension and environmental awareness. Hence, EFL teachers can implement the content area reading to enrich English reading instructions and to arouse students’ interest in English reading. In addition, picture books and other visual aids facilitate students’ English reading comprehension. EFL teachers can pertinently utilize them in the reading instruction, especially when teaching unfamiliar or abstract concepts. Moreover, students’ awareness of environmental protection can be enhanced by the infusion of related topics and supplemental materials into the English reading instruction. Then, they may pay more attention to the environmental issues all over the world. As well, they may enhance their reading proficiency.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 6
Research Questions 7
Significance of the Study 7
Limitations of the Study 8
Definition of Terms 8

CHAPTER TWO LITERATURE REVIEW 10
Content Area Reading 10
Changes and Impacts of Content Area Reading 11
Factors for Efficient Content Area Reading Instruction 13
Implementing Content Area Reading Instruction 17
Science Picture Books and Language Learning 21
Values of Picture Books and Informational Books 21
Research on Science and Language Learning 24
Environmental Awareness, Science, and Language Learning 26
Development of Environmental Education 27
Environmental Awareness 28
Environmental Education and Science Education 30
Environmental Education in Language Classrooms 32

CHAPTER THREE METHODOLOGY 35
Subjects 35
Instruments 36
Study Procedures 41
Data Analysis 43
Quantitative Analysis 43
Qualitative Analysis 44

CHAPTER FOUR RESULTS AND DISCUSSIONS 45
Comparison of English Reading Comprehension for the HEA 45
and the LEA Before and After the SBRI
Comparison of the Responses to English Reading for the 46
HEA and the LEA Before and After the SBRI
Comparison of the Awareness of Environmental Protection 51
for the HEA and the LEA Before and After the SBRI
The HEA’s and the LEA’s Responses to the Three Science 58
Picture Books in the SBRI
The HEA’s and the LEA’s Responses to the SBRI 61
The HEA’s and the LEA’s Gains, Difficulties, and 68
Suggestions for the SBRI

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, 80
AND SUGGESTIONS
Conclusions 80
Pedagogical Implications 83
Suggestions 84

REFERENCES 86
APPENDIXES
Appendix A A Sample Lesson Plan for Be a Friend to 99
Trees
Appendix B-1 A Post-test on Sea Otters 100
Appendix B-2 A Post-test on Be a Friend to Trees 102
Appendix B-3 A Post-test on Endangered Animals 104
Appendix C-1 A Pre-study Questionnaire on the Student 106
Responses to English Reading and
Awareness of Environmental Protection
(Chinese Version)
Appendix C-2 A Pre-study Questionnaire on the Student 107
Responses to English Reading and
Awareness of Environmental Protection
(English Version)
Appendix D-1 A Post-study Questionnaire on the Student 109
Responses to the SBRI (Chinese Version)
Appendix D-2 A Post-study Questionnaire on the Student 111
Responses to the SBRI (English Version)
Appendix E-1 Worksheet 1 on Sea Otters 114
Appendix E-2 Worksheet 2 on Sea Otters 115
Appendix E-3 Worksheet 3 on Sea Otters 116
Appendix E-4 Worksheet 4 on Sea Otters 117
Appendix E-5 Worksheet 5 on Sea Otters 118
Appendix F-1 Worksheet 1 on Be a Friend to Trees 119
Appendix F-2 Worksheet 2 on Be a Friend to Trees 120
Appendix F-3 Worksheet 3 on Be a Friend to Trees 121
Appendix F-4 Worksheet 4 on Be a Friend to Trees 122
Appendix F-5 Worksheet 5 on Be a Friend to Trees 124
Appendix F-6 Worksheet 6 on Be a Friend to Trees 126
Appendix G-1 Worksheet 1 on Endangered Animals 127
Appendix G-2 Worksheet 2 on Endangered Animals 128
Appendix G-3 Worksheet 3 on Endangered Animals 130
Appendix H Readability and Validity of the Pre-study 132
Questionnaire on the Student Responses to
English Reading and Awareness of
Environmental Protection
Appendix I Readability and Validity of the Post-study 134
Questionnaire on the Student Responses to
the SBRI


LIST OF TABLES

TABLE
1. Book information of the English Textbook and the Three Science Picture 37
Books
2. Comparison of English Reading Comprehension for the HEA and the LEA 46
Before and After the SBRI
3. Comparison of the Responses to English Reading for the HEA and the LEA 47
Before and After the SBRI
4. Comparison of the Awareness of Environmental Protection for the HEA and 52
the LEA Before and After the SBRI
5. The T-test Results of the HEA’s and the LEA’s Responses to the Three Science 59
Picture Books in the SBRI
6. The T-test Results of the HEA’s and the LEA’s Responses to the SBRI 62
7. The HEA’s Gains in English Reading and Environmental Awareness 69
8. The LEA’s Gains in English Reading and Environmental Awareness 70
9. The HEA’s and the LEA’s Difficulties in the SBRI 75
10. The HEA’s and the LEA’s Suggestions for the SBRI 77


LIST OF FIGURES

FIGURE
1. Shapes 19
2. A Comparison of Science and Literacy Process Skills 25
3. A Flow Chart of the Study Procedures 42
4. A Sample Worksheet for the Selection Sea Otters (by HEA 17) 64
5. A Sample Worksheet for the Selection Be a Friend to Trees (by HEA 10) 64
6. A Sample Worksheet for the Selection Endangered Animals (by HEA 18) 65
7. A Sample Worksheet for the Selection Sea Otters (by LEA 1) 66
8. A Sample Worksheet for the Selection Be a Friend to Trees (by LEA 21) 66
9. A Sample Worksheet for the Selection Endangered Animals (by LEA 22) 67

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