臺灣博碩士論文加值系統

中文摘要
本論文旨在探討青少年在強納森‧史威夫特的作品《格列佛遊記》之閱
讀反思研究以及擬將兒童文學作品導入國中英語課室教學上的成效。
本論文分成六章，第一章介紹研究動機、背景、研究目的、主要研究問
題、文獻探討等問題。在文獻探討中分析兒童文學的優點，應用文學於內容
導向教學之成效，及如何選擇適合的兒童文學。
第二章介紹《格列佛遊記》作者強納森‧史威夫特的生平背景，及簡述
《格列佛遊記》內容，並探討其文中所隱含的諷刺性。
第三章主要分析《格列佛遊記》簡易版文本，語文特色及價值及其融合
於教學上。第四章主要呈現主研究之細節。內容包括實驗參與者背景、資料
搜集之媒介、資料搜集之流程及教學流程之簡介。
第五章內容包括學生前測問卷及學生後測問卷資料之比較性分析及前
測、後測之結果。
第六章總結主要陳述教學實驗的主要發現，提出本研究的限制以及一些
教學與研究上的建議，以供未來相關研究之建議。
關鍵字：兒童文學、諷刺、格列佛遊記

Abstract
This study aims to explore teenagers’ reading reflection in Jonathan Swift’s Gulliver's Travels
and to apply children’s literature to English teaching for EFL students in a junior high school
classroom setting in central Taiwan.
The study consists of six chapters. Chapter One includes five sections, which are motivation
and background, purpose and significance of the study, major research questions, literature
review, and organization of the study. The literature review section explores the benefits of
children’s literature and the use of it in EFL classroom, and investigates content-based instruction
and its application to language teaching. The three models proposed by Carter and Long (1991) are
also employed in this study. The criteria of choosing appropriate children’s literature and the
suitability of Gulliver's Travels as teaching material is also analyzed.
In Chapter Two, the biography of Jonathan Swift and a brief illustration of Gulliver's Travels
are first presented. In the brief examination of Gulliver's Travels section, the first voyage to Lilliput,
the second voyage to Brobdingnag, the third voyage to Laputa and other Islands, and the fourth
voyage to the land of the Houyhnhnms are illustrated. Finally, the last section of this chapter
discusses the elements of satire in Gulliver's Travels.
Chapter Three examines the feature and value of various literary passages and language
elements in Gulliver's Travels. Consideration of their application to teaching is also presented. In
Chapter Four, the details of the main study are presented, including the participants, the instruments,
the data collection procedures, and the teaching procedures.
In Chapter Five, comparative analysis of the responses in students’ pre-instructional and
post-instructional questionnaires is included. Then, the results of the pre-test and the post-test for
the comprehension of the reading texts are also presented.
Finally, Chapter Six concludes the findings of this teaching experiment. In this final section,
major findings of the study, recommendations and pedagogical implications, limitations of the study,
and suggestions for further studies are discussed.
Key words: children's literature, satire, Gulliver's Travels

Table of Contents
English Abstract …………………………………………………………………………… i
Chinese Abstract …………………………………………………………………………… ii
Acknowledgements ……………………………………………………………………….... iii
Table of Contents …………………………………………………………………………... iv
List of Tables ……………………………………………………………………………….. vii
Chapter One Introduction………………………………………………………………... 1
1.1 Motivation and Background………………………………………………….. 1
1.2 Purpose and Significance of the Study…………………………………………. 2
1.3 Major Research Questions……………………………………………………... 3
1.4 Literature Review……………………………………………………………… 4
1.4.1 Benefits of Children’s Literature and Using Literature in the EFL
Classroom…………………………………………………………….....4
1.4.2 Using Literature in Content-Based Instruction, Task-Based Instruction
and Other Teaching Methods…………………………………………..11
1.4.3 Teaching Literature Based on the Cultural, Language, and Personal
Growth Models…………………………………………………………..16
1.4.4 The Criteria of Choosing Appropriate Children’s Literature and the
Suitability of Gulliver's Travels as Teaching Material…………………18
1.5 Organization of the Study……………………………………………………… 25
Chapter Two Gulliver’s Travels…………………………………………………..……… 27
2.1 The Biography of Jonathan Swift……………………………………………… 27
2.2 A Brief Illustration of Gulliver's Travels............................................. 31
2.3 Satire in Gulliver's Travels…………………………………………………….. 35
Chapter Three Analysis of Literary Passages, Language Elements and Their
Application to Teaching Consideration………………………………….47
3.1 The Feature and Value of Literary Passages…………………………………… 47
3.2 The Feature and Value of Language Elements………………………………52
3.3 Integration of Literary Passages and Language Elements in Teaching
Consideration…………………………………………………………………...55
Chapter Four An Application of Jonathan Swift’s Novel to English Teaching………. 5 8
4.1 The Main Study………………………………………………………………... 58
4.1.1 The Participants in the Main Study…………………………………….. 59
4.1.2 The Materials in the Main Study…………………………………..…… 60
4.1.3 The Data Collection Procedures in the Main Study………………….. 61
4.1.4 The Teaching Procedures………………………………………………. 62
Chapter Five The Results of the Teaching Application………………………………… 70
5.1 The Comparative Analysis of Students’ Perception of Reading Children’s
Literature………………………………………………………………………..................70
5.2 The Comparative Analysis of students’ Comprehension and Opinions of
the Simplified Version of Gulliver's Travels…………………………...74
5.3 The Comparative Analysis of Students’ Opinions about the Possible Activities
used to Teach Children’s Literature…………………………………………...77
5.4 The Results of the Pre-Test and the Post-Test…………………………………. 80
Chapter Six Conclusion…………………………………………………………………… 83
6.1 Major Findings of the Study…………………………………………………….. 83
6.2 Recommendations and Pedagogical Implications of the Study………………… 87
6.3 Limitations of the Study………………………………………………………… 89
6.4 Suggestions for Further Studies………………………………………………… 90
References …………………………………………………………………………………... 93
Appendices ………………………………………………………………………………….. 98
Appendix A Students’ Pre-Instructional Questionnaire (English Version)……. 98
Appendix A Students’ Pre-Instructional Questionnaire (Chinese Version)……. 101
Appendix B Students’ Post-Instructional Questionnaire (English Version)…… 104
Appendix B Students’ Post-Instructional Questionnaire (Chinese Version)…... 107
Appendix C Pre-Test…………………………………………………………… 110
Appendix D Post-Test………………………………………………………….. 113
Appendix E Quiz 1-3…………………………………………………………... 116
Appendix F Teaching Plan…………………………………………………….. 118
Appendix G The Reading Texts………………………………………..……… 133

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