臺灣博碩士論文加值系統

本研究旨在探討實施圖文歸納法對於台灣一所小學六年級學生對於習得道區視覺字彙的成效。本研究當中所謂的習得道區視覺字彙是指：學會道區視覺字彙的拼寫和發音、了解道區視覺字彙的文意與文法、以及道區視覺字彙於文章中的閱讀與理解。研究對象為南投縣一所小學裡六年級兩個班，一共46個學生，包括29個男生和17個女生。一個班級為控制組，另一個班級則為實驗組。控制組的學生接受平常的英語課程教學，實驗組的學生則接受每週2 次總共18週的圖文歸納教學。圖文歸納法實施之前，皆施予視覺字彙的發音測驗、視覺字彙的文意用法測驗、閱讀測驗以及閱讀態度問卷量表，以評估學生閱讀能力進步情形，以及閱讀態度可能的改變。實施過程當中反省日誌的紀錄以及實施後訪談11位學生的目的，皆在了解學生對於圖文歸納法的感受以及對於英語閱讀的態度。
研究結果顯示，大部分的實驗組學生對於習得道區視覺字彙的拼寫和發音、意義與文法以及視覺字彙於文章中的閱讀與理解,有顯著的進步。此外，研究結果也顯示：大部分的實驗組學生對於圖文歸納法持正面肯定的態度而且他們也喜歡在英語課堂上加入圖文歸納法教學。研究者也在本研究中提出一些建議作為有興趣的教師或教育工作者的參考。

The purpose of the research aimed at investigating the effects of the Picture Word Inductive Model on the Taiwanese sixth-grade students’ acquisition of the Dolch sight words knowledge in the aspects of phonics (spelling and pronunciation), lexico-grammatical awareness (meaning and grammar) and reading comprehension. The participants in the research were 46 sixth-grade students, 29 male and 17 female, in two intact classes of an elementary school in Nantou County, Taiwan. One of the sixth-grade classes was the control group, and the other sixth- grade class was the experimental group. There were 23 students in the control group, 16 male and 7 female. In the experimental group, there were also 23 students, 13 male and 10 female. The students in the control group received regular English instruction, while those in the experimental group received the Picture Word Inductive Model program in two English classes a week for 18 weeks. Pretest-posttest of knowledge in the Dolch sight words in the aspects of phonics (spelling and pronunciation), lexico-grammatical awareness (meaning and grammar) and reading comprehension tests as well as reading questionnaires were applied to evaluate the students’ progress of reading competences and attitude change towards English reading before and after the Picture Word Inductive Model program. Interview with 11 students after the program was conducted and reflection logs were recorded to understand the students’ feelings about the Picture Word Inductive Model and their attitudes towards English reading.
The results indicated that most of the students in the experimental group made prominent improvement in knowledge in the Dolch sight words in the aspects of phonics (spelling and pronunciation), lexico-grammatical awareness (meaning and grammar) and reading comprehension. Moreover, the findings showed that most of the participants in the experimental group were positive about the Picture Word Inductive Model (PWIM) and liked the implementation of the PWIM in English classes and that the PWIM is conductive to English learning. The researcher also provided some insights and suggestions for English teachers or educators in the study for their references.

ABSTRACT (CHINESE)..………………………………………….……….... i
ABSTRACT (ENGLISH)..……………………………………………………. ii
ACKNOWLEDGEMENTS …………………………………………………... iii
TABLE OF CONTENTS .…………………………………………………….. iv
LIST OF TABLES …………………………………………………………….. vii
LIST OF FIGURES …………………………………………………………… ix
CHAPTER ONE INTRODUCTION………………………………….…. 1
1.1 Background of the Study……………………………..... 1
1.2 Statement of the Problem…………..…...…….……….. 4
1.3 Motivation of the Study…………..………………...….. 6
1.4 Purpose of the Study….…………………………….….. 7
1.5 Research Questions………..…………………….…….. 7
1.6 Definition of Terms……………………………………. 7
1.7 Significance of the Study……………………………… 8
1.8 Organization of the Thesis……………………………... 9
CHAPTER TWO LITERATURE REVIEW……………………………… 10
2.1 Introduction…………………………………………..... 10
2.2 Definitions and Characteristics of Sight Words……….. 10
2.3 Origins and Importance of the Dolch Sight Words in terms of Reading Comprehension…………………..….
11
2.4 Current Approaches to Teach the Dolch Sight Words…. 14
2.5 Origin and Purposes of Picture Word Inductive Model.. 25
CHAPTER THREE RESEARCH METHODS……………………………… 32
3.1 Research Design……………………………………….. 32
3.2 Participants and Settings………………………………. 35
3.3 Materials.......................................................................... 37
3.4 Instruction……………………………………………… 38
3.5 Instruments...................................................................... 42
3.6 Tests on Phonics and Lexico-Grammatical Awareness of the Dolch Sight Words…………..…………………..
43
3.7 Data Collection Procedures..…………………………... 46
3.8 Pilot Study……………………………………………... 47
CHAPTER FOUR RESULTS……………………………………………… 50
4.1 Results for Research Question 1………………………. 50
4.2 Results from the Interview…………………………….. 60
4.3 Results of the Students’ Responses to English Reading.. 61
4.4 Results for Research Question 2………………………. 61
4.5 Results of Close-ended Questions……………………... 64
4.6 Results from the Interview…………………………….. 67
4.7 Reflection Log…………………………………………. 70
4.8 Summary of the Results……………………………….. 73
CHAPTER FIVE DISCUSSION AND CONCLUSION…………………. 75
5.1 Summary of the Study…………………………………. 75
5.2 Discussion of the Results……………………………… 76
5.3 Discussion on Research Question 1…………………… 77
5.4 Discussion on Research Question 2…………………… 82
5.5 Pedagogical Implications for Teachers and Educators… 84
5.6 Limitations and Suggestions for Future Research……... 85
REFERENCES …………………………………………………………. 87
APPENDICES …………………………………………………………. 107
Appendix A Interview Consent Form……………………………….. 107
Appendix B Reflection Log…………………………………………. 108
Appendix C English Reading Attitude Scale (Pretest)……………… 109
Appendix D Reading Attitude Questionnaire (Pretest)………..…….. 112
Appendix E English Reading Attitude Scale (Posttest)……………... 115
Appendix F Reading Attitude Questionnaire (Posttest)…………….. 118
Appendix G (Chinese Version) Interview Questions for the Experimental Group Students………………………….
121
Appendix H (English Version) Interview Questions for the Experimental Group Students………………………….
127
Appendix I Excerpts of Transcripts of Interview with Students from the Experimental Group………………………………..
128
Appendix J Competence Indicators for the English Language Abilities………………………………………………...
135
Appendix K Dolch Sight Words for the Control Group Students…… 139
Appendix L Schedule for the Implementation of the Dolch Sight Words in Each Class……………………………............
140
Appendix M Lesson Plans for the Experimental Group……………... 142
Appendix N The Picture-Word-Charts and the Revised Paragraphs by the Experimental Group Students…………………...
154
Appendix O Test of the Dolch sight words in the aspects of phonics, lexico-grammatical awareness and reading comprehension…………………………………………

178

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