臺灣博碩士論文加值系統

本研究旨在透過讀者劇場在台灣國小英文課室的運用，探討其對於英語朗讀流暢度及英文嬝狐尨髐尬v響，並了解國小學童對於此嬝狀※吨孚P想。 本研究以彰化縣某國小的五年級一個班級學生共34人為研究對象， 研究面向在英語朗讀流暢度方面著重了解讀者劇場對於朗讀的正確性與速度之影響，而英文嬝狐尨髐霅惚h著重於了解讀者的嬝炊漲b動機，以及社會因素所受之影響。 資料蒐集包括問卷調查、前後評量及學生訪談。 資料分析顯示學生英語朗讀在正確性與速度的進步情形，以及嬝狐尨髐W的轉變。 本研究結果顯示：一、讀者劇場對於國小學童英語朗讀流暢度在正確性及速度方面有正面的影響且中低成就學生之進步較高成就學生明顯。 二、讀者劇場有助於提高國小學生英文嬝狐尨驉A學生有意願嬝狎^文書籍，樂於參與嬝狀※吽A另外也培養了同儕之間的互動與團隊精神。 三、國小學童對於讀者劇場運用在英語學習的評價非常正面。 最後，研究者除了歸納出研究結果，對教學者、研究者及行政決策者提出建議外，研究者本身亦反省整個研究過程以作為未來研究的參考。

The purpose of this research is to investigate the influences of ‘Readers Theater’ instruction on oral reading fluency, motivation for reading and students’ perceptions of this oral reading instruction in an elementary English class. Participants in this study were an intact class of 34 elementary students in Changhua County, Taiwan. These participants experienced ‘Readers Theater’ instruction in English classes 4 times a week for a total of 5 weeks, the length of this study. Data were collected by oral reading tests and questionnaires before and after the instruction; and by the use of an informal interview with students after the instruction.
The results indicated that most participants improved their oral reading fluency in terms of accuracy and speed after the instruction; furthermore, participants also developed a greater motivation for reading in terms of intrinsic motivation and the social aspects of motivation in reading domain. Interview results also showed that ‘Readers Theater’ has gained recognition from most participants. According to the results, limitations and suggestions for English instruction and future research were proposed. Findings indicated that ‘Readers Theater’ instruction is beneficial in elementary English classes. The researcher provided implications for the instructors, researchers, and policy makers, and made reflections upon the implementation of this study as well.

Table of Contents
Acknowledgements...…………..…………………………………………………...…i
Abstract (English)……………..…………………………………………………...…ii
Abstract (Chinese)…….…………………………………………………………...... iii
Table of Contents…………………..………………………………………………....iv
List of Figures……………………………………………………………….……...viii

List of Tables...…………………………………………………………………….....ix

CHAPTER ONE INTRODUCTION.....……………………………..……………..1

I. Background of the Study……………………...…………………………......1
II. Statement of the Problem………………………………………….………..3
III. Purpose and Research Questions…..………..…………...…………….…..5

IV. Significance of the Study……………….…………...…………….………..5
CHAPTER TWO LITERATURE REVIEW….……………………………….…....7

I. Oral Reading in Reading Processes……..……..…………….………………7
A. Oral Reading versus Silent Reading Debate...…………………...…...7
B. Roles of Oral Reading…………………………………………….......8
C. Benefits of Oral Reading……….………………………………..…...9
II. Oral Reading Fluency………..…………………………………….............10
A. Definition of Oral Reading Fluency………………………………...10
B. Importance of Oral reading Fluency……………………...................12
C. Evaluation of Oral Reading Fluency…………………..…………....15
D. Instructional Methods of Promoting Oral Reading Fluency………..18

III. Motivation for Reading…………...………………………………………24
A. Definition of Motivation for Reading…………………...…………..25
B. Importance of Motivation for Reading…………….………….….....27
C. Principles for Developing Motivation for Reading……………..…..28
IV. Readers Theater…………………………………………………………...30
A. Definition of Readers Theater…………………………..……….….30
B. Procedures of Readers Theater Instruction……….……..…...……...34
C. Benefits of Readers Theater………………….…..…………….........40
CHAPTER THREE METHODOLOGY………………………………………......42

I. Setting and Participants…….……………………………………..…….......42
II. Research Design…………………………………………………………...44
A. Phase 1: Pre-test and Questionnaire………….…………………......45
B. Phase 2: Instruction of Readers Theater………………………….....51
C. Phase 3: Post-test, Questionnaire and Informal Interview…………..57
III. Data Collection and Analysis……………………………………………..57
CHAPTER FOUR RESULTS AND DISCUSSION………..………………..........61

I. Results………………………...………………………………………...…..61
A. Oral Reading Fluency…………………………………...…………..62

B. Motivation for Reading………………………………..………….....74

C. Participants’ Perceptions of the Readers Theater instruction….….....80

II. Discussion……………………………………………………………….....86

A. Oral Reading Fluency………………………………………………….86

B. Motivation for Reading…………………………………...……………89

C. Participants’ Perceptions of the Readers Theater Instruction……...…..93

CHAPTER FIVE CONCLUSION………………………….……………………..96

I. Findings…………………………………………………………………..... 96

A. Oral Reading Fluency………...………………………………………..96

B. Motivation for Reading…………………………………...……………97

C. Participants’ Perceptions of the Readers Theater Instruction……….....97

II. Implications...…………………………………………………………….....98

III. Limitations and Suggestions..……………………………………………..100

IV. Reflections..…….…………………………………………………………102

References…………………………………………………………………………..105
Appendices

Appendices

Appendix 1 Research Design………………………………………..…….113
Appendix 2 Questionnaire of Motivation for Reading…………………….114
Appendix 3 Example Script 1...………………………………………….115
Appendix 4 Example Script 2……...…………………………………….116

Appendix 5 A Sample of Transcript of Informal interview…………..........117
List of Figures
Figure 3.1 Sample Text of Oral Reading Fluency Text…..…..…...…….....………47
Figure 3.2 Procedures for Readers Theater Instruction….…………………...……52
Figure 3.3 Sample Text for Calculating Accuracy, Time Taken and Errors...…......59
Figure 4.1 Percentage of Accuracy by Different Ability Students in Pre- and Post-test... 66
Figure 4.2 Time Taken by Different Ability Students in Pre- and Post- test ...........70
Figure 4.3 Percentage of Errors by Different Ability Students in Pre- and Post-test…….73


















List of Tables
Table 4.1 Percentage of Accuracy by Each Student in Pre- and Post-test...............64
Table 4.2 Time Taken on Reading by Each Student in Pre- and Post-test…...........68
Table 4.3 Percentage of Errors by Each Student in Pre- and Post-test....................72
Table 4.4 Response on Reading Curiosity Before and After Instruction….………75
Table 4.5 Response on Importance of Reading Before and After Instruction….…76
Table 4.6 Response on Reading Involvement Before and After Instruction….…...77
Table 4.7 Response on Social Reasons for Reading Before and After Instruction..78

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