臺灣博碩士論文加值系統

本研究主旨在探討英文報紙漫畫對高職學生英文閱讀和寫作之效益研究。文中針對英文報紙漫畫課程在學生英文閱讀和英文寫作能力之課程前後的差異加以分析及比較。另外，亦分析比較課程前後學生對閱讀英文報紙漫畫的態度及反應。此外，文中亦探討學生對合作學習、英文報紙漫畫課程及課程中所提供的英文報紙漫畫的態度及反應。
本研究以彰師附工八十位高一學生為研究對象。在為期十六週的英文報紙漫畫課程期間，所有受試者需閱讀相關的英文報紙漫畫搭配英文教科書的課文閱讀。在小組活動和小組討論所提供的英文報紙漫畫後，學生接著閱讀英文教科書中的課文。在資料分析方面，主要是針對學生閱讀和寫作能力前後測的差異進行分析比較。另外，亦分析比較問卷上學生對閱讀英文報紙漫畫之態度的前後測差異。最後，將學生對英文報紙漫畫課程、此課程中之合作學習，及所提供的英文報紙漫畫之回應，做質與量的分析。
本研究的主要發現如下：
1.在英文報紙漫畫課程後，學生對老師所提供的英文報紙漫畫表達支持，且其閱讀有助於提升學習英文的成效。
2.對於閱讀理解能力的前後測，學生對漫畫課程的英文理解有顯著的差異。相較於前測，學生在閱讀理解能力後測有明顯的進步。
3.對於寫作能力的前後測，亦發現有顯著的差異。英文報紙漫畫課程有效地改善英文第二外語學生的寫作能力，如同閱讀理解能力一樣。
4.在此課程中，藉由小組活動中同儕指導的實行增進對閱讀教材的精熟和寫作技巧。合作學習融入閱讀教學激發學生運用多元智慧、相互交換想法溝通，並因而培養創造力思考的寫作技巧。
5.學生對英文報紙漫畫課程之成效有贊同的回應。他們表示閱讀英文報紙漫畫增加他們的字彙、幫助他們深刻地記憶句型，並且促進他們對於英文教科書之課文的閱讀理解力。
6.學生喜愛老師所提供的英文報紙漫畫，且藉此提其對閱讀英文教科書的興趣。
根據以上的研究結果，老師可以將英文報紙漫畫和課文結合來提升學生的閱讀理解和寫作能力。而且，老師應該在閱讀教學前依據學生的程度挑選適當的英文漫畫。此外，老師應該明瞭把英文漫畫納入教學活動的適當方法。老師應該善加利用此課程中之合作學習來提升學生在英文課中互動式地溝通學習並其使英文能力有進步的效果。如此，老師不但可以啟發學生對於閱讀英文教科書的動機，而且也可以促進他們英文寫作的豐富想像力。

The purpose of this study attempts to explore the effects of newspaper comics on English reading and writing of EFL students in vocational high school. In addition to the student attitudes toward reading English newspaper comics and learning English, the effects of the English newspaper comic program (ENCP) on English reading and writing proficiency of the EFL students are compared before and after the program. Moreover, the student responses to cooperative learning, the ENCP and the selected English newspaper comics are examined.
The subjects in the study included 80 tenth-grade students in the Affiliated Industrial Vocational High School of National Changhua University of Education. A sixteen-week research was conducted in the ENCP. All the subjects had to read the relevant English newspaper comics along with the reading selections in the English textbooks. After the group activities and discussions about the selected English newspaper comics, the students proceeded with the reading texts. In data collection, the student attitudes toward reading the selected English newspaper comics, the students’ reading and writing proficiency, and the student responses to cooperative learning, the ENCP and the selected English newspaper comics were calculated and analyzed quantitatively and qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1. The students expressed approving attitudes toward the effects of reading the selected English newspaper comics on learning English more than ever.
2. There is a significant difference in reading comprehension of the selected English newspaper comic lessons in the ENCP. The students had made an obvious progress in reading comprehension in the post-test of the selected English newspaper comic lessons in comparison with that in the pretest.
3. A significant difference is also found in comparing the writing proficiency of the students between the pretest and the post-test. The ENCP was effective in improving the EFL students’ writing proficiency as well as reading comprehension.
4. Cooperative learning promoted mastery of the reading materials and writing skills by peer tutoring in the ENCP. The group activities incorporated into reading instruction encouraged the students to strengthen their multiple intelligences, exchange their ideas, communicate with one another and thus develop creative thinking in writing.
5. The students responded favorably to the effects of the ENCP. They expressed that reading English comics extended their vocabulary, assisted them to impressively retain the sentence structure, and enhanced their text comprehension in their English textbooks.
6. The students took pleasure in the selected English newspaper comics the teacher offered and became interested in the reading selections in their English textbooks.
On the basis of the study findings, EFL teachers can combine the text with English comic strips to facilitate students’ reading comprehension and writing proficiency. Moreover, EFL teachers should carefully select appropriate comic strips for their students according to their prior knowledge. What’s more, EFL teachers should be aware of the applicable methods of incorporating comic strips into teaching activities in their classrooms. Finally, EFL teachers should take advantage of cooperative learning in the ENCP to lead their students to communicate with one another interactively, learn mutually and improve English competence efficiently. In this way, teachers not only can boost EFL students’ motivation and inspiration in reading English textbooks but also can advance their imagination in English writing.

CHAPTER ONE INTRODUCTION
Background and Motivation....1
Statements of the Problem....7
Purposes of the Study....9
Research Questions....10
Significance of the Study....11
Limitations of the Study....11
Definition of Terms....12


CHAPTER TWO LITERATURE REVIEW
Importance of Comics....14
Readerships of Comics....15
Attitudes Toward Comics Reading Conveyed by Young Adults....16
The Values of Comics....19
Developing the Target Language....19
Inspiring Cultural Awareness....20
Responding to Human Psychology....21
Presenting an Art Form....23
Providing Pleasure and Entertainment....24
Effects of Comics on Language Instruction....25
Multiple Intelligences....26
The Theory and Practice of Multiple Intelligences....26
Multiple Intelligences in Comic Instruction....8
Humor as a Language Teaching Device....31
Cultural Impacts on Foreign Language Instruction....33
Teaching Culture....34
Culture and Language Writing Instruction....36
The Effects of Visual Literacy on Reading and Writing Performance....37
Dual Coding Theory....37
Visual Literacy in Language Learning and Teaching....39
Application of Comics in Language Instruction....42
Merits and Limitations of Applying Comics in Language....42
Instruction
Merits....43
Limitations....44
Principles of Applying Comics in Language Instruction....45
Tips for Collecting Comics to Teach Language....45
Approaches of Applying Comics in Language Instruction....46
McBeath' s Balanced Teaching Model....47
Lewis' Learning Cycle: O-H-(E)-E....48
Techniques of Applying Comics in Language Instruction....50


CHAPTER THREE METHODOLOGY
Subjects....53
Instruments....54
Reading Selections and Selected Newspaper Comics....55
Lesson Plans of Sample Procedures in the ENCP....56
The Pretest and Post-test on the Students’ English Reading Comprehension....58
The Pretest and Post-test on the Students’ English Writing Proficiency....59
A Pre-study Questionnaire on the Student Attitudes Toward Reading English Newspaper Comics and Learning English....60
A Post-study Questionnaire on the Student Responses to The English Newspaper Comic Program....61
Study Procedures....61
Data analysis....63
Quantitative Analysis....63
Qualitative Analysis....64


CHAPTER FOUR RESULTS AND DISCUSSIONS
The Student Attitudes Toward Reading English Newspaper Comics....65
Comparison of the Student Attitudes Toward Reading English Newspaper Comics....65
Comparison of the Student Attitudes Toward Reading English Newspaper Comics and Learning English....69
Ranking of Favorite Genres of English Newspaper Comics of the Students....72
Ranking of Sources of English Newspaper Comics of the Students....73
Ranking of Motivation for Reading English Newspaper Comics of
the Students....74
Comparison of Reading Proficiency of the Students....75
Comparison of Writing Proficiency of the Students....77
The Student Responses to Cooperative Learning in the ENCP....78
The Student Responses to the ENCP....82
The Student Responses to the Selected English Newspaper Comics....85
Ranking of the Effects of the Selected English Newspaper Comics on
the Students’ Reading Comprehension....86
Ranking of the Effects of the Selected English Newspaper Comics on the Students’ Writing Proficiency....87
Ranking of Favorite Selected English Newspaper Comic Lessons of
the Students....89


CHAPTER FIVE CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions....95
Pedagogical Implications....99
Suggestions for Further Research....100


REFERENCES....102


APPENDIXES
Appendix A: The Selected English Newspaper Comics for the ENCP
Appendix A-1: The Selected English Newspaper Comics for Lesson 1....114
Appendix A-2: The Selected English Newspaper Comics for Lesson 2....115
Appendix A-3: The Selected English Newspaper Comics for Lesson 3....118
Appendix A-4: The Selected English Newspaper Comics for Lesson 4....119
Appendix A-5: The Selected English Newspaper Comics for Lesson 5....120
Appendix B: The Lesson Plans of Sample Procedures in the ENCP
Appendix B-1: Lesson Plan 1—Reading and Vocabulary Development....121
Appendix B-2: Lesson Plan 2—Reading and Culture....122
Appendix B-3: Lesson Plan 3—Structure and Writing Skills....123
Appendix B-4: Lesson Plan 4—Reading and Writing Skills....124
Appendix B-5: Lesson Plan 5—Communication and Writing Skills....125
Appendix C: The Reading and Writing Proficiency Pretest....126
Appendix D: The Reading and Writing Proficiency Post-test....130
Appendix E: A Pre-study Questionnaire on the Student Attitudes Toward
Reading English Newspaper Comics and Learning English....134
Appendix F: A Post-study Questionnaire on the Student Responses to the
English Newspaper Comic Program....136
Appendix G: A Pre-study Questionnaire on the Student Attitudes Toward
Reading English Newspaper Comics and Learning English
(Chinese Version)....138
Appendix H: A Post-study Questionnaire on the Student Responses to the
English Newspaper Comic Program (Chinese Version)....140

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