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研究生:林秀娟
研究生(外文):Lin, Show-jiuan
論文名稱:文學小圈圈在雙語班英語學習之效益研究
論文名稱(外文):THE EFFECTS OF LITERATURE CIRCLES ON EFL LEARNING OF CHILDREN IN A BILINGUAL CLASS
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Chang, Ye-ling
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:英文
論文頁數:158
中文關鍵詞:兒童文學合作學習讀者回應理論文學小圈圈
外文關鍵詞:children's literaturecooperative learningReader-Response Theoryliterature circles
相關次數:
  • 被引用被引用:13
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論文摘要:
本研究主旨在探討文學小圈圈(literature circles)對小學英語教學之效益。此研究檢驗了文學小圈圈對學生英文的閱讀能力效益,對閱讀態度及策略的效益,另外根據學生對英文故事書的回應,探討其影響;以及討論學生對文學小圈圈的課程回應。
本研究以高雄市福東國小二十五位五年級雙語班的學生為研究對象。在實驗課程之前,學生先接受一份英語閱讀理解能力前測測驗及回答一份關於英語閱讀態度與策略的前測問卷。然後學生五人組成一個閱讀的文學小圈圈,開始閱讀他們自己選的英文故事書。在實驗進行的十五週中,學生必須決定每一週的閱讀份量,每次的討論聚會,組員也必須輪流扮演不同的討論角色(discussion role),完成角色學習單(role sheet),然後在每次的聚會中和小組成員分享角色學習單的內容,並討論所閱讀的故事。每當讀完一本之後,小組必須做一個讀書報告(book presentation)來呈現所閱讀的心得感想。在讀完五本英文故事書之後,學生必須接受一份英語閱讀理解能力後測測驗、回答一份關於英語閱讀態度與策略的後測問卷以及一份有關整個文學小圈圈課程的問卷。
本研究者將這二十五位學生的閱讀測驗前後測成績和關於英語閱讀態度與策略的前後測成績分別用t考驗做量化分析,將學生對文學小圈圈的問卷調查中的五分制回應做百分比之量化分析,問卷中學生對本研究的回應則加以質化分析。本研究的主要發現摘要如下:
1.文學小圈圈的課程有助於提升學生的英文閱讀理解能力。
2.文學小圈圈的課程對學生的英文閱讀態度和閱讀策略有正面的效益。
3.文學小圈圈有助於發展學生對文學作品欣賞的興趣以及英文寫作與繪畫的能力。
4.學生對角色學習單、合作學習及文學小圈圈的課程有正面的回應,顯示學生非常肯定文學小圈圈的價值與功能。
基於研究結果,資提供以下教學建議:
1.英語老師可以使用英文故事書為教材來培養學生英文的讀寫能力及終生閱讀的興趣。
2.英語老師可以實施文學小圈圈來提升學生的閱讀態度與策略,並結合其他各領域的學習於文學小圈圈之中。
3.老師可以實施文學小圈圈來引導以學生為中心的自發性學習。
ABSTRACT

The purpose of this study is to investigate the effect of literature circles (LC) on EFL instruction in elementary school. The effects were examined in four aspects. First, the effect of the LC on the students’ reading comprehension was explored. Then the effect of the LC on the student responses to reading children’s literature was investigated. Finally, both of the student responses to the selected reading materials and the LC program were examined.
The subjects in this study were 25 fifth-graders of English-Chinese bilingual program in Fu-Dong elementary school in Kaohsiung city. Before the LC, the subjects took the pretest on English reading comprehension test (ERCT) and the pre-study questionnaire on student’s attitudes and strategies of English reading (QSASER). Then the students formed discussion groups of five people and started to read the five selected books which came from their own choices. During the fifteen-week LC program, the subjects made decisions on the reading amount and rotated to play different discussion roles for different meeting. They shared their role sheets and discussed about the book with peers in their own group. When the subjects finished one book, they also made a presentation to showcase the book. After reading the five selected books, all the subjects were required to take the post-test on ERCT and the post-study QSASER. Finally, the subjects answered the questionnaire on student responses to literature circles (QSRLC).
The subjects’ scores of the reading comprehension pretest and post-test were compared by a t-test and so were their responses to the pre-study and post-study QSASER. Besides, the subject responses to the five-point scale of QSRLC were analyzed quantitatively by means of descriptive statistics and their responses to the open-ended questions were analyzed qualitatively. Based on the quantitative and qualitative data analyses, the major findings of the study are summarized as follows:
1.The significant difference between the students’ reading comprehension pretest and post-test suggested that the LC program was beneficial for improving the students’ reading comprehension.
2.The study results showed that the LC had a positive effect on the students’ attitudes toward storybooks and reading strategies.
3.The student responses to the selected reading materials indicated that the LC was beneficial for the development of the students’ interests of literary works as well as the creativity for writing and drawing.
4.All of the student responses to the role sheets, the cooperative learning, and the implementation of the LC were positive. It implied that the students highly confirmed the value and function of the LC.
Based on the study findings, the researcher proposed some pedagogical implications as follows:
1.Teachers of English can adopt children’s literature as teaching materials in EFL instructions to foster the development of literacy and lifelong readers.
2.Literature circles can be a balanced literacy approach for teachers to improve students’ reading interests and strategies, and to incorporate many different perspectives of learning.
3.Teachers can implement literature circles to elicit higher-order, student-centered and open-ended learning autonomy.
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
Children’s Literature 11
Definition of Children’s Literature 11
The Value of Children’s Literature 13
Children’s Literature in Curriculum 17
Literature Circles 19
History 20
Definition of Literature Circles 22
Benefits of Literature Circles 25
Features of Literature Circles 27
Criteria for Designing Literature Circles 30
Student Choice 30
Reading Materials 31
Scheduling 32
Organization of Groups 33
Teacher’s Role 34
Student’s Role 35
CHAPTER THREE METHODOLOGY
Subjects 37
Instruments 37
The Pre-study and Post-study Questionnaires on the Students’ Attitudes and Strategies of English Reading 38
Five Reading Selections of Children’s Literature 38
The Pretest and Post-test of English Reading Comprehension Test 39
Director’s Log and Role sheets of Literature Circles 39
The Self and Peer Evaluation Forms 41
Questionnaire on Student Responses to Literature Circles 41
Procedures 42
Data Analysis 44
CHAPTER FOUR RESULTS AND DISCUSSIONS
The Effects of the LC on the Students’ Reading Comprehension 46
The Effects of the LC on the Student Responses to Reading English Literature 47
The Students’ Attitudes Toward English Storybooks Before and After the LC 48
The Students’ Reading Strategies for English Storybooks Before and After the LC 52
The Students’ Attitudes toward English Reading Program Before and After the LC 55
The Student Responses to the Selected Reading Materials 58
The Student Responses to the Literature Circles 73
The Student Responses to the Role Sheets in the LC 74
The Student Responses to Cooperative Learning in The LC 93
The Student Responses and Feedback to the Implementation of the
LC 96

The Student Responses to the Literature Circles 96
The Student Responses to the Implementation of Children’s Literature and the LC 101
The Students’ Suggestions for the Implementation of the LC in English Reading Program of Children’s Literature 110
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 115
Implications 119
Suggestions 121
REFERENCES 124
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