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研究生:陳瑾
研究生(外文):Chin Chen
論文名稱:使用繪本對輕度智能障礙國小學童英語字彙學習成效之探討
論文名稱(外文):The Effects of English Picture Storybook Reading on Vocabulary Learning---A Case Study of Four Elementary School Students with Mild Mental Retardation
指導教授:張淑敏張淑敏引用關係
指導教授(外文):Shu-Min Chang
學位類別:碩士
校院名稱:元智大學
系所名稱:應用外語學系
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:123
中文關鍵詞:英語圖畫故事書單字學習輕度智能障礙
外文關鍵詞:English picture storybookvocabulary learningmild mental retardation
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本實驗目的在探討使用繪本對輕度智能障礙國小學童學習英語字彙的成效,本實驗的受試者是四位就讀於桃園縣新明國小資源班的四年級學童,兩男兩女,此實驗當中設有實驗組和對照組,每組內有兩名學童,四名學童根據其英語能力、智力商數以及性別來分組,本實驗為期三個月,由三個階段組成,每一個階段為期一個月,第一階段:實驗組藉由閱讀英文繪本學習單字,並利用繪本裡面的圖片複習;對照組藉由對話當中的直接教學學習單字,並利用英文字卡複習。第二階段:實驗組藉由閱讀英文繪本學習單字,並利用閃示卡複習;對照組藉由聽故事學習單字,並利用英文字卡複習。第三階段:對照組藉由閱讀英文繪本學習單字,並利用英文字卡複習。每週測驗完後會比較兩組間的測驗正確率,各組間不同階段的正確率也會做比較。實驗結束後,受試者和實驗者間的訪談作為輔助實驗結果解釋的依據。
藉由本實驗結果的可得出好幾個結論,第一:帶有輕度智能障礙的國小學童在閱讀英文繪本當中,不但覺得學習單字比較容易,而且會產生較強烈的學習動機,所以在單字測驗中表現較好。第二:閃示卡在單字學習上的成效比英文繪本當中的圖片還有效。第三:學習者沒有辦法只藉由故事性的情境獲得充分的資訊來學習英文單字。第四:英文繪本對學習單字的意思有幫助,但在分辨單字的拼法上則幫助有限。在最後一個章節中有提出一些幫助特殊學童學習英文單字的建議及教學策略。
The current study tries to investigate the effects of English picture storybook reading on the vocabulary learning of four fourth graders with mild mental retardation. Four subjects were divided into the experimental group and the control group according to their English ability, intelligence quotient and gender. The study was conducted over three months, consisting of three stages, and each stage lasted for one month. In stage one, the treatment in the experimental group was instruction through English picture storybooks, and English picture storybooks were still used as materials for word review; the treatment in the control group was instruction through English word cards, and those cards were still used as materials for word review. In stage two, the treatment in the experimental group was instruction through English picture storybooks, and flash cards were used as materials for word review; the treatment in the control group was instruction through stories accompanied with English word cards, and those English word cards were used as materials for word review. In stage three, the treatment in the control group was instruction through English picture storybooks, and English word cards were used as materials for word review. After the treatment, the correct rate of vocabulary test between two groups was compared; the correct rate in different stages within each group was also compared. The interview between the researchers and the subjects were transcribed as materials to support interpretation.
Several conclusions could be found as a result of this study. First, with strong motivation and easier learning style, learners with mild mental retardation had better performance on vocabulary test after the treatment of instruction through English picture storybooks. Second, flashcards were more effective than pictures in English picture storybooks for word learning. Third, narrative context alone might not help learners contextualize but offer a negative effect for word learning. Finally, although English picture storybooks could help learners get word meaning easily and remember new words. However, with respect to the deeper level of receptive word ability such as spelling recognition, the contribution of English picture was limited. Some suggestions and pedagogical implications are also provided for some institutions to create a better learning environment to help exceptional students learn vocabulary.
中文摘要 i
Abstract ii
Acknowledgements iv
Table of Contents v
List of Tables vii
List of Figures viii
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 4
1.3 Research Questions 5
1.4 Definition of Terms 6
CHAPTER TWO LITERATURE REVIEW 8
2.1 Understanding of Children with Mental Retardation 8
2.1.1 Learning Characteristics of Children with Mental Retardation 8
2.1.2 Language Characteristics of Children with Mental Retardation 9
2.2 Vocabulary Learning 12
2.2.1 How Vocabulary is Learned 12
2.2.2 Aspects Related to Word Learning 15
2.2.3 Aspects Related to Word Teaching 15
2.3 Picture Books and Language Learning 17
2.3.1 Merits of Picture Books 17
2.4 Dual Coding Theory 21
2.5 Human Reaction to Visual and Auditory Stimulus 22
2.6 Related Studies 25
CHAPTER THREE METHODS 32
3.1 Subjects 32
3.2 Research Design 34
3.3 Selected Vocabulary 35
3.4 Vocabulary Test 35
3.5 Interview Question 37
3.6 Teaching Materials 37
3.7 Procedure 39
3.8 Classroom Activities 43
3.9 Data Analysis 47
CHAPTER FOUR RESULTS AND DISCUSSION 48
4.1 The Result in Stage One 48
4.2 The Result in Stage Two 51
4.3 The Result in Stage Three 55
4.4 Word Spelling Recognition 56
4.5 Interview 59
4.6 Discussion 60
CHAPTER FIVE CONCLUSIONS 76
5.1 Summary of the Study 76
5.2 Suggestions and Pedagogical Implications 79
5.3 The Limitation of This Study 81
5.4. Suggestions for Further Research 82
REFERENCES 84
Appendix A 93
Appendix B 117
Appendix C 123
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