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研究生:李雅玲
研究生(外文):Ya-Lin Lee
論文名稱:安東尼.聖修伯里《小王子》之原型閱讀及其在英語教學上之應用
論文名稱(外文):An Archetypal Reading of Antoine Saint-Exupery's The Little Prince and its Application to English Teaching
指導教授:蔣筱珍蔣筱珍引用關係
指導教授(外文):Hsiao-Chen Chiang
學位類別:碩士
校院名稱:國立彰化師範大學
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
畢業學年度:95
語文別:英文
論文頁數:211
中文關鍵詞:英語教學原型意象
外文關鍵詞:English teachingarchetypal images
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中文摘要
本論文旨在探討聖修伯里《小王子》中的「原型意像」,並將它應用於國中英語教學上。台灣的國中生很少有機會欣賞到英語文學的美,於是藉此教學實驗提供學生多樣化的英語學習,以期提高學生學習興趣。選《小王子》為教材是其所探討的主題傳遞正確的道德觀,且它屬於勵志小說,因此非常適合成長中的青少年。教學實驗之後,透過問卷、訪談、測驗、學習者日誌等方式,來討論及分析學生對英語小說的看法及對《小王子》小說教學的觀感。
本論文分為六章。第一章介紹世界名著《小王子》作者聖修伯里的生平背景、探討過去對《小王子》作品的評論、闡述文學教學與英文小說應用於教學上的可行性、說明本論文的研究背景、動機、目的、以及主要架構。第二章以坎貝爾的英雄旅程理論及榮格的個人化過程理論來討論「原型意像」。第三章透過對小說《小王子》的人物角色及情節分析,來闡明小說中的「原型意象」。第四章則討論《小王子》教材在國中英語教學的應用,本章節除說明及英語文學教學理論及方法,並探討教學程序、實驗受試者、工具、教材、及資料收集步驟等。第五章則分析此教學實驗的成效,並提出本研究的限制及一些教學與研究上的建議,以供日後相關研究之參考。第六章則重申本研究的目的,並針對本論文的研究問題做總結。
ABSTRACT
The thesis aims to explore the archetypal images in Saint-Exupery’s The Little Prince and to apply the issues to English teaching. Junior high students in Taiwan have very few chances to appreciate the beauty of English classical literary works. In order to provide students with various learning activities and useful strategies, the researcher in the empirical teaching class adopts the text based on an English novel. Saint-Exupery’s The Little Prince is selected as the teaching material because the themes transmit the moral values and the plot is enticing to the participants. The characters of the novel are just like the common people who the students identify with and are familiar with. Additionally, the novel is sort of initiation type which has the merit of encouraging teenagers. Meanwhile, the questionnaires, interviews, and a test are used to probe the students’ acceptance of English fictional works as tools for facilitating English learning.
There are six chapters in this thesis. Chapter One is divided into six sections. The researcher presents Antoine de Saint-Exupery’s biographical background, literature review of The Little Prince, children’s literature in the EFL classrooms, background and motivations of doing the study, purposes and research questions, the significance of the study and the organization of the entire thesis. Chapter Two firstly introduces the archetypal criticism and then discusses the archetypal images in terms of Campbell Joseph’s ‘The Heroic Journey’ and Carl Jung’s ‘Individuation Process’. Chapter Three explores the exemplification of the archetypal issues in The Little Prince. The first section analyzes the heroic journey of the little prince and the pilot; the second section deals with the little prince’s individuation process and other archetypal images including the anima, the shadow, and the wise man. Chapter Four includes three sections. The first section describes the review on principles and teaching approaches of English literature instruction. The second one discusses the participants, the instrument, and the teaching material. The last one presents the teaching procedures, data collection procedures, and data analysis. Chapter Five provides an analysis of the results and discussions of the teaching application. Some pedagogical implications and limitations of the present study as well as the suggestions for further studies are all included in this chapter. In Chapter Six, the researcher concludes the thesis, points out the major findings of the study, and simultaneously responds to four research questions.
TABLE OF CONTENTS
Page
Chinese Abstract………………………………………………… i
English Abstract……………………………………………… ii
Acknowledgements……………………………………………… iv
Table of Contents……………………………………………… v
List of Tables…………………………………………………… viii

Chapter One: Introduction………………………………………………… 1
1.1 Antoine de Saint-Exupery and His Time…………… 1
1.2 Literature Review of The Little Prince…………… 8
1.3 Children’s Literature in the EFL Classrooms………14
1.3.1 A Brief Introduction to Children Literature…… 14
1.3.2 Benefits of Children’s Literature………………… 16
1.3.3 The Criteria of Choosing Proper Fictions as Teaching Materials………… 19
1.4 Background and Motivations of Doing the Study………… 25
1.5 Purposes and Research Questions………………………… 27
1.6 Significance of and Organization of the Thesis……………… 28

Chapter Two: Theoretical Background…………………………… 30
2.1 Archetypal Criticism…………………………… 30
2.2 Archetypal Images of Personhood………………………… 40
2.2.1 Archetypal Journey of the Hero………………… 41
2.2.2 Archetypal Images of Individuation Process……………… 51

Chapter Three: Archetypal Images of Personhood in Saint-Exupery’s The Little Prince……………………… 61

3.1 Archetypal Journey of the Hero…………………… 61
3.1.1 Archetypal Journey of the Little Prince………………… 63
3.1.2 Archetypal Journey of the Pilot………………… 74
3.2 Archetypal Images of Individuation Process………… 80
3.2.1 The Persona………………………… 82
3.2.2 The Shadow………………………… 86
3.2.3 The Anima………………………………93
3.2.4 The Wise Old Man.………………… 97

Chapter Four: The Application of Saint-Exupery’s The Little Prince to English Teaching………………… 102

4.1 Literature Review on Principles and Teaching Approaches of English Literary Instruction.…………………………………………………… 102
4.1.1 Making Use of Teaching Aids………………………………………… 102
4.1.2 Teaching the Literary Elements of Fiction……………………………… 103
4.1.3 Teaching Reading Skills……………………………………………… 106
4.1.4 Integrating Activities and Tasks to Use with the Literary Text…………… 107
4.1.5 Teaching Approaches and Methods…………………………………… 108
4.2 Research Design ……………………………112
4.2.1 Participants …………………………112
4.2.2 Instruments……………………………112
4.2.3 Text………………………………………115
4.3 Procedures of the Study…………………116
4.3.1 Teaching Procedures………………116
4.3.2 Data Collection Procedures……127
4.3.3 Data Analysis………………………127

Chapter Five: Findings and Discussions………………128
5.1 Findings of the Teaching Application……………128
5.1.1 Analysis of Responses to Questionnaires....128
5.1.2 Analysis of the Findings from the Results of Test 135
5.1.3 Analysis of the Findings from Learner Journals 138
5.1.4 Analysis of the Findings from Interpretation of Interviews 140
5.1.5 Analysis of the Researcher’s Observation in the Empirical Teaching Class 143
5.2 Pedagogical Implications of the Present Study……… 148
5.3 Limitations of the Present Study…………………………150
5.4 Suggestions for Future Studies……………………………151

Chapter Six: Conclusion……………………………………………152

References…………………………………………………………155
Appendix I…………………………………………………………164
Appendix II……………………………………………………… 167
Appendix III………………………………………………………169
Appendix IV…………………………………………………………175
Appendix V………………………………………………………… 187
Appendix VI…………………………………………………………190
Appendix VII……………………………………………………… 191
Appendix VIII…………………………………………………… 192
Appendix IX...……………………………………………………193
Appendix X……………………………………………………195
Appendix XI………………………………………………………197
Appendix XII……………………………………………………198
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