臺灣博碩士論文加值系統

本研究主要在探討國小四年級學生對於英語童書教學的反應以及英語童書教學是否有助於改變學生英語學習態度。本研究的研究對象為一台北市國小四年級班級23個學生。由本研究者親自教學。教學研究開始於2005年八月底，於 2006年一月中結束。在進行童書教學時，使用了閱讀前、閱讀中、閱讀後和評量等四個步驟。閱讀前使用預測活動；閱讀中，使用集體閱讀、分組閱讀、唱歌和做讀者劇場；閱讀後做學習單，結合童書和學生的生活經驗。研究資料來源為學生的學習單、學生態度前後測問卷、學生對英語教學的反應問卷、研究者之觀察學生上課反應的紀錄，以及訪談的內容。分析方法為分析學習單、觀察記錄和訪談內容；並用量的方法分析問卷。
學習單、觀察記錄和訪談資料分析顯示：所有的學生對於參與選擇童書都覺得有讓他們想進一步閱讀英語童書。學生最喜歡的活動為做小書；接著學生較喜歡的是閱讀前的預測活動、閱讀中的讀者劇場活動、和閱讀後的同儕評量。他們認為這些活動能幫助他們閱讀及學習英文。從同儕評量中，他們喜歡分享並知道彼此的學習狀況。學生較不喜歡的是做反省學習單和閱讀前的學習單。他們比較喜歡做閱讀後的學習單，覺得閱讀後的學習單較有趣和有創意。至於學生態度問卷前後測的結果有顯著差異。這表示一學期的英語童書教學的確有幫助學生英語學習態度的改變。不過問卷結果也顯示，本研究童書教學對學生的英文口語學習態度並沒有顯著的幫助。
本研究提出了具體的英語童書教學方式，以及學生對不同教學方式的態度和反應，以供老師在童書教學的一個方向。本研究者也建議，在台灣，教師需要設計更多元的活動讓學生練習英語。在英語童書教學的研究上，可以用不同年級、學校或年齡的學生來參與；研究時間能增長到一年或更久，以發掘更多學生對於童書教學的反應和學習過程。

This study was designed to explore fourth graders’ responses to English picture book teaching and their attitudes toward English learning. The participants were one teacher-researcher and 23 students in a fourth grade class in a public Taipei elementary school. The study began in late August 2005 and ended around mid January 2006. The English picture book teaching in this study was proceeded by having the students participate in the selection of teaching materials; second, the reading steps were completed; before-reading (including predicting and doing before-reading worksheets), during-reading (including choral and pair reading, singing, reader’s theater, and doing worksheets), and after-reading (including doing after-reading worksheets and sharing). The last step was the students’ evaluation. The data collection tools used was students’ worksheets, the response and attitude questionnaires, and the teacher-researcher’s reflective notes and interviews. The results from the questionnaires were analyzed quantitatively; while interviews were transcribed and analyzed along with the content of the students’ worksheets and the teacher-researcher’s reflective notes.
The findings from the study were as follows: from the interviews, students’ worksheets, teacher’s reflective notes, and the response questionnaire, all the students found being able to select their favorite picture books was interesting and motivated them to read those picture books. The activity the students liked most was making the covers and doing the introduction sheets for their small books. Next, the students liked predicting what the picture books were about, doing the reader’s theater, and doing peer-assessment. Those activities helped them learn to read and improve their English. They also liked to share and to know other students’ learning situations. The activities the students did not like doing were the reflection sheets and the before-reading worksheets. They preferred to do the after-reading worksheets, which, they thought, were more creative and interesting. There was a significant difference between the results of the students’ attitude questionnaire before and after the English picture book teaching. However, the students’ attitude toward English speaking did not change. This means that the English picture book teaching during the semester was truly helpful for students’ attitudes toward English learning, except for English speaking.
This study shows what students’ attitudes and responses are to different instructional activities used in English picture book teaching. Different activities could be designed to provide more opportunities for students to practice their English. In addition, future studies on English picture teaching could be expanded to different grades, schools, or English levels. The research time for future studies could be prolonged to one year or more so that more student responses to English picture book teaching could be ascertained. In addition, more attitude changes toward English learning would be expected.

CHAPTER ONE 1
INTRODUCTION 1
Background and Motivation 1
The Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Special Terms 5
CHAPTER TWO 7
LITERATURE REVIEW 7
Children’s Literature 7
The Definition of Children’s Literature 7
The Genre of Children’s Literature 8
The Definition of Picture Books 9
Children’s Literature and Language Learning 10
Children’s Literature and English Teaching 12
Reading Theory 13
Reading Instructions and Activities 14
Research on Literature-based Reading Instruction 18
The Criteria of Selecting Children’s Literature in a Language Classroom 21
Strategies and Activities in the Literature-based Instruction 22
Alternative Assessment 24
Summary of Literature Review 30
CHAPTER THREE 32
METHODOLOGY 32
Research Setting 32
Participants 32
The Teacher Researcher 32
The Students 33
Teaching Materials 34
The Six English Picture Books Selected by the Teacher-researcher 34
The Three Picture Books Selected by the Students 35
The Structure of English Picture Book Teaching 35
Before-Reading 36
During-Reading 36
Choral Reading 37
Pair Reading 37
Singing 37
Reader’s Theater 38
During-reading Worksheets 38
After-Reading 39
Evaluation 39
Doing Reflection Sheets 40
Doing Self-Assessment 40
Doing Peer Assessment 40
The Final Activities 40
Research Procedure 42
Preparation Stage 42
During English Picture Book Teaching Stage 43
After English Picture Teaching Stage 46
Data Sources 46
Background Questionnaire 47
Book Selection Questionnaire 47
Students’ Worksheets 47
Teacher-Researcher’s Reflective Notes 48
Text-based Interviews 48
Perception Interviews 49
Students’ Attitude Questionnaire 49
Students’ Response Questionnaire 50
Data Analysis 50
CHAPTER FOUR 52
FINDINGS AND DISCUSSIONS 52
Findings from the Teacher’s Reflective Notes and the Students’ Worksheets 52
Students’ Responses to the Material Selected 52
Students’ Responses to the Teaching Activities 53
Findings from the Student Attitude and Response Questionnaires 68
Findings from the Students’ Attitude Questionnaire 68
Findings from the Students’ Response Questionnaire 72
Students’ Responses to the Selection of Picture Books 72
Students’ Responses to the Before-reading Activities 73
Students’ Responses to the During-reading Activities 74
Students’ Responses to the After-reading Activities 77
Students’ Responses to the Assessment 78
Students’ Responses to the Small Book Making 80
Students’ General Responses 80
Findings from Interviews 82
A Summary of Major Findings 111
The Students’ Responses toward the EPBT 111
The Students’ Attitude toward their English Learning 114
CHAPTER FIVE 116
DISCUSSIONS, SUGGESTIONS, AND IMPLICATIONS 116
Discussions 116
The Issue of the Students’ Responses to EPBT 116
The Issue of Students’ Attitude toward English Learning 117
Suggestions and Implications 118
Suggestions for EFL Teaching in Taiwan 118
Implications for Future Research 119
REFERENCES 122
Appendix A 131
Appendix B 132
Appendix C 133
Appendix D 134
Appendix E 136
Appendix F 139
Appendix G 140
Appendix H 141
Appendix I 143

Afflerbach, P. & Kapinus, B. (1994). Developing alternative assessments: six problems worth solving. The Reading Teacher, 47 (5), 420-423.
Armstrong, T. (1994). Mutiple intelligences in the classroom. Virginia: Associaion for Supervision and Curriculum Press.
Block, C. C. (1993). Strategy instruction in a literature-based reading program. Elementary School Journal, 94 (2), 139-151.
Bloem, P. L. & Padak, N. D. (1996). Picture books, young adult books, and adult literacy learners. Journal of Adolescent & Adult Literacy, 40 (1), 48-54.
Brown, J. D. & Hudson T. (1998). The alternatives in language assessment. TESOL Quarterly, 32 (4), 653-675.
Carlo, J. E. D. (1995). Perspectives in entire language. Boston: Allyn and Bacon.
Caverly, D., & Orlando, V. (1991). Textbook study strategies. In R. Flippo & D, Caverly (Eds.), Teaching Reading and Study Strategies (pp. 86-165). Newark, DE: International Reading Association.
Chen C. L. (1999). Guo siao ying-yu shih-zih syun-lian shou-ce [A handbook of
training elementary English teachers]. Taipei: Caves Educational Training.
Cheng, C. K. (1999). Ru he syuan ze ying-wun er-tong wun-syue dou-wu zuo wei er-tong ying-yu jiao-syue jhih yong [The way of selecting English children’s literature for English teaching]. English Teaching and Learning, 24, 37-47.
Chien, Y. C. & Huang, Y. K. (2002). Starting with predictable stories: EFL children’s oral and literacy development. The Ninth International Symposium on English Teaching (pp. 246-273). Taipei: Crane.
Cohen, A. D. (1994). Assessing language ability in the classroom. Heinle & Heinle Publishers.
Costa, A. (1989). Is testing thinking an oxymoron? California State Department of Education Conference, Sacramento.
Cross, D. (1995). Developing reading skills: Practical handbook of language teaching. Prentice Hall Europe: Phoenix ELT.
Cullinan, B. E. ( 1987). Children’s literature in the reading program. Newark, DE: International Reading Association.
Cullinan, B. E. (1989). Literature for young children. In D. S. Strickland & L. M. Morrow (Eds.). Emerging literacy: Young children learn to read and write (pp. 35-51). Newark, DE: International Reading Association.
Cullinan, B. E. & Galda L. (1994). Literature and the child. (3rd ed.). Orlando, FL: Harrcourt Brace & Company.
Cyndi G. (1999). The power of reading picture books aloud to secondary students. The Clearing House, 73 (1), 51-53.
Dahl, K. L. & Freppon, P. A. (1995). A comparison of innercity children’s interpretation of reading and writing instruction in the early grades in skills-based and entire language classrooms. Reading Research Quarterly, 30 (1), 50-74.
DeCarlo, J. E. (1995). Perspective in entire language. Boston: Allyn and Bacon.
Dickison, D. K. & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29 (2), 104-122.
Dona, D. J. (2003). Methods of reading instruction. Reading their way (pp. 79-85). Lanham, MD: Scarecrow.
Doyle, W. (1983). Academic work. Review of Educational Research, 53 (2), 159-199.


Eanet, M. (1978). An investigation of the REAP reading/ study procedure: Its rationale and efficacy. In P. E. person & J. Hansen (Eds.), Reading: disciplined inquiry in process and practice. The 27th yearbook of the National Reading Conference (pp. 229-232). Clemson, SC: National Reading Conference.
Evans, S. S., Evans, W. H. & Mercer, C. D. (1986). Assessment for instruction. Newton, MA: Allyn and Bacon.
Fisher, C. W. & Hiebert, E. H. (1990). Characteristics of tasks in two approaches to
literacy instruction. The Elementary School Journal, 91 (1), 3-18.
Fuhler, C. J. (1990). Commentary: let’s move toward literature-based reading
instruction. The Reading Teacher, 43 (4), 312-315.
Galda, L., Cullinan, B. E., & Strickland, D. S. (1993). Language, literacy and the
child. New York: Harcourt Brace.
Ghosn I. K. (2002). Four good reasons to use literature in primary school EFL. ELT
Journal, 56 (2), 172-179.
Glazer, J. I. (1997). Introduction to children’s literature. NY: Macmillan.
Glesne, C. (1999). Becoming qualitative researchers: An introduction. (2nd ed.). Longman.
Grabe, W. ( 1991). Current developments in second language reading research.
TESOL Quarterly, 25 (3), 375-406.
Guzzetti, B. J., Kowalinski, B. J., & McGowan, T. (1992). Using a literature-based approach to teaching social studies. Journal of Reading, 36 (2), 114-122.
Herman, J. L., Aschbacher, P. R. & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Herman, P. A. & Kawakami, A. J. & Scheu, J. A. (1990). Assessment and accountability in a entire literacy curriculum. The Reading Teacher, 44 (8), 574-578.
Hiebert, E., & Colt, J. (1989). Patterns of literature-based reading instruction. The Reading Teacher, 43 (1), 14-20.
Hoy, C. & Gregg, N. (1994). Assessment: The special educator’s role. CA:Brook/Cole.
Jiang, H. Y. (2004. Guo-siao ji-ren lao-shih yi ge-yao yun-wun jiang ying-wun rong ru
ge ke jiao-syue jhih mo-shih yan yi ge sih-nian-ji de ban-ji wei li. [A study of
applying English songs and chants to other subjects in an elementary school
used by a homeroom teacher]. Unpublished master’s thesis, National Taipei
University of Education, Taipei, Taiwan.
Johnson, D. M. (1992). Approaches to research in second language acquisition. New York: Longman.
Johnson, P. (1987). Teachers as evaluation experts. The Reading Teacher, 40 (8), 741-743.
Johnson, P. (1992). Constructive evaluation of literate activity. New York: Longman.
Jones, B. F., Amiran, M. R. & Katimas, M. (1985). Teaching cognitive strategies and text structures within language arts programs. In J. W. Segal, S. F. Chipman & R. Glaser (Eds.), Thinking and learning skills: Volum 1, relating instruction to research (pp.259-297). Hillsdale, NJ: Erlbaum.
Kendall, S. (1999). The Role of picture books in children’s spiritual development and meaning making . International Journal of Children’s Spirituality, 4 (1), 61-76.
Kiefer, B. (1984). The artist, the book and the child. presented at The Artist as Storyteller Symposium, (Chicago, IL, October 19-20). Eric Digest. http://www.ed.gov/databases/ERIC_Digest/ed253868. html
Kramer, C. J. (1989). Do children accept literature in the reading class? The Reading Teacher, 42 (4), 343-344.
Krashen, S. (1982). Principles and practices of second language acquisition. New York: Pergamon.
Lamme, L. L. (1989). Authorship: A key facet of entire language. The Reading Teacher, 42 (9), 704-707.
Liao, M, L. (1999). Ru he li yong er-tong gu-shih-shu lai jiao ying-wun. [The ways to use children storybooks for English teaching]. In C. L. Chern & M, L. Liao (Eds. ), Jhan-sin er shih-yong de ying-yu jiao-syue: guo-siao guo-jhong ying-yu jiao-syue jhih-yin (pp. 204-228). [Brand-new and practical ways to teach English: Guidance for elementary and junior high school English teaching]. Taipei: Cavesbooks.
Liao, M, L.& Chian, S. Y. (2001). Yi tong-shu jiao ying-yu jhih cheng-siao yan-jiou [The Effects of English storybooks teaching on children’s English learning]. Di liou jie “er-tong wun-syue yu er-tong yu-yan” syue-shu yan-tao huei lun-wun ji [The Sixth Symposium on Child literature and Language] (pp. 68-89). Taipei: Fu-chun wun-hua.
Lin, F. F. (2004). Ying-wun tong-shu jiao-syue duei gu- siao syu- tong ying-yu syue- si
tai-du jhih yan-jiou. [A study of how English picture book teaching could affect the learning attitude of elementary school students]. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
Lin, H. L. (2003). Integrating English Children’s Books with Teaching Children
English as a Foreign Language in 9-Year Joint Curricula Plan for Elementary and Junior High School. English Teaching and Learning, 27 (4), 15-30.
Lukens R. J. (1990). A Critical handbook of children’s literature (4th ed.) Ohio: Harper Collins.

Lynch-Brown, C. & Tomlinson, C. M. (1993). Essentials of children’s literature. Boston: Allen and Bacon.
Manzo, A. V. (1979). The ReQuest procedure. Journal of Reading, 13 (2), 123-126.
McGee, L. M. (1992). Focus on research: exploring the literature-based reading revolution. Language Arts, 60 (7), 529-537.
Merriam, S. B. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass.
Meyer, L. A. & Wardrop, J. L. (1994). Effects of reading storybooks aloud to Children. Journal of Educational Research, 88 (2), 69-85.
Morrow, L. M. (1989). Using story retelling to develop comprehension. In D. K. Muth (Ed.), Children’s comprehension of text: Research into practice (pp. 37-58). Newark, DE: International Reading Association.
Morrow, L. M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27 (3), 251-275.
Morrow, L. M. & Gambrell, L. B. (2002). Literature-based instruction in the early years. In S. B. Neuman & D. K. Kickinson (Eds). Handbook of early literacy research (pp.348-360). New York:Guilford.
Morrow, L. & Strickland, D. (1989). Interactive experience with storybook reading. The Reading Teacher, 42 (4), 322-323.
Mor-Sommerfeld, A. (2002). Language mosaic. Developing literacy in a second-new
language: a new perspective. Reading Literacy and Language, 36 (3), 99-105.
Moss, J. F. & Fenster, M. F. (2002). From literature to literacy: Bridging learning in the library and the primary grade classroom. Newark: The International Reading Association.

Norris, R. W. (1995). Getting Students More Personally Involved in their Reading and Literature Classes: A Case Study. Fukuoka Women’s Junior College Studies, 49, 35-48. Available: http://www.authorsden.com/visit/viewartiale.asp?id+6351 [2000, July. 23]
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners. Practical approaches for teachers. Virginia: Addison-Wesley.
Robinson, F. P. (1964). Effective Study. New York: Harper & Row.
Routman, R. (1988). Transitions: From literature to literacy. Portsmouth, NH: Heinemann.
Sheiman, D. L. (1999). A brief history of children’s literrature? In H. Nuba, D. L. Sheiman, & M. Searson (Ed.). Children’s literature: Developing good readers (pp.3-24). New York: Garland Publishing.
Shepard, L. A. (1989). Why we need better assessment. Educational Leadership, 46 (7), 4-9.
Shie, C. H. (1996). Chang tan you-hu jiao-syue. [On teaching with games]. Taipei:
Caves Educational Training.
Smallwood, B. A. (1991). The literature connection: A read-aloud guide for multicultural classrooms. MA: Addison Welsley.
Smallwood, B. A. (1992). Children’s Literature for Adult ESL Literacy. ERIC Digest. http://www.ed.gov/database/ERIC_Digest/ed353864.html
Smith, J. A. (1993). Content learning: a third reason for using literature in teaching reading. Reading Research and Instruction, 32 (3), 64-71.
Stahl, S. A., Mackenna, M. C., & Pagnucco, J. R. (1994). The effects of entire- language instruction: An update and reappraisal. Educational Psychologist, 29 (4), 175-185.

Stauffer, R. G. (1975). Directing the reading-thinking process. New York: Harper & Row.
Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60 (5), 627-642.
Susan, C. C. (1999). Effective teaching and literacy learning: A look inside primary classrooms. The Reading Teacher, 52 (4), 370-378.
Sutherland, Z., Monson, D L. & Arbuthnot, M. H. (1981). Children and books
(6th ed.) Glenview, Illinois: Scott, Foresman and Company.
Suzanne, B. (1998). Teaching reading: From process to practice. Belmont. CA:
Wadsworth.
Terry, M. (1998). The place of picturebooks in middle-level classrooms. Journal of
Adolescent & Adult Literacy, 41 (5), 376-382.
Tompkins, G. E., & McGee, L. M. (1993). Teaching reading with literature.
Minneapolis: University of Minnesota.
Tsai, Y. M. (2004). A case study of applying children’s English reading instruction
stratergy in English remedial instruction. Unpublished master’s thesis,
National Taipei University of Education, Taipei, Taiwan.
Tunnell, M. O., & Jacobs, J, S. (1989). Using “real” books: Research findings on
literature based reading instruction. The Reading Teacher, 42 (7), 470-477.
Tyan, N. C. & Shen, Y. P. (2003). Elementary school homeroom teacher utilizing
children’s English literature to assist students’ English learning. The Twelfth International Symposium on English Teaching (pp. 559-569). Taipei: Crane.
Valencia, A. W. (1990). Alternative assessment: Separating the wheat from the chaff.
The Reading Teacher, 44 (1), 60-61.
Winograd, P. & Arrington, H. J. (1999). Best practices in literacy assessment. In L. B.
Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Ed.). Best practice in
literacy instruction (pp. 210-244). New York: Guilford.
Wiseman, D. L. (1992). Learning to read with literature. Boston: Allyn and Bacon.
Worthemn, B. R. & Spandel, V. (1991). Putting the standardized test debate in
perspective. Educational Leadership, 48 (5), 65-69.
Wu, C. C. (2002). Children’s literature and literacy. Journal of Humanities and Arts,1,
215-230.
Xu, Y. Q. (2001). Er-tong wun-syue jhih ping-syuan, ze-yu jiao syue-tan jiou-yi: yi
tu-hua gu-shih-shu jiao-syue wei li. [A study of assessing, choosing and
teaching children literature: an example of picture storybooks]. Di liou jie
“er-tong wun-syue yu er-tong yu-yan” syue-shu yan-tao huei lun-wun ji [The Sixth Symposium on Child literature and Language] (pp. 114-137). Taipei: Fu-chun wun-hua.
Yang, S. M. (2000). Tan ying-wun tong-shu zai guo-siao ying-wun jiao-syue shang de ying-yong. [Applying English picture books to elementary English teaching]. Guidance of Elementary education, 39 (5), 8-14.
Yao, S. H. (2003). Gu-shih jiao-syue zai guo-siao ying-yu ke-cheng jhih shih-shih
yan-jiou. [A study of applying English storybooks to elementary English classes]. Unpublished master’s thesis, National Kaohsiung University of Education, Kaohsiung, Taiwan.
Zhang, C. X. & Wang R. T. (1976). Luo-shih jiao-yo sin-li-syue. [Luo-shin educational psychology]. Taipei: Da-sheng.
Zhan, W. J. (2001). Yue-dou huo-dong zai jhuang-siao ying-yu jiao-syue shang de
ying-yong [Applying reading activities to elementary English teaching].
Educational Resources and Research Bimonthly, 38, 8-1 1.