臺灣博碩士論文加值系統

閱讀的歷程是一項非常複雜的心裡運作的過程，除了基本的識字能力外，還涉及了轉換、精緻化訊息等一連串的解構過程。台灣的國小英語閱讀教學通常只重視字、詞、句等由部分至整體的學習策略，而忽略了閱讀理解的重要性。本研究採故事結構教學結合歌曲教學來幫助兒童能夠清楚辨別故事的主要結構。本研究旨在探討藉由英語歌曲教學融入故事結構教學對於台灣五年級學童英語閱讀理解之成效及影響。參與本研究對象為五十五位五年級學童，分為控制組以及實驗組，分別接受傳統歌曲教學以及故事結構教學結合歌曲教學。另外，本研究對象接受為期每週一次四十分鐘且為期十五週的故事歌曲閱讀策略教學。根據統計分析之結果顯示，接受英語歌曲教學融入故事結構教學能有效增進國小五年級學童之英語閱讀理解能力。此外，經由問卷結果顯示，學童對於故事歌曲閱讀策略教學有正面學習態度。本研究結果顯示出有效的閱讀策略教學能夠增進國小學童英語閱讀理解能力。

Reading is a complicated task involving not only literate knowledge but also a delicate information decoding process. Many young EFL learners in Taiwan have problems understanding what they read as most English instructional approaches in elementary school focus on sentence level decoding rather than text comprehension. This study employed a strategic approach using direct story grammar instruction integrated with song teaching to assist young learners in identifying major story elements of the reading text. Its purpose was to investigate the effectiveness of song teaching integrated with reading instruction as to foster strategic English reading proficiency. While in the control condition, traditional song instruction was modeled and practiced. There were totally 55 students enrolled in this study and these children received a 40-minutes lesson once a week. This study lasted 15 weeks in all. The quantitative analysis of the pretest, posttest (proficiency test) and five immediate story comprehension posttests were conducted through descriptive statistics in order to see if there was any significance after the experimental treatment. Moreover, a feedback questionnaire was administered to the students in the experimental group in order to investigate the students’ attitudes toward story grammar instruction with song teaching. Results of this study showed that students who received story grammar instruction with song teaching approach made significant progress on English reading comprehension compared to the students in the control group. Also, the students in the experimental group showed positive attitudes toward learning English and story grammar. In conclusion, the findings of the study show that students who received song teaching with reading instruction made significant progress in English reading comprehension compared to those students without in the control group. This study revealed the positive effect of teaching reading strategies to young EFL learners in the enhancement of reading comprehension.

ABSTRACT (ENGLISH)i
ABSTRACT (CHINESE)iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x

CHAPTER ONE INTRODUCTION 1
Introduction 1
Background and Motivation 1
The Benefits and Necessities of Story Grammar Instruction 6
The Benefits and Necessities of Song Teaching in Reading Instruction 7
Purpose of the Study 9
Research Questions 10
Definition of Terms 11

CHAPTER TWO LITERATURE REVIEW 15
Reading Comprehension 15
Components of Reading Comprehension 15
Reading Comprehension Processes 17
Schema Theory 21
Definition of Schema Theory 21
Schema Activation 22
Schema Theory and Reading Comprehension 23
Functions of Schema in Reading Comprehension 23
Types of Schema in Reading Comprehension 25
Reading Comprehension Strategies 29
Effects of Reading Comprehension Strategies 30
Songs and Reading Comprehension 36
Effects of Songs on Reading Skills 36
Teaching Methodologies of Songs in Reading Instruction 43
Music Integrated Instruction and Reading 44
Teaching Methods in the Use of Songs on Reading Comprehension 47
Application of Songs on Reading Comprehension Instruction 49

CHAPTER THREE METHODOLOGY 54
Participants and Setting 54
Instruments 56
English Learning Background Questionnaire 56
Pretest 57
Immediate Story Comprehension Posttest 58
Posttest 59
The Questionnaire of Students’ Attitudes toward Teaching Story Grammar Through Songs 59
Materials and Instructions 60
Teaching Materials 60
Reading Instructions 64
Experimental Group 64
Control Group 66
Procedure 68
Data Analysis 70

CHAPTER FOUR RESULTS AND DISCUSSIONS 71
Results of the English Reading Proficiency Pretest 72
Results of the English Proficiency Posttest 73
Results of the Immediate Story Comprehension Posttests 75
Results of the Story Reading Comprehension Posttest 77
Results of the Story Grammar Instruction with Song Teaching Questionnaire 79

CHAPTER FIVE CONCLUSIONS 89
Summary of Major Findings 89
Pedagogical Implications 93
Limitations of the Study 97
Suggestions for Future Research 98

REFERENCES 102
APPENDICES 119
Appendix A The Questionnaire of Students’ English Learning
Background 119
Appendix B Sample English Reading Proficiency Test 120
Appendix C Sample of Immediate Story Comprehension Posttest 128
Appendix D Sample English Proficiency Post Test 129
Appendix E Sample of the Questionnaire of Students’Attitudes Toward Story Grammar Instruction with Song Teaching 137
Appendix F Sample Teaching Materials 139
Appendix G Sample Worksheet to Recall the Story 141
Appendix H Sample Story Grammar Guide 142

LIST OF TABLES
Table 2.1 Categories Included in a Simple Story…………………………….. 28
Table 2.2 Examples of Echo-phrase Method and Holistic Method 48
Table 3.1 T- test on the Pre-instructional English Reading Proficiency Test
Result……………………………………………………………….
55
Table 3.2 Reading Materials Used in this Study……………………………... 61
Table 3.3 Procedures of Reading Instructions in the Experimental Group and
the Control Group…………………………………………………..
67
Table 3.4 Time Table for the Experiment…………………………………….. 69
Table 3.5 Procedure of the Research Design………………………………… 69
Table 4.1 Independent Samples T-test on the English Reading Proficiency
Pretest Result……………………………………………………….
72
Table 4.2 Independent Samples T-test on the English Reading Proficiency
Posttest Result…………………………….......................................
73
Table 4.3 Paired Samples T-test Results of the Experimental Group………... 75
Table 4.4 Comparison of the Immediate Story Comprehension Posttest of
Identifying Story Elements between the Control and the
Experimental Groups……………………………………………….
76
Table 4.5 T- test on the Post-instructional Story Reading Comprehension
Test Result………………………………………………………….
78
Table 4.6 Results of Level of Interests in Learning English in Story
Grammar Instruction with Song Teaching Questionnaire………….
81
Table 4.7 Results of Level of Attitudes toward Story Grammar Instruction
Combined with Song Teaching…………………………………….
84
Table 4.8 Results of Level of Attitudes toward Reading Comprehension in
Story Grammar Instruction with Song Teaching…………………...
86
x
LIST OF FIGURES
Figure 2.1 Contexts Pyramid………………………………………………... 16
Figure 2.2 The syntactic structure of the story……………………………… 26
Figure 2.3 The semantic structure of the story……………………………… 27

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