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研究生:洪雯琦
研究生(外文):Wen-Chi Hung
論文名稱:讀者劇場對國小學童外語學習焦慮的影響之研究
論文名稱(外文):The Impact of Readers Theater Activities on Students' Foriegn Language Learning Anxiety: A Study on Elementary EFL Students in Taipei City
指導教授:何東憲何東憲引用關係
指導教授(外文):Tung-Hsien He
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:123
外文關鍵詞:Readers Theater ActivitiesForeign Language AnxietyHigh Achievers and Low Achievers of EFL Students
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摘要
本研究主要目的為探討讀者劇場活動對國小學童外語學習焦慮的影響,並進一步探究不同成就學生外語學習焦慮的異同處。本研究以台北市某國小三年級的四個班級為對象,進行為期八週的讀者劇場教學,並對30名英語高成就與30名英語低成就學習者施以Horwitz等人所設計的外語學習焦慮量表(FLCAS)以探究學生在接受讀者劇場教學前的焦慮程度,並以相同量表進行後測來了解讀者劇場活動對學生的外語學習焦慮是否有顯著影響。並以獨立樣本t考驗及相依樣本t考驗來分析組間與組內學生外語學習焦慮的變化。除了FLCAS量化的研究方法外,並抽取英語高成就與低成就者各12名來進行學生訪談作為輔助問卷結果的交互參照。
研究結果發現,在經過八週的讀者劇場教學,英語高成就及低成就的學生的外語學習焦慮均顯著降低。但低成就學生在溝通焦慮 (communication apprehension) 上未達顯著差異。雖然實施讀者劇場教學後高低成就學生的外語學習焦慮降低了,研究結果顯示讀者劇場教學對於高低成就學生降低外語學習焦慮有顯著的影響,但低成就生的焦慮還是顯著高於高成就生。最後依據本研究結果提出建議並鼓勵教師將讀者劇場教學融入於英語教學課程中。
Abstract
The present study aimed to investigate the effects of Readers Theater (RT) activities on Foreign Language Learning Anxiety (FLLA) of EFL elementary students of different achievement level. Subjects were chosen from elementary third graders in Taipei City, and implemented RT activities for eight weeks. Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986) was used to measure FLLA before and after the implementation of RT activities. Interview results were used as the cross-reference comparison with data obtained from the questionnaire.
The statistical data indicated that after receiving 8-weeks of RT activities the low achieving participants are more anxious than their counterparts. But both underwent the reduction of anxiety level. The high achieving participants experience significant decrease in all six dimensions of anxiety after RT activities. But for the low achieving participants, no significant decrease was found in their communication apprehension after RT instruction. Finally all six dimensions of the high achievers’ anxiety were significantly lowered than those of the low achievers.
Based on the results, it suggests that RT activities can reduce participants’ anxiety, but they may not be able to exercise an identical impact on the low achievers’ anxiety as they do on the high achievers. The findings suggest that students indeed experience FLLA, and teachers can incorporate RT activities into the curriculum.
Table of Contents

ACKNOWLEDGEEMENTS i
ABSTRACT (CHINESE) ii
ABSTRACT (ENGLISH) iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii

CHAPTER 1 INTRODUCTION 1
1.1 Background and Motivation of the Study 1
1.2 Purpose and Research Questions of the Study 4
1.3 Significance of the Study 5
1.4 Definition of Terms 7
1.4.1 Readers Theater 7
1.4.2 Foreign Language Anxiety 8
1.4.3 High Achievers and Low Achievers of EFL Students 8

CHAPTER 2 LITERATURE REVIEW 9
2.1 Readers Theater 9
2.1.1 Definition of Readers Theater 10
2.1.2 Features of Readers Theater 11
2.1.3 Readers Theater in the Classroom 13
2.1.4 Benefits of using Readers Theater in the Classroom 14
2.1.4.1 RT can Improve Reading Ability and Reading Fluency 15
2.1.4.2 RT can Enhance Motivation to Read 16
2.1.5 Implementing Readers Theater into EFL Elementary Classroom 19
2.1.5.1 Primary Reading 20
2.1.5.2 Round Robin Reading 21
2.1.5.3 Instant Reading 22
2.1.5.4 Cooperative Reading 23
2.1.5.5 Rehearsals before Staged Reading 23
2.1.5.6 Staged Reading 24
2.1.6 Techniques for Conducting Readers Theater in the Classroom 25
2.2 Anxiety 26
2.2.1 Perspectives on Anxiety 27
2.2.2 The Concept of Foreign Language Anxiety 29
2.2.3 The Components of Foreign Language Anxiety 30
2.2.3.1 Communication Apprehension 30
2.2.3.2 Fear of Negative Evaluation 31
2.2.3.3 Test Anxiety 32
2.2.4 The Influences of Foreign Language Anxiety 33
2.2.4.1 Facilitating and Debilitating Effects of Foreign Language
Anxiety 34
2.2.5 Measuring of Foreign Language Anxiety 35
2.3 Sources and Factors That Provoke Foreign Language Anxiety 37
2.4 Readers Theater and Language Anxiety 38
2.5 Summary 41

CHAPTER 3 METHODOLOGY 43
3.1 Pilot Study 43
3.2 Main Study 44
3.2.1 Participants 46
3.2.2 Instruments 47
3.2.2.1 Foreign Language Classroom Anxiety Scale (FLCAS) 48
3.2.2.2 Implementation of Readers Theater 49
3.2.2.2.1 Script Selection 50
3.2.2.2.2 Group Formation 51
3.2.2.2.3 Implementation of RT into Classroom 51
3.2.2.3 Interview 54
3.2.3 Data Collection Procedures 54
3.3 Data Analysis 55

CHAPTER 4 RESULTS AND DISCUSSION 57
4.1 Results and Discussion from the FLCAS 57
4.1.1 FLCAS Scores 58
4.1.2 Results of Implementation of RT Activities and its Impact on High and
Low Achievers 63
4.1.3 Differences in the High and Low Achievers of English 72
4.2 Results and Discussion from the Interview 78
4.2.1 Student’s Language Anxiety in General 79
4.2.2 How RT Activities Affects Student’s Language Anxiety 82


CHAPTER 5 CONCLUSION 87
5.1 Summary of the Major Findings 87
5.2 Implications 89
5.3 Limitations and Suggestions for Further Studies 90

REFERENCES 93
APPENDICES 103
Appendix A Foreign Language Classroom Anxiety Scale (FLCAS) 103
Appendix B Foreign Language Classroom Anxiety Scale for Main Study 105
Appendix C Readers Theater Script I: Spring, Summer, Fall and Winter 107
Appendix D Readers Theater Script 2: Where’s the Robot? 109
Appendix E Readers Theater Script 3: How’s the Weather? 111
Appendix F Readers Theater Lesson Plan for Script 1 113
Appendix G Readers Theater Lesson Plan for Script 2 117
Appendix H Readers Theater Lesson Plan for Script 3 120
Appendix I Interview Questions (Chinese Version) 123
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