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研究生:黃良盟
研究生(外文):Liang-meng Huang
論文名稱:朗讀繪本對國小學生英語學習之研究
論文名稱(外文):A Study of Reading Aloud to Elementary School EFL Students
指導教授:鄧慧君鄧慧君引用關係
指導教授(外文):Huei-Chun Teng
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:應用外語系
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:2008
畢業學年度:96
語文別:英文
論文頁數:159
中文關鍵詞:英文圖畫書朗讀
外文關鍵詞:Reading aloud
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本研究旨在探討朗讀英語繪本對國小學童英語學習之效益。主要探討問題包括:(1) 朗讀英文繪本對學童單字及閱讀理解之效益為何? (2) 學生對朗讀英語繪本活動之看法為何?本研究測試對象為桃園某國小的兩班64位五年級學生。此研究採用單字測驗,閱讀理解測驗,問卷及訪談四項工具。研究者隨機選取一班為實驗組,另一班為控制組,二班同學皆閱讀所指定的三本英語繪本。實驗組聽老師朗讀故事內容,控制組則自己默讀,之後兩組皆接受單字及閱讀理解測驗。測驗後,實驗組學生填寫問卷並隨機抽樣7位學生接受訪談。研究結果顯示,實驗組及控制組學生在單字後測上有顯著的進步,然而二組單字後測並無顯著差異;實驗組及控制組的學生在閱讀測驗並無顯著差異。此外,英語繪本符合學生的興趣,學生接受度高。學生並肯定聽老師朗讀英語繪本對單字、閱讀理解、學習興趣的增進。最後,本研究依據實驗結果對教育當局、學校單位、英語教師及兒童文學作者提出一些具體建議。
The purpose of this study was to investigate the effects of read-alouds from English picture books on elementary school students’ EFL vocabulary and reading comprehension. Also examined were students’ perceptions toward read-alouds. The participants were 64 fifth-graders, composed of two intact classes from an elementary school in Touyuan. The instruments in the current study included vocabulary tests, comprehension tests, a questionnaire and an interview guide. Three English picture books were used as the reading material. The participants were randomly assigned to two treatment groups: The experimental group listened to stories read aloud, while the control group read silently on their own. All participants were given vocabulary tests and reading comprehension tests after reading or being read to. After completing the tests, participants in the experimental group were required to fill out a questionnaire and seven participants were randomly chosen for interviews. Participants in both groups made significant progress in the posttests. However, there was no statistically significant difference in vocabulary posttests scores between these two groups. As for the comprehension level, there was no statistically significant difference between students who were read aloud to and those who read silently on their own. In addition, it was found that students were attracted to English picture books. Students expressed a positive attitude toward the effectiveness of read-alouds on vocabulary development, reading comprehension enhancement and interest increase. Finally, based on the study results, some suggestions have been made for education administrators, school authorities, English teachers and material writers to take into consideration.
TABLE OF CONTENTS
Abstract (Chinese) i
Abstract (English) ii
Acknowledgement iv
Table of Contents v
List of Tables viii
List of Appendices ix
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purpose of the Study 6
Statement of Research Questions 7
Definitions of Key Terms 7
Significance of the Study 8
CHAPTER TWO LITERATURE REVIEW
Overview of Reading Aloud 10
Benefits of Reading Aloud 10
Techniques of Effective Reading Aloud 17
Teachers as Role Models in Reading Aloud 21
Research on Reading Aloud Abroad and in Taiwan 24
Reading Aloud and Vocabulary 24
Reading Aloud and Comprehension 32
English Children’s Literature 36
Picture Books in Read-Alouds. 36
Selection of Picture Books 41
Research on Picture Books in Elementary Schools in Taiwan 45
CHAPTER THREE METHODOLOGY
Participants 51
Materials 52
Instruments 55
Vocabulary Tests 55
Comprehension Tests 58
Questionnaire 59
Interview Guide 60
Procedures 60
Data Analysis 64
Pilot Study 65
CHAPTER FOUR RESULTS
Analysis of Vocabulary Development 67
Analysis of Reading Comprehension 71
Results of the Questionnaire 72
Results of Interviews 82
CHAPTER FIVE CONCLUSIOS AND RECOMMENDATIONS
Summary of the Study 86
Discussion of the Results 87
Implications of the Study 105
Limitations and suggestions for Further Research 107
Conclusion 109
REFERENCES 111
APPENDICES 131

LIST OF TABLES
Table 2.1 Advantages of Using Picture Books in Classroom 40
Table 2.2 The Category of Relevant Research 46
Table 3.1 Topics of Picture Books 54
Table 3.2 Difficulty Levels of Words for Picture Books 57
Table 4.1 Descriptive Statistics of Vocabulary Pretests 68
Table 4.2 Descriptive Statistics of Vocabulary Posttests 68
Table 4.3 t-test of Vocabulary Pretests 69
Table 4.4 t-test of Vocabulary Posttests 69
Table 4.5 Paired t-test of Pretests and Posttests 70
Table 4.6 t-test between Experimental and Control Groups 70
Table 4.7 Descriptive Statistics of Reading Comprehension Tests 72
Table 4.8 t-test of Reading Comprehension Tests 72
Table 4.9 Students’ Responses to Questionnaire 73
Table 4.10 Responses to the Picture Book Readings 80



LIST OF APPENDICES
Appendix 1 Story of Mouse Count 131
Appendix 2 Story of A Snake Mistake 133
Appendix 3 Story of Widget 135
Appendix 4 Vocabulary Test – Mouse Count 136
Appendix 5 Vocabulary Test – A Snake Mistake 137
Appendix 6 Vocabulary Test – Widget 138
Appendix 7 High-Frequency Words List 139
Appendix 8 Fry readability Formula 145
Appendix 9 Comprehension Test – Mouse Count 146
Appendix 10 Comprehension Test – A Snake Mistake 147
Appendix 11 Comprehension Test – Widget 148
Appendix 12 Questionnaire (Chinese Version) 149
Appendix 13 Questionnaire (English Version) 150
Appendix 14 Interview Guide (Chinese Version) 151
Appendix 15 Interview Guide (English Version) 152
Appendix 16 Interview Transcription (Chinese Version) 153
Appendix 17 Interview Transcription (English Version) 156
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Wan, F. Y., & Lee, S. Y. (2007). From listeners to readers with storytelling to bridge the gap. Selected Papers from the 16th International Symposium and Book Fair on English Teaching (pp.545-553). Taipei, Taiwan: The Crane Publishing Co.
Wan, F. Y. (2007). The power of reading aloud on language acquisition: Research, theory, and implications. Master Thesis, National Taiwan University of Science and Technology, Taipei
Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
Winters, R. (2001). Vocabulary anchors: Building conceptual connections with young readers. The Reading Teacher [on-line], 54. Available: http://newfirstsearch.oclc.org
Wojciechowski, L., & Zwig, D. (2003). Motivating student reading through read-alouds and home-school independent reading. An action research project, Saint Xavier University & SkyLight.
Wright, K. (1992). A fourth-grade read-aloud program. Master’s Thesis, Fort Hays State University.
Yaden, D. (1988). Understanding stories through repeated read-alouds: How many does it take? The Reading Teacher, 41, 556-560.
Yopp, H. K. (1995). Read-aloud books for developing phonemic awareness: An annotated bibliography. The Reading Teacher, 48, 538-541
Zapparoli, R., & Su, I. (2007). Rethinking Taiwan’s grade one English curriculum, Selected Papers from the 16th International Symposium and Book Fair on English Teaching (pp.603-614). Taipei, Taiwan: The Crane Publishing Co.

Children’s Books Cited
McFarland, L. R. (2001). Widget. New York: Farrar Straus Giroux
Smith, M. (2004). A Snake Mistake. Taipei, Taiwan: East & West Book Co.
Walsh, E. S. (1991). Mouse Count. New York: Scholastic Inc.
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