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研究生:劉子瑜
研究生(外文):Tzu-yu Liu
論文名稱:五年級生對兒童英詩的讀者回應研究
論文名稱(外文):Exploring Fifth Graders’ Oral Responses to Children’s Poetry in EFL Context
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:兒童英語研究所
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:2009
畢業學年度:97
語文別:英文
論文頁數:113
中文關鍵詞:兒童英詩讀者回應文學討論小組
外文關鍵詞:children’s poetryreader responsesliterature discussion
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閱讀是意義建構的過程。讀者會用已知的知識來建構未知,與文本互動。然而閱讀教學在台灣的小學中,首先強調的是單字和片段的學習,閱讀理解相對地被忽視,閱讀文學作品所需要的情感回應也同樣很少被提及。所以這項研究採用讀者回應方法的團體討論形式,融合兒童英詩教學,以促進年幼讀者和文本的連結。本研究的目的在探索五年級小學生對兒童英詩的口頭回應,在團體討論中他們回答輔助性問題,並接受老師的協助。總共有五位同學參加這項研究,他們一星期接受一次的兒童英詩教學,另外一個星期就討論那首詩,整個研究歷時八週 ,為獲取分類讀者回應所需要的資料,四首詩的討論過程轉為文字檔進行質性分析,這五位學生也同時接受研究者的訪談,以了解他們對於閱讀小組的看法。研究結果顯示,學生的口頭回應包含了察覺、詮釋、專注、想像或創造、聯想經驗、評價和其他。此外,學生指出了他們的閱讀理解和美感經驗都增加了,老師是學生讀者回應的有效架構者,同儕發言也豐富了個人的回應內容。總而言之,這篇的研究發現指出參與討論的學生有能力回應兒童英詩,也就是小組討論成功地引出學生的口頭回應並增進閱讀理解。
Reading is a process of meaning construction. Readers bring what they know to their reading and interact with the text. However, reading instruction at elementary level in Taiwan focuses on vocabulary and fragmental learning in the first place. Comprehension is relatively neglected while students’ affective responses associated with literary reading experiences are rarely concerned. This study employed a response-based approach using literature discussion integrated with children’s poetry instruction to connect young readers to the text. The purpose of the present study was to explore fifth graders’ oral responses to children’s poetry in literature discussion with the assistance of the teacher and prompts. There were five fifth graders enrolled in this study and the children received a 40-minutes poetry instruction once a week followed by a discussion on the given poem in the next week. The study lasted eight weeks in all. The qualitative analysis of four discussions on the poems and transcriptions was conducted in order to categorize students’ responses. In addition, interview was done with the five students in order to investigate students’ perceptions of literature discussion. Results of this study showed that students’ oral responses contained perception, interpretational response, involvement, associational response, evaluation, question, and miscellany. Moreover, students indicated that reading is enhanced both intellectually and affectively; the teacher was perceived to scaffold students’ responses efficiently; peer’s responses enriched individual responses. To sum up, the findings of the study showed that students who joined in literature discussion were able to respond to children’s poetry. The study revealed that literature discussion successfully elicited students’ responses and enhanced their comprehension.
TABLE OF CONTENTS
ABSTRACT (ENGLISH) i
ABSTRACT (CHINESE) iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix

CHAPTER ONE INTRODUCTION 1
Background and Motivation of the Study 1
The Value of Children’s Responses to Literature 1
The Benefits of Children’s Poetry 2
The Importance of Literature Discussion 4
Purpose of the Study and Research Questions 7
Definition of Terms 7
Significance of the Study 10

CHAPTER TWO LITERATURE REVIEW 13
Reader Response Theory 14
Conceptions of Reader Response Theory 14
Adopting a Response-Based Approach 17
Responses to Literature 19
The Relationship between Comprehension and Responses 19
Studies of Categorization of Responses to Literature 22
Reading Poetry 24
Reading Model 24
Poetry Reading Instruction 29
Overview of the Role of Discussion as Response to Literature 31
Role of Discussion in the Teaching and Learning of Literature 31
Implementation of Literature Discussion 34
Teacher’s Roles in Discussion 35
Case Studies on Responses through Discussion 37

CHAPTER THREE METHOD 41
Participants 41
Instruments 42
Material 42
Discussion Questions 43
Researcher 44
Interview Questions 45
Procedure 46
Poetry Instructions 46
Data Collection 48
Data Analysis 50
Pilot Study 53

CHAPTER FOUR RESULTS 55
Students’ Major Responses to Children’s Poetry 55
Students’ Perceptions of Literature Discussion 61

CHAPTER FIVE DISCUSSION AND CONCLUSION 71
Discussion 71
Students’ Oral Responses to Children’ Poetry 72
Students’ Perceptions of Literature Discussion 81
Applications of the Study 85
Limitations of the Study 86
Recommendations for Future Research 88
REFERENCES 89
APPENDICES 101
Appendix A Selected Poems in the Main Study 101
Appendix B Questions for Interview 103
Appendix C Selected Poems in the Pilot Study 104
Appendix D Examples of the Categories of Responses to Four Poems 106
Appendix E A Sample of Interview 112
LIST OF TABLES

Table 2.1 Procedures of Reading Instruction 26
Table 3.1 Questions for Interview 46
Table 4.1 Categorized Scheme of Students’ Responses 56
Table 4.2 Examples of the Categories of Responses in “April Rain Song” 106
Table 4.3 Examples of the Categories of Responses in “Headstand” 107
Table 4.4 Examples of the Categories of Responses in “Autumn woods” 108
Table 4.5 Examples of the Categories of Responses in “Until I Saw the Sea” 109
Table 4.6 Examples of the Other Categories of Responses 111
Table 4.7 Students’ Perceptions of Literature Discussion 62
Table 5.1 Analysis of Students’ Responses 74

LIST OF FIGURES

Figure 3.1 Procedure of Data Collection 50
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