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研究生:楊冠玲
研究生(外文):Kuan-ling Yang
論文名稱:兒童閱讀英語繪本之行為策略和回應研究-高雄市國小學童之個案研究
論文名稱(外文):EFL CHILDREN’S READING BEHAVIORS, STRATEGIES AND RESPONSES TOWARDS ENGLISH PICTURE BOOKS—CASE STUDIES OF FOUR ELEMENTARY STUDENTS IN KAOHSIUNG CITY
指導教授:楊昕昕楊昕昕引用關係
指導教授(外文):Hsin-hsin Yang
學位類別:碩士
校院名稱:國立屏東教育大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:164
中文關鍵詞:教師的閱讀指導教學英語繪本的選擇學生的閱讀回應閱讀動機
外文關鍵詞:Instructor’s Interactive InstructionReading SelectionsStudents’ Reading
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摘要
本文主要調查教師指導學生閱讀英語繪本的互動模式,藉由寫閱讀回應筆記和教師對學生的閱讀指導模式,來瞭解學生個人的閱讀行為、閱讀策略和閱讀回應有哪些。除此之外,同時瞭解和檢視教師在長時間對學生個別指導閱讀之影響有哪些。
本個案研究對象是高雄市二位國小五年級學童和二位國小六年級學童,每位學生會因為個別的學習差異、不同背景知識和閱讀英語繪本的文本不同,而有不同的意義建構、回應和詮釋。本研究包含:質化和量化分析,資料來源主要包含:學生的閱讀筆記、相關問卷和研究工具。本研究以Andrea DeBruin-Parecki (2004, p.20)的教師閱讀行為模式表,作為量化分析的工具,呈現教師在指導學生閱讀的互動行為,和以質化分析的方式來解釋學生在此閱讀過程的行為和回應表現。
根據本研究的結果,有以下幾點發現:
1. 教師對學生指導閱讀,幫助學生找到屬於自己的閱讀方式和策略。這些教學
策略和教學行為幫助學生瞭解英語繪本的內容,讓她們成為有信心和獨立的
閱讀者。
2. 本研究所選擇的英語繪本,其標準、種類和使用方式,可以幫助學生有更多
的閱讀回應。
3. 教師合適的閱讀指導方式對學生在閱讀繪本時,使學生產生熱切的回應和對
繪本內容的想法。
4. 閱讀筆記的功用可以增進學生的閱讀興趣和學習動機。
根據本研究的結果發現,建議國小教師和父母可以提供學生個別的閱讀指導,幫助學生找出屬於自己的英語繪本來進行閱讀,這可以增進學生的閱讀興趣;而且,也可以增強他們的學習動機。另外,教師和父母也可以讓孩子們運用閱讀筆記,來記錄他們所讀過的書籍、寫下心得感想和閱讀回應。
關鍵字: 教師的閱讀指導教學、英語繪本的選擇、學生的閱讀回應、閱讀動機、
閱讀興趣
ABSTRACT
The purpose of this study was to investigate EFL children''s reading responses through the instructor’s instructing skills and also by these young readers'' journals toward reading picture books, in order to explore their reading strategies and behaviors while they did the individual reading. Moreover, the effects of the
instructor’s interactive instructing skills on each student as the individual cases on long-term reading practice were also examined.
The subjects in this study were two sixth-grade students and two fifth-grade students from Kaohsiung City. They were chosen on the account of how they showed the initial stage of their English picture book reading. In thisstudy, both qualitative and quantitative analyses were performed. The data were collected from students'' response journals, related questionnaires and devices. They were mainly analyzed according to The Categories of Instructor Reading Behaviors (Adapted from Andrea DeBruin-Parecki (2004, p.20): ACIRI) in order to examine what kinds of teacher’s
interactive instructing skills occur frequently during the reading activities.
Based on the quantitative and qualitative analysis, the major findings of the present study were: (1) The instructor’s interactive instruction helped students acquire the skills and strategies they needed so that students could understand a reading text and became independent and confident readers, (2) The functions of reading selections had a great impact on students’ reading responses, (3) The Teacher’s appropriate Interactive Instruction encouraged Students’ Reading Responses toward reading picture books, and (4) The functions of response journals on students’ reading
motivation and interests were beneficial.
The findings of the present study for the pedagogical implications in the EFL context suggested that EFL teachers in the elementary school and parents could
implement individual reading with children and help children select appropriate picture books which could reinforce their reading motivation and interest. Moreover,
children should be encouraged to share their responses with teachers or parents by these response journals to help teachers and parents improve their reading instruction
skills.
Key words: Instructor’s Interactive Instruction, Reading Selections, Students’ Reading
Responses, Response Journals, Reading Motivation, Reading Interests
i
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION……………………………………… 1
1.1 Background and Motivation………………………………………………. 1
1.2 Purposes of the Study……………………………………………………… 4
1.3 Research Questions of the Study………………………………………….. 5
1.4 Significance of the Study…………………………………………………... 6
1.5 Definition of Terms………………………………………………………… 6
CHAPTER TWO LITERTRATURE REVIEW………………………….. 10
2.1 Children’s Literature and the Application of Picture Books…………….. 10
2.1.1 Significance of Children’s Literature in Literacy
And Language Development………………………………………….. 10
2.1.2 Children’s Word Recognition and Reading Comprehension
With Context.......................................................................................... 13
2.1.2.1 The context of reality and pictures………………………………. 13
2.1.2.2. The Whole Language Context…………………………………... 14
2.1.3 Teachers’ Beliefs of Employing Picture Books on English Teaching…. 15
2.1.4 Criteria of Selecting Picture Books……………………………………. 17
2.2 Reading Behaviors and Strategies…………………………………………. 22
2.2.1 Instructor Interactive Instructing skills and Verbal Interactions
Occurring During Shared Reading……………………………………... 22
2.2.2 The Categories of Instructor and Student Reading Behaviors………… 26
2.2.3 Interactive Strategies…………………………………………………... 32
2.2.3.1 Personal schema……………………………………………….. 32
2.2.3.2 Semantic Cueing System………………………………………… 32
2.2.3.3 Syntactic Cueing System………………………………………... 33
2.2.3.4 Grapho-phonic Cueing System………………………………..... 33
2.2.3.5 The Phonological and the Direct Visual Access
Routes to Meaning……………………………………………… 33
ii
2.2.4 The Act of Reading: Transaction and Process…………………………. 35
2.2.4.1 Transaction with Literature……………………………………...... 35
2.2.4.2 Stance……………………………………………………………... 36
2.2.4.3 The text……………………………………………………………. 37
2.3 Student Responses……………………………………………………….... 37
2.3.1 The Importance of Student Responses toward Reading Selections…….. 37
2.3.2 Reading as Experienced Meaning and Language Experience…………... 38
2.3.3 Students’ Writings in Reading Journals…………………………………. 40
CHATPER THREE METHODOLOGY…………………………………... 44
3.1 Subjects and Their Backgrounds………………………………………… 44
3.2 Research Devices and Instruments………………………………………. 44
3.2.1 The Selection of Picture Books………………………………………… 45
3.2.2 The Questionnaire of Students’ Reading Interest and Background……. 45
3.2.3 Observation Form of Instructor and Student
Interactive Reading Categories………………………………………… 45
3.2.4 Children’s Response Journals…………………………………………. 46
3.2.5 The Questionnaire on Students’ English Reading Strategies and
Reading Behaviors after Reading Picture Books…………………….. 46
3.2.6 Reading Comprehension Worksheets for each picture book.................. 46
3.2.7 The Questionnaire on Student Responses to Reading Picture Books… 47
3.2.8 MP4 Recording the Reading Process Each Time…………………… 47
3.3 Operation and Procedure……………………………………………… 47
3.3.1 Reading Process and Steps…………………………………………. 47
3.3.2 Procedure of Reading Instructions…………………………………. 49
3.4 Data Analysis………………………………………………………….... 50
3.4.1 Quantitative Analysis………………………………………………... 51
iii
3.4.2 Qualitative Analysis…………………………………………………. 53
CHAPTER FOUR RESULTS AND DISCUSSIONS
4.1 Results of Case Studies………..………………………………………… 55
4.1.1 Subject One: Lily…………………………………………………….. 55
4.1.2 Subject Two: Jessie…………………………………………………... 58
4.1.3 Subject Three: Penny………………………………………………… 60
4.1.4 Subject Four: Laura………………………………………………….. 62
4.2 The Effects of Reading Selections on Students’ Reading
Responses………………………………………………………………. 65
4.3 The Relationships between the Teacher’s Interactive Instruction and
Students’ Reading Responses…………………………………………… 66
4.4 The Use of Response Journals on Students’ Effective and Positive Reading
Practice…………………………………………………………………… 67
4.4.1 Students’ Literary Evocation…………………………………………. 67
4.4.2 Students’ Aesthetic Responses in Reading……………………………. 70
CHAPTER FIVE CONCLUSION, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusion ……………………………………………………………….. 82
5.2 Pedagogical Implications………………………………………………... 85
5.3 Limitations and Suggestions…………………………………………….. 86
REFERENCES………………………………………………………………. 89
APPENDIXES……………………………………………………………….. 96
Appendix 1: The Selection of Picture Books………………………………. 96
iv
Appendix 2: Observation Form of Instructor and Student
Interactive Reading Categories……………………………. 98
Appendix 3: Children’s Response Journals……………………………... 100
Appendix 4: The Questionnaire of Students’ Reading
Interest and Background…………………………………... 101
Appendix 5-A~5-D: Subjects and their Backgrounds………………….. 105
Appendix 6-A: Parents’ Concern Form (Chinese Version)…………….. 109
Appendix 6-B: Parents’ Concern Form (English Version)……………... 110
Appendix 7: The Questionnaire on Student English Reading Strategies
and Reading Behaviors Regarding Reading Picture Books 111
Appendix 8-A: Reading Comprehension Worksheets…………………... 114
Appendix 9: The Questionnaire on Student Responses to
Reading Picture Books…………………………………….. 115
Appendix 10: The Selected Picture Books for Individual……………… 119
Appendix 11: Instructor’s and the Student’s Roles and their Behaviors
In the Reading Process and Steps of the Experiment….. 124
APPENDIX 12-A~D: The Results of Each Student’s Responses to Reading
Picture Books …………………………………………… 126
APPENDIX 13-A~D: The Results of Each Student’s English Reading
Strategies and Reading Behaviors of
Reading Picture Books…………………………………. 134
APPENDIX 14-A~D: Sample Reading Process Transcript…………… 142
APPENDIX 15: Transcription Conventions…………………………… 152
v
LIST OF TABLES AND FIGURES
Table Page
Table 1. The examples and frequency of instructor’s scaffolding…………….. 52
Table 2-A~-D. The Frequency of The Categories of Instructor Reading Behaviors
(Adapted from Andrea DeBruin-Parecki (2004, p.19): ACIRI)………………… 56
Figure
Figure 1. The Categories of Instructor Reading Behaviors……………………... 26
Figure 2. The Categories of Student Reading Behaviors……………………….. 30
Figure 3. Alternative Paths to Meaning……………………………………….. 34
Figure 4. The classical conditioning figure for Word Recognition………......... 35
Figure 5. Research Devices and Instruments of the Present Study……………... 44
Figure 6. The procedure of the Study…………………………………………… 49
Figure 7. Instructor’s and Student’s Roles and their Behaviors
In the Reading Process and Steps of the Experiment………………... 91
Figure 8. The Results of Each Student’s Responses to Reading Picture Books… 136
Figure 9. The Results of Each Student’s English Reading Strategies and Reading
Behaviors of Reading Picture Book…………………………………….145
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