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研究生:徐美雲
研究生(外文):Mei-Yun Hsu
論文名稱:說故事活動與英語學習行動力之關係
論文名稱(外文):Connection between Students' Story Telling and Their Personal Agency in EFL Learning
指導教授:曾月紅曾月紅引用關係
指導教授(外文):Yueh-Hung Tseng
學位類別:碩士
校院名稱:國立東華大學
系所名稱:英美語文學系
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:2011
畢業學年度:99
語文別:英文
論文頁數:196
中文關鍵詞:個人行動力說故事英語為外語學習自主性
外文關鍵詞:personal agencystorytellingEnglish as a Foreign Languageautonomy
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本研究旨在探討說故事活動與個人行動力之間的關係,研究對象乃是東臺灣偏遠地區的國中學生,主要透過個案研究的方式,瞭解學生在說故事的過程中,如何改變自己學習英語的行動力。
本研究總計進行為期十二週的教學活動,透過每週二節「說故事」課的設計與實施,作為蒐集相關資料的方式,包括錄音、錄影、課室觀察及訪談等項目。第一節課,學生必須到學校附近的幼稚園進行45分鐘的說故事活動;第二節課,學生在自己的教室內進行下一堂課的試教活動。參與本次研究的學生共十八位,其中原住民族有十二位,客家族群有六位。
本研究發現,參與本次研究的國中學生,透過說故事活動的真實學習情境,不僅能有效提升學習英語的動機,同時亦能產生積極的學習行動,最後終於達成自我設定的學習目標。也就是說,學生的個人行動力,以及英語聽說讀寫的能力,兩方面的改變是十分顯著的。

In this study, to better understand a full description of a single ESL case in a rural town in Eastern Taiwan, the researcher viewed the case study as a method that was suitable to obtain an understanding of the rural students’ practice of story-telling, personal resources, and the importance of integrating social sharing into English field.
Qualitative research design was adopted in the study in which the research described, analyzed, and interpreted the data collected from multiple sources. This program lasted for 12 weeks, two sessions per week. Students teach forty-five minutes in the first session in the kindergarten, and then practice the other session in the classroom. The participants were eighteen seventh-grade students in a class, including twelve aboriginals and six Hakka.
The findings reveal that implementing the storytelling program in a junior high school English classroom provided significant opportunity for learners to exercise their personal agency in an authentic situation in their school life. This motivated them to enhance their own English ability and make a lot of effort to achieve their goals. The change of the students’ learning actions and English ability were obvious; however, it is recommended that teachers need to consider the possible difficulties if they intend to exert storytelling into the English classrooms.

CHAPTER ONE: INTRODUCTION
Background of the Study...........................1
Purposes of the Study.............................4
Research Questions................................7
The Significance of the Study.....................7
Definition of Terms...............................8
Limitations of the Study.........................11
CHAPTER TWO: LITERATURE REVIEW
Personal Agency..................................13
Agency in EFL / SLA Learning.................20
Autonomy.....................................21
Storytelling.....................................22
The Significance of Storytelling.............23
Studies on Storytelling Instruction in EFL
Learning.....................................24
CHAPTER THREE: METHODOLOGY
The Setting......................................37
The Participants.................................38
The Role of Researcher...........................39
The Research Design..............................40
Data Collection..................................49
Data Analysis....................................59
CHAPTER FOUR: RESULTS AND DISCUSSION
Students'English Learning Motivation through
Storytelling Program.........................69
Cognition....................................72
Affection....................................79
Showing of Mastery Goals.....................92
The Analysis of Student's Learning Action through Storytelling Program.............................99
Selecting Book Level........................100
Making Plans................................110
Negotiation.................................116
Connection between Students'EFL Learning and
Personal Agency through Story Telling...........125
Intention to Share..........................126
Learning Merits from Others.................129
Learning for Pleasure.......................136
Gaining English Knowledge...................145
CHAPTER FIVE:CONCLUSION,IMLICATIONS,and
RECOMMENDATIONS.................................153
Pedagogical Implications........................162
Recommendations for Future Research.............164
References......................................167
Appendixes......................................175
Appendix A:12-week Storytelling Program Curriculum
................................................175
Appendix B: The Outline of the Lesson Plan......180
Appendix C: The Criteria to Peers’Performance..182
Appendix D: Six Reading Selections for the
Storytelling Program............................183
Appendix E: The Questionnaires on Students’English Learning Background.............................184
Appendix F: The Questionnaires on Students’English Learning Feedback...............................185
Appendix G:The Questionnaires on Students’
Reflection......................................186
Appendix H: The Researcher Field Notes..........187
Appendix I: The Researcher Reflection Notes.....188
Appendix J: Storytelling Worksheet..............189
Appendix K: Student Consent Form (Chinese)......190
Appendix L: Student Consent Form (English.......191
Appendix M: Parent Consent Form (Chinese).......193
Appendix N: Parent Consent Form (English).......195

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