跳到主要內容

臺灣博碩士論文加值系統

(3.235.174.99) 您好!臺灣時間:2021/07/24 19:53
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:王馨如
研究生(外文):Wang, Hsingju
論文名稱:英語爵士韻文教學對提升國小四年級低成就生英語字彙學習成效與學習態度之個案研究
論文名稱(外文):Using English Jazz Chants to Enhance English Vocabulary Learning Achievement and Learning Attitude of Fourth Grade Low Achievers- A Case Study
指導教授:陳淑惠陳淑惠引用關係
指導教授(外文):Chen, Shuhui
口試委員:詹餘靜簡雅臻
口試日期:2012-07-25
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:2012
畢業學年度:100
語文別:中文
論文頁數:155
中文關鍵詞:爵士韻文認字能力學習態度低成就學童
外文關鍵詞:Jazz Chantsword recognitionlearning attitudelow achievers
相關次數:
  • 被引用被引用:10
  • 點閱點閱:484
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:6
本研究旨在探討英語爵士韻文教學對國小四年級低成就學童在英語字彙學習成效與英語學習態度的影響。本研究為個案研究,以台北市某國小四年級五名英語低成就學童為研究對象,學童皆符合台北市攜手激勵潛能計畫之入班資格,即具有特殊身分如單親家庭子女以及身心障礙者如自閉症兒童或情緒障礙者,這些特殊學童的英語成績皆為全學年後百分之二十五,且無在校外補習。學童在十週的爵士韻文實驗教學中,每週二及週四放學後各有兩節英語補救教學課,每節40分鐘。

本研究質量分析並用:在量化資料方面採實驗教學,施以字彙測驗及學習態度問卷,字彙測驗主為測試字音、字形、字義之認字能力;學習態度問卷包含學習興趣、信心及對英語學習行為。量化數據並以描述性統計進行分析。本研究在質性資料方面,透過學習心得訪談、教學省思札記及教室觀察記錄,蒐集文字資料,加以整理分析,深入探討五名個案學童於實驗教學過程的成長與經驗,以期達到三角校正(triangulation),獲得質量兼備的研究成果。

研究結果發現字彙測驗部份,五名低成就學童進步百分比皆達一半以上:字音聽辨能力平均進步59%、字形認讀能力平均進步53%、字義辨認能力平均進步60%。態度問卷部分,五名學童的英語學習態度皆為正向成長,在對英語的學習行為提升最多有19%,英語學習的興趣居次有17%,英語學習的信心提升也有13%,可見學童對爵士韻文教學抱持正面肯定的態度。由質性資料之蒐集也可發現學童在爵士韻文教學中於字彙學習與學習態度兩方面皆有所提昇。最後,根據研究結果提出具體建議做為國小英語教學之參考。

The case study aimed to investigate the influence of English Jazz Chants instruction on the fourth grade low achievers’ English vocabulary learning achievement and learning attitude. Five fourth graders from an elementary school in Taipei City were recruited. The English achievement of each subject was ranked in the bracket of the late 25% of the whole grade and these subjects were from single-parent family or with mental factors, such as autism or emotional unbalance, which qualified them in the remedial plan of the education bureau. Meanwhile, the subjects did not take any English lessons outside school during the experimental period, which lasted for ten weeks. The experimental subjects received two forty-minute remedial instruction on every Tuesday and Thursday after school.

Both quantitative and qualitative approaches were adopted in this study. The quantified instruments used in the study included the pre- and the post-test of English vocabulary ability tests and learning attitude questionnaire. The English vocabulary ability test, measuring word recognition ability, was divided into three dimensions: sound recognition, word reading and meaning identification. The learning attitude questionnaire was also divided into three dimensions: learning interest, learning confidence and learning behavior to English. After the experimental period, data collected from the test and the questionnaire were analyzed quantitatively through the use of descriptive statistics. The qualitative instruments included subject interview, teaching reflection and classroom observation, which aimed to discuss the subjects’ experience and growth in the experimental instruction.

The results showed that all the five subjects progressed more than 50% averagely in every dimension of word recognition test:59% in sound recognition, 53% in word reading and 60% in meaning identification. Data collected from English learning attitude questionnaire also showed that the five subjects progressed averagely in every dimension: 19% in learning behavior to English, 17% in learning interest and 13% in learning confidence. The qualitative data indicated that the five subjects developed a very positive and supportive attitude toward the adoption of Jazz Chants instruction in English remedial teaching. Finally, based on the findings of the study, suggestions for future research and for those who are interested in the implementation of Jazz Chants in elementary English remedial instruction were offered.

目錄
第一章 緒論 ...................................................................................................................1
第一節 研究背景與動機.........................................................................................1
第二節 研究目的與研究問題.................................................................................6
壹、研究目的..............................................................................................................6
貳、研究問題..............................................................................................................6
第三節 名詞釋義.....................................................................................................7
壹、爵士韻文...........................................................................................................7
貳、英語字彙學習成效 ..........................................................................................7
參、英語學習態度 ...................................................................................................8
肆、英語低成就學童................................................................................................8
第二章 文獻探討.............................................................................................................9
第一節 英語字彙學習.............................................................................................9
壹、 字彙學習的內涵.............................................................................................9
貳、影響字彙學習的語言因素.............................................................................13
參、低成就學童的字彙學習.................................................................................18
第二節 爵士韻文與字彙學習...............................................................................20
壹、爵士韻文.........................................................................................................20
貳、爵士韻文與語言習得.....................................................................................21
參、爵士韻文與認字學習.....................................................................................26
第三節 爵士韻文與學習態度...............................................................................32
第四節 韻文與字彙學習及學習態度之相關研究...............................................34
第三章 研究方法...........................................................................................................37
第一節 研究設計...................................................................................................37
第二節 研究場域與對象.......................................................................................39
壹、研究場域.........................................................................................................39
貳、研究對象.........................................................................................................40
第三節 研究流程...................................................................................................42
第四節 實驗教學設計...........................................................................................44
壹、教材.................................................................................................................44
貳、教學活動.........................................................................................................46
第五節 研究工具...................................................................................................53
壹、學生英語背景調查問卷 ...............................................................................53
貳、英語字彙能力測驗.........................................................................................53
叁、英語學習態度問卷.........................................................................................55
肆、英語爵士韻文學習心得訪談及訪談錄音 .....................................................56
伍、教室觀察紀錄及教室錄影.............................................................................56
陸、教師教學省思札記 ........................................................................................57
第六節 資料分析.................................................................................................58
第四章 研究結果分析與討論.......................................................................................59
第一節 爵士韻文教學對低成就學童英語字彙能力之影響.............................59
壹、個案學童於字彙測驗前測中的表現.............................................................59
貳、個案學童於字彙測驗前後測表現之比較分析 ............................................63
第二節 爵士韻文教學對低成就學童英語學習態度之影響.............................70
壹、個案學童於英語學習態度的總體表現.........................................................70
貳、個案學童於英語學習態度的獨立表現.........................................................75
第三節 低成就學童在英語爵士韻文教學中的訪談與教學心得.....................85
壹、 學童對爵士韻文心得訪談分析...................................................................85
貳、 研究者以爵士韻文融入補救教學的教學觀察與教學省思.......................91
第五章 結論與建議.......................................................................................................97
第一節 研究結論.................................................................................................97
壹、爵士韻文對個案學童英語字彙學習成效之改變情形.................................97
貳、爵士韻文對個案學童英語學習態度之改變情形.........................................97
參、爵士韻文教學對低成就學童的經驗與成果.................................................98
第二節 研究限制.................................................................................................99
壹、時間的限制......................................................................................................99
貳、研究者的限制 ................................................................................................100
參、研究對象樣本數的限制..................................................................................100
肆、學生學習的變數..............................................................................................100
第三節 教學與研究建議...................................................................................101
壹、教學上的建議................................................................................................101
貳、未來研究方向之建議....................................................................................104
參考文獻.......................................................................................................................105
中文部分...............................................................................................................105
西文部分...............................................................................................................106
附錄...............................................................................................................................113
附錄一 家長同意書..............................................................................................113
附錄二 學生英語背景調查問卷..........................................................................114
附錄三 英語字彙能力測驗..................................................................................115
附錄四 英語字彙能力測驗答案卷......................................................................119
附錄五 字形認讀測驗評分表..............................................................................120
附錄六 英語學習態度問卷..................................................................................121
附錄七 英語爵士韻文學習心得訪談..................................................................122
附錄八 教室觀察檢核表......................................................................................123
附錄九 英語教學省思札記..................................................................................125
附錄十 英語爵士韻文..........................................................................................136
附錄十一 爵士韻文改編學習單範例...................................................................144
附錄十二 爵士韻文字彙學習...............................................................................152
表目錄
表1 韻文與字彙學習及學習態度之相關研究...........................................................34
表2 研究對象資料分析...............................................................................................40
表3 研究計畫時程.......................................................................................................43
表4 爵士韻文教材背景分析.......................................................................................45
表5 課程進度表...........................................................................................................47
表6 教學計劃範例.......................................................................................................49
表7 字彙能力測驗出題明細表...................................................................................54
表8 英語學習態度問卷題目分析表...........................................................................56
表9字音測驗前測成績................................................................................................60
表10字形測驗前測成績..............................................................................................61
表11字義測驗前測成績..............................................................................................62
表12字音測驗前後測成績統計表..............................................................................63
表13 字形測驗前後測成績統計表.............................................................................64
表14 字義測驗前後測成績統計表.............................................................................65
表15 個案學童字彙測驗進步成績之分項排名.........................................................68
表16 英語學習態度「英語學習興趣」面向前後測描述性統計.............................71
表17 英語學習態度「英語學習信心」面向前後測描述性統計.............................72
表18 英語學習態度「對英語學習行為」面向前後測描述性統計.........................73
表19 個案學童於英語學習態度問卷的前測表現.....................................................75
表20 個案學童「英語學習興趣」面向之前後測比較分析.....................................78
表21 個案學童「英語學習興趣」面向之前後測比較分析.....................................79
表22 個案學童「對英語學習行為」面向之前後測比較分析.................................82
表23 教學省思札記範例.............................................................................................91


圖目錄
圖1 研究架構...............................................................................................................37
圖2 研究流程...............................................................................................................42
圖3 讀字歷程...............................................................................................................67




中文部分
王淑儀 (2007)。為甚麼英語老是學不好?―談影響外語學習成果的因素。敦煌英語教學電子雜誌 刊期:2007年9月10日
李詠吟 (2002)。學習輔導。台北:心理出版社。
沈麗璧 (1999)。英文低成就學生教學內容之設計範例一。嘉南學報,25,296-308。
吳曉雯 (2001)。成就一個「聲色俱全」的英語教室:研究教師與研究者運用歌曲韻文於國小英語教學之協同研究。國立臺北教育大學兒童英語教育學系碩士論文。
柯華葳 (1993)。台灣地區閱讀研究文獻回顧。載於中國語文心理學研究第一年度結案報告,31-75頁。國立中正大學認知科學研究中心。
陳淑惠 (2000)。國小英語教學方法與問題探討。跨世紀國小英語教學研討會論文集(34-52)。國立屏東師範學院。
陳文和 (2004)。節奏英語教學對於高職生英語學習之效益研究。國立高雄師範大學英語學系碩士班碩士論文。
郭琪連 (2010)。英語歌曲教學對國小高年級英語低成就生字彙能力語英語學習態度之影響。國立臺北教育大學兒童英語教育學系碩士論文。
黃美容 (2006)。朗讀練習對國小學童英語發音、單字認讀能力與英語學習態度之影響。國立臺北教育大學兒童英語教育學系碩士論文。
黃群淵 (2006)。運用韻文增進國小學童英語音韻覺識能力與學習動機之研究。國立臺北教育大學兒童英語教育學系碩士論文。
張春興 (1999)。教育心理學。台北:東華。
張春興 (1989)。張氏心理學辭典。台北:東華。
張新仁、邱上真、李素慧 (2000)。國中學習困難學生之補救教學成效研究。新世紀中學課程改革與創新教學學術研討會論文彙編。
張蓓玲 (2003)。朗讀與默讀對增進不同注音程度國小學童閱讀理解能力之研究。國立花蓮師範學院國民教育研究所碩士論文。
曾信達 (2007)。節奏英語教學對於南台灣國小六年級學生英語口說能力和態度之效益研究。國立高雄師範大學英語學系碩士班碩士論文。
詹麗馨,方耀葵 (2005)。用Jazz Chants讓教學更生動有勁。敦煌英語教學雜誌,6, 10-11。
劉宇芯,胡潔芳 (2010)。英語學習者運用重音轉換於詞類分派上的研究。英語教學期刊,34(4),1-31。
謝佩芸 (2010)。全班及小組共讀組合模式對台灣國小學童認字與閱讀態度之影響。國立臺北教育大學兒童英語教育學系碩士論文。

西文部分
Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Arthur, L., & Makin L. (2001). High quality early literacy programs. Australian Journal of Early Childhood, 26(2), 14-19.
Blachowicz, C., & Ogle, D. (2008). Reading comprehension: Strategies for independent learners. New York, NY, USA: Guilford Press
Bohner, G., & M. Wänke. (2002). Attitudes and attitude change. New York: Taylor & Francis.
Brennan, D. (1999). Nursery rhymes and rhyme detection in 3-year-olds. Canada: Laurentian University Press.
Bryant, P., & Bradley, L. (1985). Children’s reading problems. Oxford: Blackwell.
Buchoff, R. (1994). Joyful voices: Facilitating language growth through the rhythmic response to chants. Teaching Young Children, 49(4), 26-30.
Cameron, L. (2001). Teaching language to young learners. Cambridge: Cambridge University Press.
Chung, I. F., & Huang, Y. C. (2010). English is not easy, but I like it! : An exploratory study of English learning attitudes amongst elementary school students in Taiwan. Educational Studies, 36(4), 441-444.
Curtain, H. (1991). Methods in elementary school foreign language teaching. Foreign Language Annals, 24(4), 323-328.
Davies, A., Grove, E., & Wilkes, M. (1997). Review of literature on acquiring literacy in a second language. In P. McKay, A. Davies, B. Devlin, J. Clayton, R, Oliver & S. Zammit (project team). The Bilingual Interface Project Report, DEETYA, Commonwealth of Australia.
Ebata, M. (2008). Motivation Factors in Language Learning. The Internet TESL Journal, 14(4). Retrieved November 15, 2011, from http://iteslj.org/Articles/Ebata-MotivationFactors.
Eisenhart, C. (2007). Oral language development: The foundation for literacy. Massachusetts Reading First Conference.
Forster, E. (2006). The value of songs and chants for young learners. Encuentro, 16, 63-68.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An instruction to language. Thomson & Heinle Press.
Gagne, E. (1985). The cognitive psychology of school learning (4th ed.). Boston Little, Brown.
Glisan, E. W. (1986). Total physical response: A technique for teaching all skills in Spanish. Foreign Language Annals, 19, 419-427
Goswami, U. (2000). Phonological and lexical processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (eds.), Handbook of reading research, ( 3), 251-267. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Graham, C. (1979). Jazz chants for children. Oxford University Press.
Graham, C. (1992). Singing, chanting, telling tales: Language in the classroom. Oxford University Press.
Graham, C. (1995). An excerpt from Jazz Chants. In John W. Oller, Jr. (Ed.), Methods That Work. Heinle & Heinle Publisher.
Graham, C. (2004). Let’s chant, let’s sing1 & 2 & 3. Oxford University Press.
Graham, C. (2006). Creating chants and songs. Oxford, GB: Oxford University Press.
Gambrell, L. (2004). Exploring the connection between oral language and early reading. The Reading Teacher, 57(5), 490-492.
Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task. Context and strategies. Teaching English as a second language, 7(2). Retrieved November 12, 2011, from http://www-writing.berkeley.edu/TESL-EJ/ej26/a4.html
Hansen, D., & Bernstorf, E. (2002). Linking music learning to reading instruction. Music Educators Journal, 88(5), 17-22.
Hiebert, E. H., Pearson, P. D., Taylor, B. M., Richardson, V., & Paris, S. G. (1998). Every child a reader: Applying reading research in the classroom. Ann Arbor, MI: Center for the Improvement of Reading Achievement, University of Michigan.
Hirsh, E. D. (2006). The knowledge deficit: Closing the shocking education gap for American children. Boston: Houghton Mifflin.
James, C., & Thomas, H. (1997). Second language vocabulary acquisition. Cambridge University Press.
Jean C. E. (1978). Jazz chants: Rhythms of American English for students of English as a second language. TESOL Quarterly, 12, 470-475.
Jiang, X. (2011). The role of first language literacy and second language proficiency in second language reading comprehension. The Reading Matrix, 11( 2), 177-188.
Koda, K. (2005). Insights into second language reading: A cross-linguistic Approach. NY: Cambridge University Press.
Luchini, P. L. (2009). Listening skill teaching: Some pedagogical considerations. Iranian Journal of Language Studies, 3(3), 317-344.
MacLean, M., Bryant, P. E., & Bradley, L. (1987). Rhymes, nursery rhymes and reading in children. Merrill-Palmer Quarterly, 33, 255-282.
McBride-Chang, C. (2003). Hong Kong Chinese kindergartens learn to read English analytically. Psychological Science, 14(2), 138-142.
McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.
McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.
Mirici, I. H. (2010). Influence of prestudy of foreign language learning attitude. Social Behavior and Personality, 38(2), 187-196.
Mizener, Charlotte P. (2008). Enhancing language skills through music. General Music Today, 21(2), 11-17.
Moats, L. C. (2001). Overcoming the language gap. American. Educator, 25(5), 8-9.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 64-83). Cambridge: Cambridge University Press.
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). The Influence of word and text properties on learning from context. Paper presented at the annual meeting of the American Educational Research Association, Chicago,
Nation, I. S. P. (2001). Processes: Establishing vocabulary knowledge. In I. S. P., Nation (Ed.), Learning vocabulary in another language, pp. 221-222. NY: Cambridge University Press.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Oller, J. W. (1993). Methods that work: Ideas for literacy and language teachers. Boston: Heinle & Heinle Publisher.
Paribakht, T. S., & Wesche, M. (1999). Reading and incidental L2 vocabulary acquisition. Studies in Second Language Acquisition,21, 195-224.
Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.
Richard-Amato, P. A. (1996). Making it happen. New York: Longman.
Richards, J. C. (2010). Evidence-based and child-friendly: Shared book reading with chants support young children’s language and literacy development. Reading Improvement, 47(4), 188-201.
Richards, J. C., & McKenna, M. (2003). Integrating multiple literacies in K-8 classrooms: Cases, commentaries, and practical applications. Mahwah, NJ. Lawrence Erlbaum Associates, Inc.
Richards, J. C., & Rodgers, T.S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Roskos, K. A., Tabors, P. O., & Lenhart, L. A. (2004). Oral Langauge and early literacy in preschool: Talking, reading and writing. Newark: International Reading Association.
Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
Roth, P., Speece, D. L., & Cooper. D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. The Journal of Educational Research, 95(5), 259-274.
Rupley, W.H., Logan, J.W., & Nichols, W.D. (1998/1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52(4), 336-346.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy, pp. 199-227. Cambridge: Cambridge University Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2005). Aspects of knowing a word: Meaning and organization. In N. Schmitt (ed.), Vocabulary in Language Teaching(5th ed.). Cambridge: Cambridge University Press.
Sharrio, C. (2003). Vocabulary: What do we know from research? Retrieved November 21, 2011, from http:// faculty.scf.edu/sharric/lesson7/lesson7topic1.htm
Shiel, G (2002). Kindergarten children’s involvement in early literacy activities: perspectives from Europe. (International Perspectives on literacy). The Reading Teacher, 56(3), 282-284.
Snow, C., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Sousa, D. A. (2004). How the brain learns to read. Corwin Press, U. S. A.
Strickland, D. S., & Shanahan, T. (2004). Laying the groundwork for literacy. Educational Leadership, 61(6), 74-77.
Vandergrift, L. (2002). “It was nice to see that our predictions were right”: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58, 555-75.
van Zon, L. (n. d.). Exploring the connections between oral language and literacy. Retrieved November 7, 2011, from http://www.exlcentre.com/pdfs/ExploringConnections.pdf
van Zon, L. (n. d.). Why is my 10 year old still having difficulty reading? Retrieved November 7, 2011, from http://www.exlcentre.com/pdfs/DifficultyReading.pdf
Western Australian Curriculum Council (1998). Western Australian Curriculum Framework. Perth: Curriculum Council.
Wipf, J. A. (1984). Strategies for teaching second language listening comprehension. Foreign Language Annals, 17, 345-348.
Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness developing in the classroom. The Reading Teacher. 54(2), 130-143.
Zygouris-Coe, V. (2001). Balanced Reading Instruction in K-3 Classrooms. Florida Literacy and Reading Excellence (FLaRE) Center, University of Central Florida College of Education.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top