本論文旨在探討自然科學繪本教學對於國小六年級學童影響。研究問題為：　
一、 自然科學繪本教學對全部六年級受測學生的英語語言能力有無顯著影響？　
二、 自然科學繪本教學對高分組學生亦或低分組學生的英語語言能力有更顯著的影響？　
三、 高分組學生和低分組學生對自然科學繪本教學的回饋為何？
研究者對新北市公立國小73位學生進行14週，共計三本自然科學繪本教學，實驗教學第一週與最後一週施以劍橋兒童英語測驗，測驗成績為學生英語語言能力的前後測成績。並於每本繪本教學結束後給予問卷填寫。問卷內容包含學生對三本自然繪本與自然繪本教學的回饋與建議。前測分數在前後各33%者，選為高分組及低分組，各24人，全部研究對象的英語語言能力前後測成績以獨立樣本ｔ考驗進行分析比較，高、低成就生在英語語言能力前後成績之差異以成對樣本ｔ考驗作分析比較。而對於問卷的三本自然科學繪本、自然科學繪本教學和開放式問題以敘述統計以及質化分析進行討論。本研究主要發現摘述如下：　
一、全部受測學生的前後測之英語語言能力有顯著差異，自然科學繪本教學能有效地提升全
部研究對象的英語語言能力，尤其在閱讀與寫作部份。
二、高、低成就學生的前後測之英語語言能力有顯著差異，由後測中增加的平均分　　
　　數來看，自然科學繪本教學能有效地提升高、低成就學生的英語語言能力，且
　　低分組進步幅度明顯多於高分組。高分組與低分組在閱讀與寫作部份都有明
　　顯的進步，而在聽力部份，低分組比高分組進步幅度多。雖然低分組比高分
　　組有顯著的進步，但無法斷言自然繪本教學對低分組有較佳成效。
三、高、低成就學生對於三本自然科學繪本、繪本教學活動皆有正面回應。
　　

The purpose of the study is to probe into the effects of science picture books instruction on all subjects’ English language proficiency. In addition, the high English achievers' and low English achievers' English language proficiency before and after the science picture books instruction were compared. Moreover, the high English achievers' and low English achievers' responses to the three science books and the science picture books instruction, as well as their suggestions were analyzed and discussed.
The subjects consisted of 73 sixth-graders from two classes in a local elementary school in New Taipei City. According to their English proficiency, the subjects were divided into two groups—24 high English achievers and 24 low English achievers. All the subjects took part in the 14-week study. Before the science picture books instruction, the all subjects took the CYLET as the pretest. During the science picture books instruction, they were guided to read the three science picture books. Meanwhile, the two groups were encouraged to participate in variety activities to make progress in English language proficiency. After each science picture book instruction, the subjects were asked to complete a questionnaire about their responses to the three science books and the science picture books instruction, as well as their suggestions. They took the CYLET as the posttest after the science picture books instruction. Paired sample t test and independent sample t test were used for analysis.
The results showed that there were significant differences between the pretest and the posttest of English language proficiency for all participants. The increased mean scores in the post-test for the two groups showed that all participants benefited from the science picture books instruction in promoting their English language proficiency. Especially, their reading and writing ability was improved more than their listening ability. Moreover, the results showed that both the high English achievers and the low English achievers’ English language proficiency in the posttest as compared to that in the pretest reached statistical significance. The low English achievers made even more progress than the high English achievers in listening ability and reading and writing ability after the science picture books instruction; however, no claim can be made that the science picture books instruction is more effective on English language proficiency for the low English achievers than the high English achievers.
Finally, from the high English achievers’ and the low English achievers’ responses, both of them showed positive responses to the three science picture books. Beside, both groups also benefited from the science picture books instruction in terms of science knowledge learning, English vocabulary learning, listening ability, reading and writing ability, and thinking skills cultivation.

TABLE OF CONTENTS
摘要 i
ABSTRACT ii
TABLE OF CONTENTS iv
LIST OF TABLES viii
LIST OF FIGURES x
CHAPTER ONE INTRODUCTION 1
Motivation and Background 1
Purpose of the study 5
Research Questions 6
Significance of the Study 6
Definition of Terms 7
Content and Language Integrated Learning 7
Science Picture Books 7
English Language Proficiency 8
High English Achievers 9
Low English Achievers 10
CHAPTER TWO LITERATURE REVIEW 11
CLIL 11
The Definition of CLIL 11
Values of the CLIL 13
Reasons for Language and Content Integration 14
Factors for Efficient CLIL 17
Implementing CLIL 20
Empirical Studies Related to CLIL 25
Science Picture Books and Language Learning 28
Values of Science Picture Books 29
The Essential Factors for Selecting Science Picture Books 31
Empirical Studies Involving the Use of Picture Books in CLIL 33
Summary 37
CHAPTER THREE METHODOLOGY 39
Research Design and Procedure 39
Participants 41
Experimental Instruction Design 42
Teaching Materials 42
Procedure for the Experimental Study 47
Teaching Procedure 49
Teaching Activities 50
Instruments 52
The Questionnaire of English Learning Experience 52
The English Language Proficiency Test 52
The Questionnaires on the Student Responses to the Science Books Instruction 56
Data Collection Procedures 67
Data Analysis 69
Quantitative Analysis 69
Qualitative Analysis 70
CHAPTER FOUR RESULTS AND DISCUSSION 73
The Analysis of English Learning Background Questionnaire 73
Grouping Results 77
All subjects’ Performance on CYLET Pretest and Posttest 80
Comparison of all Subjects’ Overall English Language Proficiency 80
Comparison of all Subjects’ Listening Part and Reading and Writing Part of CYLET 81
Summary of Discussion of the Effectiveness of Learning for all Subjects 82
High English Achievers and Low English Achievers’ Performance on CYLET Pretest and Posttest 83
Comparison of High English Achievers and Low English Achievers’ Overall English Language Proficiency 83
Comparison of High English Achievers and Low English Achievers’ Average Increasing Points on the Total Score of CYLET 85
Comparison of High English Achievers and Low English Achievers’ Listening Part of CYLET 86
Comparison of High English Achievers and Low English Achievers’ Reading and Writing Part of CYLET 87
Comparison of High English Achievers and Low English Achievers’ Average Increased Points on the Listening Part and Reading and Reading Part of CYLET 89
Summay of Discussion of the Effectiveness of Learning for High English Achievers and
Low English Achievers 90
High English Achievers and Low English Achievers’ Responses to the Three Science Picture books and the Science Picture Books Instruction 94
The High English Achievers and Low English Achievers’ Responses to the First Part of the Questionnaire of I Am an Apple 95
The High English Achievers and Low English Achievers’ Responses to the Second Part of the Questionnaire of I Am an Apple 99
The High English Achievers and Low English Achievers’ Responses to the First Part of the Questionnaire of What Makes a Shadow 108
The High English Achievers and Low English Achievers’ Responses to the Second Part of the Questionnaire of What Makes a Shadow 113
The High English Achievers and Low English Achievers’ Responses to the First Part of the Questionnaire of When Winter Comes 122
The High English Achievers and Low English Achievers’ Responses to the Second Part of the Questionnaire of When Winter Comes 128
The High English Achievers and Low English Achievers’ Responses to the Third Part of the Questionnaire of Science Picture Books Instruction 138
Discussion 161
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 167
Conclusions 167
Limitation 173
Pedagogical Implications 174
Suggestions 175
References 177
Appendix A 183
Appendix B 2007 The Cambridge Young Learners Test-Starter 184
Appendix C-1 學生英語學習經驗問卷調查 196
Appendix C-2 The Questionnaire of Students’ English Learning Experience (English Version) 197
Appendix D A List of Vocabulary and Sentences in Three Science Picture Books 198
Appendix E-1 The Lesson Plan of I Am an Apple (Week2) 200
Appendix E-2 The Lesson Plan of I Am an Apple (Week 3) 202
Appendix E-3 The Lesson Plan of I Am an Apple (Week 4) 204
Appendix E-4 The Lesson Plan of I Am an Apple (Week 5) 206
Appendix E-5 The worksheet of I Am an Apple (Week 2) 208
Appendix E-6 The worksheet of I Am an Apple (Week 3) 209
Appendix E-7 The worksheet of I Am an Apple (Week 4) 210
Appendix E-8 The worksheet of I Am an Apple (Week 4) 211
Appendix E-9 The worksheet of I Am an Apple (Week 5) 212
Appendix F-1 The Lesson Plan of What Makes a Shadow? (Week6) 213
Appendix F-2 The Lesson Plan of What Makes a Shadow? (Week7) 215
Appendix F-3 The Lesson Plan of What Makes a Shadow? (Week8) 217
Appendix F-4 The Lesson Plan of What Makes a Shadow? (Week9) 219
Appendix F-5 The Worksheet of What Makes a Shadow? (Week 6) 221
Appendix F-6 The Worksheet of What Makes a Shadow? (Week 7) 222
Appendix F-7 The Worksheet of What Makes a Shadow? (Week 7) 223
Appendix F-8 The Worksheet of What Makes a Shadow? (Week 8) 224
Appendix F-9 The Worksheet of What Makes a Shadow? (Week 8) 225
Appendix F-10 The worksheet of What Makes a Shadow (Week 9) 226
Appendix G-1 The Lesson Plan of When Winter Comes (Week10) 227
Appendix G-2 The Lesson Plan of When Winter Comes (Week11) 228
Appendix G-3 The Lesson Plan of When Winter Comes? (Week12) 231
Appendix G-4 The Lesson Plan of When Winter Comes? (Week13) 233
Appendix G-5 The Worksheet of When Winter Comes? (Week 10) 236
Appendix G-6 The worksheet of When Winter Comes (Week 11) 237
Appendix G-7 The worksheet of When Winter Comes (Week 11) 239
Appendix G-8 The worksheet of When Winter Comes (Week 12) 240
Appendix G-9 The worksheet of When Winter Comes (Week 13) 241
Appendix H-1 I Am An Apple英文繪本教學問卷 242
Appendix H-2 The Questionnaire of Science Picture Book Instruction -I Am An Apple (English Version) 245
Appendix I-1 What Makes A Shadow英文繪本教學問卷 249
Appendix I-2 The Questionnaire of Science Picture Book Instruction -What Makes A Shadow (English Version) 252
Appendix J-1 When Winter Comes英文繪本教學問卷 256
Appendix J-2 The Questionnaire of Science Picture Book Instruction –When Winter Comes (English Version) 259

LIST OF TABLES
Table 2.1 The Simple Lesson Plan of Where Food Comes From/Plants: Vegetarian food 28
Table 3.1 Book Information of the Three Science Picture Books 43
Table 3.2 The Experiment Procedure for the Three Classes 48
Table 3.3 Structure for Listening Section 53
Table 3.4 Structure for Reading and Writing Section 54
Table 3.5 Structure of Students’ Responses to the Science Picture Book of I Am an Apple 58
Table 3.6 Structure of Students’ Responses to the Science Picture Book of What Makes a
shadows 58
Table 3.7 Structure of Students’ Responses to the Science Picture Book of When Winter Comes 59
Table 3.8 Structure of Students’ Responses to the Science Picture Book Instruction of I Am an
Apple 63
Table 3.9 Structure of Students’ Responses to the Science Picture Book Instruction of What Makes
a Shadow 65
Table 3.10 Structure of Students’ Responses to the Science Picture Book Instruction of When
Winter Comes 66
Table 3.11 The Time Frame of the Data Collection 69
Table 4.1 The Results of English Learning Background Questionnaire 76
Table 4.2 Descriptive Statistics of CYLET Score of Three Classes 77
Table 4.3 Levene’s Test of Equality of Variances of CYLET Score of Three Classes 77
Table 4.4 Comparison of CYLET Score of Class A and Class B 79
Table 4.5 Comparison of the Overall English Language Proficiency for all Subjects Before and
After the Science Picture Books Instruction 81
Table 4.6 The Listening Part and Reading and Writing of CYLET for all Subjects Before and After
the Science Picture Books Instruction 82
Table 4.7 Comparison of the Overall English Language Proficiency for the High English Achievers
and Low English Achievers Before and After the Science Picture Books Instruction 84
Table 4.8 Comparison of High English Achievers and Low English Achievers’ Average Increasing
Points on the Total Score of CYLET 85
Table 4.9 Comparison of the Listening Part of CYLET for the High English Achievers and Low
English Achievers Before and After the Science Picture Books Instruction 87
Table 4.10 Comparison of the Reading and Writing Part of CYLET for the High English Achievers
and Low English Achievers Before and After the Science Picture Books Instruction 88
Table 4.11 Comparison of High English Achievers and Low English Achievers’ Average Increasing
Points on the Listening Part and Reading and Writing Part of CYLET 90
Table 4.12 High English Achievers’ and Low English Achievers’ Responses to the Picture Book of
I Am an Apple 98

Table 4.13 High English Achievers’ and Low English Achievers’ Responses to the Science Picture
Book Instruction of I Am an Apple 105
Table 4.14 High English Achievers’ and Low English Achievers’ Responses to the Picture Book of
What Makes a Shadow 112
Table 4.15 High English Achievers’ and Low English Achievers’ Responses to the Picture Book
Instruction of What Makes a Shadow 119
Table 4.16 High English Achievers’ and Low English Achievers’ Responses to the Picture Book of
When Winter Comes 126
Table 4.17 High English Achievers’ and Low English Achievers’ Responses to the Science Picture
Book Instruction of When Winter Comes 134
Table 4.18 The Results of the Third Part of the Questionnaire of I Am an Apple 143
Table 4.19 The Results of the Third Part of the Questionnaire of What Makes a Shadow 149
Table 4.20 The Results of the Third Part of the Questionnaire of When Winter Comes 156
Table 4.21 The High English Achievers’ and the Low English Achievers’ Suggestions for the
Science Picture Books Instruction 159

LIST OF FIGURES
Figure 2.1 The Cyclical Relationship Between Language and Content 12
Figure 2.2 Shapes 23
Figure 2.3 A Comparison of Science and Literacy Process Skills Figure 34
Figure 3.1 The Flowchart of Research Procedure 40
Figure 3.2 The Flowchart of Teaching Procedure 49
Figure 4.1 Distribution of CYLET Scores of Class A and Class B 79

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