臺灣博碩士論文加值系統

　本研究目的在於探討國小六年級學童藉由共創繪本在認字，造句能力和英語學習態度之效益。研究對象是四十八位就讀台北市國小六年級生，以三本教育當局出版的師生共創系列英語繪本為媒材。二十四位實驗組學生接受共創繪本教學並且分享故事繪本;而另二十四位控制組學生則在一般閱讀故事教學後寫學習單做字彙和句型練習。研究工具包括認字和造句能力的前、後測和英語學習態度的問卷來檢視兩組學生在接受實驗教學後其認字和造句能力的進步情形，及兩組進步之差異。
　　十二週實驗教學後，實驗組在認字能力和造句能力方面皆有顯著進步，但控制組則皆無顯著進步。在兩組後測比較上，在造句方面，實驗組和控制組有顯著差異，然而在認字能力方面兩組後測則無顯著差異。再者，實驗組的英語學習態度在接受共創繪本教學後，其興趣，自信，和行為表現都有顯著改變。對於共創繪本教學的回饋也持正向態度。最後，根據研究結果提出相關建議，供英語教學與未來研究之參考。

This study aimed to investigate the effects of the co-writing of picture books on 6th graders’ word recognition, sentence-making ability and English learning attitude through picture book co-writing instruction. Forty-eight research subjects from an elementary school in Taipei City participated in this study and assigned to the experimental group and the control group respectively. Three English locally-created picture books were used as the teaching materials. The experimental group was required to co-writing picture books and shares their story books, while the control wrote worksheets and did vocabulary exercises and sentence pattern drills after reading each picture book. Data required for the study were collected through pre-and posttest of word recognition and sentence abilities and English learning attitude questionnaire.
The study results show that after 12-week experimental instruction, the experimental group improved their sentence-making ability and word recognition ability more significantly than the control group did. Compared with their posttest, the experimental group makes significantly difference from control group on sentence-making ability. However, the experimental group’ word recognition was not significantly different from that of the control group. Furthermore, data collected from the questionnaire indicated that the subjects’ English learning attitude of the experimental group was very positive in terms of their interest, confidence and behavior as well as feedback of co-writing instruction. Based on the findings, some suggestions were offered for the reference of similar English instruction and future studies.

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purposes of the Study 6
Research Questions 6
Significance of the Study 7
Definitions of Terms 7

CHATER TWO LITERATURE REVIEW 11
Cultivation of Four Language Skills 11
Listening skills 11
Reading skills 12
Speaking skills 12
Writing skills 12
Key Elements of Writing 13
Vocabulary 14
The importance of vocabulary. 14
Word recognition. 15
Vocabulary and writing correlations. 15
Learning and teaching strategies of vocabulary. 16
Sentence patterns 19
Sentence making and writing. 19
Teaching strategies of sentence making. 20
Picture Books 22
Features of picture books 22
Locally-created picture books. 23
Picture books and language learning. 24
Swain’s output hypothesis. 25
Creating picture books. 27
Cooperative learning. 27
Social-Constructivist theories. 28
Zone of proximal development. 28
Promotion of achievement 29
Support less performing students. 29
The quality of written texts. 30
Procedure of co-writing. 30
Previous Studies on the Effects of Picture Books with Writing 32
Summary 33

CHPTER THREE METHODOLOGY 35
Framework of the Study 35
Research design 35
Research structure 36
Independent variables. 37
Controlled variables. 37
Dependent variables. 38
Procedure and Duration 40
Procedure 40
Duration 41
Setting and Participants 41
Setting 41
Participants 42
Students. 42
Between-group comparison in the pretests of word recognition. 44
Between-group comparison in the pretests of sentence-making. 45
Experimental Instruction 47
Teaching materials 47
Teaching procedures and timetable 49
Picture book instruction (For both EG and CG) 50
Guided reading. 50
Vocabulary activities. 51
Sentence patterns activities. 51
Co-writing of picture books. 51
Worksheet activity. 52
Instruments 54
The background questionnaire 54
Pretest and posttest of word recognition test 55
Pretest and posttest of sentence-making ability 56
Pilot test 59
The follow-up questionnaire 59
Data Analysis 62
Quantitative approaches 62
CHPATER FOUR RESULTS AND DISCUSSIONS 65
The Improvement of Both Groups 65
Both groups’ progress in word recognition and sentence-making abilities 66
The control group. 66
The experimental group. 68
Comparison of Both Groups’ Progress 70
Comparison of both groups’ word recognition in the posttest 71
Comparison of both groups’ sentence-making in the posttest 72
Findings From Students’ Response Questionnaire 75
Changes of English learning confidence & interests 75
Change of English leaning behavior 77
Feedback toward co-writing instruction 79

CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 83
Conclusions 83
Suggestions for Pedagogical Implications 85
Encourage teachers to replace worksheet with picture book co-writing 86
Picture books can be used for vocabulary teaching. 86
Discussions before and during co-writing of story books are needed. . 87
Peer’s feedback is emphasized and encouraged. 88
Suggestions for Future Studies 88
Limitations 89

REFERENCES 91
APPENDIXES 99
Appendix A: Parents Consensus Form (Chinese Version) 99
Appendix B: Students Background Survey ( Chinese Version) 100
Appendix C: Pretest / Posttest of word recognition 102
Appendix D : Pretest/posttest of sentence-making 105
Appendix E: Work worksheet (for control group) 107
Appendix F: Difficulty and Discrimination of the Word recognition Pilot Test 113
Appendix G: Follow-up Questionnaire 115

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