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研究生:羅怡萍
研究生(外文):I-Ping Lo
論文名稱:讀者劇場及齊聲朗讀對國小四年級學生口語朗讀流暢度及閱讀態度之比較
論文名稱(外文):The Comparison of the Effects of Readers Theater and Choral Reading on Oral Reading Fluency and Reading Attitude of Elementary Fourth Graders
指導教授:詹餘靜詹餘靜引用關係
指導教授(外文):Yu-Ching Chan
口試委員:黃淑鴻戴雅茗
口試委員(外文):Shu-Hung HuangYa-Ming Tai
口試日期:2014-06-25
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:2014
畢業學年度:102
語文別:英文
論文頁數:124
中文關鍵詞:齊聲朗讀英語閱讀態度口語朗讀流暢度讀者劇場
外文關鍵詞:choral readingEnglish reading attitudeoral reading fluencyreaders theater
相關次數:
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中文摘要

本研究旨在探討英語讀者劇場與齊聲朗讀對國小四年級學生英語口語朗讀流暢度(包含朗讀正確度與朗讀速度)及英語閱讀態度之比較。研究對象為台北市某國小四年級兩個班級共52位學生。研究教學為期八週,每週一次,每次40分鐘。
本研究以量化研究為主,輔以質性研究。一個班級進行讀者劇場教學,另一個班級則進行齊聲朗讀教學。研究教學採用「七隻瞎老鼠」及「喀哩,喀啦,哞,會打字的牛」兩個故事為教材。量化研究是透過英語口語朗讀的後測來統計讀者劇場與齊聲朗讀兩組學生在「七隻瞎老鼠」及「喀哩,喀啦,哞,會打字的牛」兩個故事擷取之文本的朗讀正確度(學生朗讀正確之字數÷文本總字數x100%)與朗讀速度(每分鐘朗讀正確之字數),並分析兩組學生於實驗教學後組間之差異;質性研究則以閱讀態度問卷蒐集學生於實驗教學後在閱讀態度之差異並進行結果討論。
本研究所獲之結果如下:
一、在英語朗讀正確度上,讀者劇場教學組與齊聲朗讀教學組無顯著差異。
二、在英語朗讀速度上,讀者劇場教學組與齊聲朗讀教學組無顯著差異。兩組學生之閱讀速度達到Samuels(1997)所設定的85 WCPM為自動化解碼的標準。
三、在英語閱讀態度上,讀者劇場教學組與齊聲朗讀教學組無顯著差異。
總結而論,本研究結果顯示讀者劇場教學與齊聲朗讀教學對學生的朗讀正確度、朗讀速度與英語閱讀態度之成效相仿。本研究最後對欲在課堂上,在班級教室中對全班進行讀者劇場教學與齊聲朗讀教學的英語教師提出教學建議,亦對未來研究方向提出建議。




關鍵詞:齊聲朗讀、英語閱讀態度、口語朗讀流暢度、讀者劇場

Abstract

This study aimed to investigate the comparison of the effects of readers theater and choral reading instruction on oral reading fluency (including reading accuracy and reading speed) and reading attitude of elementary fourth graders. The subjects were fifty-two students from two classes at an elementary school in Taipei City. One class was Readers Theater Group, and the other class was Choral Reading Group. It was an eight-week program comprised of one period of teaching per week, forty minutes per period.
This study was both a quantitative and qualitative study. The method used to measure reading accuracy was the accuracy rate which was determined by the percentage of words read correctly in the passages. The method used to measure reading speed was words read correctly per minute. Students were required to read two passages extracted from the two stories “Seven Blind Mice” and “Click, Clack, Moo, Cows that Type” as the post-test. The instrument used to investigate the effect of readers theater and choral reading on the students’ reading attitude was a questionnaire. The questionnaire was designed to investigate how readers theater and choral reading instruction affect the students’ reading attitudes. The differences between the two groups were discussed.
According to the data analysis, the findings were summarized as follows:
1. There was no significant difference in the accuracy rate of oral reading between Readers Theater Group and Choral Reading Group.
2. There was no significant difference in the reading speed of oral reading between Readers Theater Group and Choral Reading Group. The reading speed of both groups reached 85WCPM which was the standard Samuels(1997) set as automatic.
3. There was no significant difference in the reading attitude between Readers Theater Group and Choral Reading Group.
Based on the findings mentioned above, it is suggested that EFL teachers should apply both readers theater and choral reading to benefit the students’ reading competence. In the end, instructional implications and suggestions for future study are provided.

Keywords: choral reading, English reading attitude, oral reading fluency, readers theater

TABLE OF CONTENTS
CHINESEABSTRACT………………………………………………………………...i
ABSTRACT……………………………………………………………………..…….ii
TABLE OF CONTENTS……………………………………………………………..iii
LIST OF TABLES…………………………………………………………………….vi
LIST OF FIGURE……………………………………………………………………vii

Chapter 1 Introduction………………………………………………………………... 1
1.1 Background and Motivation of the Study 1
1.2 Purposes of the Study 6
1.3 Research Questions 6
1.4 Significance of the Study 6
1.5 Definition of Terms 8
1.5.1 Readers Theater 8
1.5.2 Choral Reading 8
1.5.3 Reading Fluency 9
1.5.4 Reading Attitude 9

Chapter 2 Literature Review………………………………………………………….. 11
2.1 Readers Theater 11
2.1.1 Nature of Readers Theater 11
2.1.2 Selection and Sources of Readers Theater Scripts 13
2.1.3 Procedures for Implementation 15
2.2 Choral Reading 20
2.2.1 Nature of Choral Reading 20
2.2.2 Selection and Sources of Choral Reading Material 26
2.2.3 Procedures for Implementation 28
2.3 Reading Fluency 30
2.3.1 Definition of Reading Fluency 30
2.3.2 Factors Impacting on Reading Fluency 31
2.3.3 Approach to Increasing Reading Fluency 32
2.3.4 Effects of Repeated Reading on Reading Fluency in an L1 Context 35
2.3.5 Effects of Repeated Reading on Reading Fluency in an L2/EFL Context 38
2.4 Reading Attitude 44

Chapter 3 Methodology………………………………………………………….. 49
3.1 Setting 49
3.2 Subjects 50
3.3 Research Instruments 50
3.4 Research Design 53
3.5 Timetable and Duration 54
3.6 Teaching Design 55
3.6.1 Teaching Materials 55
3.6.2 The Intervention Procedure 57
3.7 Data Collection and Analysis 60

Chapter 4 Results…………………………………………………………………. 63
4.1 The Effect on Reading Accuracy 63
4.2 The Effect on Reading Speed 65
4. 3 The Effect of Reders Theater and Choral Reading on Reading Attitude 68

Chapter 5 Discussion and Conclusions…………………………………………… . 71
5.1 Findings and Conclusions 71
5.2 Instructional Implications 76
5.3 Limitation of the Study and Suggestions for Future Studies 78

References……………………………………………………………………………… 79
Appendices……………………………………………………………………………... 91
Appendix A:Script of Seven Blind Mice 91
Appendix B:Story of Seven Blind Mice 93
Appendix C:Lesson Plan of Seven Blind Mice 94
Appendix D:Posttest of Seven Blind Mice 103
Appendix E:Script of Click, Clack, Moo, Cows That Type 104
Appendix F:Story of Click, Clack, Moo, Cows That Type 106
Appendix G:Lesson Plan of Click, Clack, Moo, Cows That Type 107
Appendix H:Posttest of Click, Clack, Moo, Cows That Type 116
Appendix I:Questionnaire for Readers Theater Group 117
Appendix J:Questionnaire for Choral Reading Group 118

LIST OF TABLES
Table 3.1 Timetable of the Research………………………………………................54
Table 4.1 An Independent t-test for the Post-test on Accuracy Rate for “Seven Blind Mice” in the Two Groups……………………………………...……….….64
Table 4.2 An Independent t-test for the Post-test on Accuracy Rate for “Click, Clack,
Moo, Cows that Type” in the Two Groups……...…………………………65
Table 4.3 An Independent t-test for the Post-test on Reading Speed for “Seven Blind Mice” in the Two Groups………………………………………….………66
Table 4.4 An Independent t-test for the Post-test on Reading Speed for “Click, Clack, Moo, Cows that Type” in the Two Groups………...………………………67

LIST OF FIGURE
Figure 3.1 Instruction Procedure ……………………………………….....................58

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