臺灣博碩士論文加值系統

本研究旨在探討跟述故事書對台灣國小生英語發音表現之影響。研究對象為台灣中部某國小四年級四個班共78位學生。其中兩個班組成實驗組（40人），另外兩個班組成對照組（38人）。為期八週的實驗期間，所有參與者都使用相同的發音訓練教材。唯一的差別在於實驗組接受跟述法教學，而對照組接受傳統的發音教學。三位不知道實驗目的而且英語為母語的外國人擔任30字發音測驗成績的評分者。發音測驗和實驗的前後測問卷分別組成量性和質性結果。
研究結果顯示，實驗組和對照組在後測的發音表現皆有進步。然而，實驗組的發音進步幅度明顯大於對照組，顯示跟述法可能有助於增進學習者的發音表現。質性分析和量性結果相呼應。
提出五點跟述法發音教學建議：第一，建議跟述法可納入國小英語課程中，以提升學生發音程度。第二，單字教學可融入跟述教學中，以確保學生對單字有足夠的認識。第三，老師要熟悉多種發音策略，才能適當教導和激勵學生。第四，跟述法可結合聽力，閱讀或寫作活動，以全面提升學生的英語能力。第五，建議老師運用多元化的跟述教材，以促進學生跟述練習和符合個別需求。

The present study examined the effects of shadowing storybooks on Taiwanese elementary school students’ English pronunciation performance. Seventy-eight fourth-graders from four classes in central Taiwan participated in the experiment. Two classes served as the treatment group (n=40) and the other two the control group (n=38). During the eight-week experiment, all participants were exposed to the same training materials. The only difference was that the treatment group was trained with shadowing instruction while the control group received traditional pronunciation teaching. Three native English speakers blinded to the purpose of the study served as raters of the 30-word pronunciation pre- and post-tests. These tests and the pre- and post-experiment questionnaires made up the quantitative and qualitative experimental data respectively.
Results revealed that the post-test of both groups improved. The treatment group, however, improved significantly more than the control group in their English pronunciation performance, suggesting that shadowing can be an effective teaching tool for pronunciation. Qualitative data corresponded to the quantitative results.
Five pedagogical implications for pronunciation instruction were delineated: (1) shadowing should be incorporated into English teaching curricula starting in elementary school to facilitate learners’ pronunciation; (2) vocabulary teaching can accompany shadowing activities to ensure sufficient vocabulary knowledge; (3) teachers must be familiar with multiple pronunciation strategies to properly instruct and motivate learners; (4) shadowing should be taught in tandem with listening, reading and writing activities to boost learners’ integrated English competence; and (5) diverse teaching materials can be employed to refine the shadowing practice and meet each individual’s needs.

Chinese Abstract ⅰ
English Abstract ⅱ
Acknowledgements ⅳ
Table of Contents ⅴ
List of Tables ⅷ
List of Figures ⅸ

Chapter One Introduction 1
Background of the Study 1
Motivation for Research 4
Purpose of the Study 6
Research Questions of the Study 6
Significance of the Study 7
Terminology 8
Organization of the Study 9

Chapter Two Literature Review 10
The Definition of pronunciation 10
The history of English pronunciation 11
The importance of pronunciation 12
The reasons why pronunciation is neglected 13
Factors affecting the acquisition of pronunciation 15
Learners’ ages 15
The first language interference 15
Insufficient knowledge of English phonology and phonetics 16
Learners’ attitude and psychological aspects 16
Problematic sounds 17
Problems with vowels 17
Problems with consonants 18
Final consonant clusters 19
Shadowing 19
The definition of shadowing 21
Types of shadowing 21
Principles of choosing shadowing materials 23
The effectiveness of shadowing on language learning 24
Speaking 25
Listening 26
Reading 27
Psychological aspects 27
Research related to shadowing in language teaching in Taiwan 28
The Value of Storybooks 30
The value of picture books 31
Studies on picture books in EFL classroom 34
Listening skills 34
Reading abilities 35
Vocabulary accumulation and learning attitudes 35

Chapter Three Methodology 37
Participants 37
Shadowing Materials 39
Equipment 41
Instruments 41
Pre-experiment questionnaire 41
Pre-test & Post-test 42
Post-experiment questionnaires 43
Post-experiment questionnaires for the treatment group 43
Post-experiment questionnaires for the control group 44
Procedure 45
Pre-experiment briefing and pre-experiment questionnaire 49
Pre-test 49
Treatment group 50
Control group 54
Post-test 57
Post-experiment questionnaire 57
Rater backgrounds 58
Rating scale 59
Rating training and grading 59
Data Analysis 60

Chapter Four Results and Discussion 63
Descriptions of the Participants 63
Quantitative Results of the First Research Question 64
Quantitative Results of the Second Research Question 67
Quantitative Results of the Third Research Question 68
The analysis of twelve five-point Likert scale questions 69
Qualitative Results of the Third Research Question for the Treatment Group 77
The analysis of three open-ended questions 77
Qualitative Results of the Third Research Question for the Control Group 85
Summary of the Results 86

Chapter Five Conclusion 89
Summary of the Study 89
Pedagogical Implications 90
Limitations of the Study 92
Suggestions for Future Research 93
Conclusion 95

References 98

Appendices 111
Appendix A Chinese Version of the Consent Form 111
Appendix B English Version of the Consent Form 112
Appendix C Chinese Version of the Pre-experiment Questionnaire 113
Appendix D English Version of the Pre-experiment Questionnaire 115
Appendix E Pre-test ( Post-test) 117
Appendix F Sample Shadowing Material 118
Appendix G Chinese Version of the Post-experiment Questionnaire for the Treatment Group 119
Appendix H English Version of the Post-experiment Questionnaire for the Treatment Group 121
Appendix I Chinese Version of the Post-experiment Questionnaire for the Control Group 124
Appendix J English Version of the Post-experiment Questionnaire for the Control Group 125
Appendix K Sample Lesson Plan of the Shadowing Instruction 126

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