臺灣博碩士論文加值系統

論文名稱：製作英文手工繪本對高雄九年級生英語學習動機與閱讀理解
之效益研究
校所組別：國立國立高雄師範大學英語系教學碩士班
畢業時間：一四學年度第一學期
指導教授：張玉玲 博士
研 究 生：王虹雁

論文摘要：
本論文主旨在探討製作英文手工繪本對高雄九年級生英語學習動機與閱讀理解之效益研究。首先，探究比較學生對於英語學習動機看法在製作英文手工繪本教學法前後之改變。此外，文中也會探究比較學生在前後測中英語閱讀之表現。最後，也將探討學生對於英語閱讀和製作英文手工繪本教學法的看法。
本研究以高雄市以七賢國中兩班共五十六位九年級學生為實驗對象。所有的研究對象皆參與了為期十二週的製作英文手工繪本教學法。在本教學法實施之前，這些學生都必須參加英語閱讀理解的前測並填寫英語學習動機的前測問卷。在教學法實施期間，這些學生閱讀了指定文本小說(Because of Winn Dixie)。而在這12週的教學中，學生們被要求參與小組討論和學習單的完成。同時，他們也要分析故事主軸、製作自己的手工繪本以及作品分享。在讀完指定文本小說後，所有的實驗對象要進行應英語閱讀理解的後測並填寫製作英文手工繪本教學法後測問卷。
受試學生的閱讀理解前測和後測的分數是以成對樣本t考驗進行分析。而他們對於前測問卷以及後測問卷中關於學習動機的部分也同樣是以成對樣本t考驗進行分析。至於問卷中對於製作英文手工繪本教學法和指定文本小說的回應是以量化方式進行分析討論。然而從學生收穫、困難和建議這些開放式問題中得到的資料則進行質化分析。
本研究的主要發現如下：
一、 學生對於英語學習動機的看法在前後測問卷中有顯著的差異。此外，由後測問卷當中增加的平均數據看來，製作英文手工繪本教學法對於學生的學習動機具有正向提升的影響力。
二、 學生英語閱讀力理解能力之前後測成績有顯著差異。而根據後測當中增加的平均數據判斷，製作英文手工繪本教學法有助於學生對於英語閱讀資料的深入理解。
三、 在學生對於製作英文手工繪本教學法中英語閱讀部分的回應中看來，結果顯示大部分的學生認為他們在閱讀理解、單字習得和文法理解這些部分是有所進步的。更進一步來說，製作英文手工繪本教學法讓學生在閱讀時有了擷取主要資訊和審視單字文法細節的習慣。
四、 至於學生對於製作英文手工繪本教學法的回應，許多學生表示此教學法對於他們的英語學習有所助益。他們不只覺得此教學很有吸引力而且也促進了他們對文本的理解。
五、 學生表示他們於此教學法中獲得的助益當中，對於指定文本小說的理解是最顯著的。此外，他們也覺得此教學法使他們的單字量大增。而且在此教學法的進行過程中，他們也體認到小組合作的重要。
六、 至於他們在此教學法中遭遇的困難和他們的建議，受試學生表示因為缺乏繪畫技巧，他們無法畫出適當的插圖而且要濃縮一則長篇故事不容易。此外，也有部分學生認為要由前後文理解新單字是有困難的。但另一方面，受試學生也提供了實用的建議。部分學生期望增加製作手工繪本的時間。也有學生建議教師採用較簡短的文本或提供多樣的文本選擇。
根據研究結果，提出三項教學上的建議。首先，製作英文手工繪本教學法是可以用來加強學生英語閱讀理解能力的一項強而有力的方式。再者，閱讀文本小說也可以促進學生的英語學習動機。最後，出版商應該考慮多出版一些簡化版經典文本小說。簡化版經典文本小說不僅僅符合學生的閱讀理解程度，相對來說，亦不會花他們太多時間來閱讀，教師也可以精簡教學時間。如此一來，學生將會有更多機會接觸英文。

ABSTRACT

The purpose of this study is to investigate the effects on instruction of English self-designed picture books (ISPB) on English learning motivation and reading comprehension for 56 ninth graders. During the ISPB, the students were guided to read the selected fiction – Because of Winn Dixie. After the ISPB, the students’ English reading comprehension in the pretest and the post-test were compared by paired sample t-test. Also, the answers to the pre-study questionnaire and the sections about motivation in the post-study questionnaire were compared by paired sample t-test. As for the student responses to the ISPB and the selected fiction, they were analyzed and discussed quantitatively. The students’ gains, difficulties and suggestions collected from the three open-ended questions were examined and discussed qualitatively.
Based on the data analyses, the major findings of the present study are summarized as follows:
1. There are eight significant differences in the students’ English learning motivation between the pre-study and the post-study questionnaires. In addition, the increased mean scores in the post-study questionnaire show that the ISPB had a positive effect on the students’ learning motivation.
2. There is a significant difference in the subjects’ English reading comprehension before and after the ISPB. The gain of the mean score in the post-test shows that the ISPB helped students have a better understanding of English reading materials.
3. From the student responses to English reading in the ISPB, the results reveal that the majority of the subjects agreed that they advanced in English reading comprehension, vocabulary acquirement and grammar perception. To illustrate, the ISPB assisted students to cultivate the habit of skimming the reading materials for elemental information and scanning the details for the vocabulary and grammar focus.
4. In light of the student responses to the ISPB, many students expressed that the ISPB is beneficial to their English learning. The students not only thought the ISPB was appealing to them but also agreed that it helped improve their comprehension of the fiction.
5. As for the students’ gain for the ISPB, the subjects conveyed that their great gain for the ISPB was the comprehension of the selected fiction. Furthermore, the amount of their English vocabulary was considered enlarged. The subjects also revealed that the importance of group work was experienced in the process of the ISPB.
6. As for the students’ difficulties and suggestions, the subjects mentioned that it was hard for them to make proper illustrations without pictorial skills and to summarize a long story. In addition, some students had difficulties in decoding new words from the contexts. On the other hand, the subjects made some practical suggestions for the ISPB. Some of them hoped for more time to complete their self-designed picture books. Also, some of them suggested that teachers adopt shorter stories or prepare more reading materials for them to choose.
Based on the study findings, three pedagogical implications are made. First of all, the ISPB can be used as a strengthening method to improve students’ English reading comprehension. In addition, fiction reading can be applied to boost students’ motivation in learning English. Finally, publishers should publish more simplified fiction as substitute of the classical English fiction. A simplified version of classical fiction is optimal for students to enjoy and it will not take too much time for students to read. Moreover, teachers can spend less time instructing a simplified version. Students thereby will have more chances to be exposed to English.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purposes of the Study 6
Research Questions 7
Significance of the Study 7
Limitations of the Study 8
Definitions of Terms 8

CHAPTER TWO LITERATURE REVIEW
Picture Books and EFL Instruction 11
The Power of Picture Books 12
Types of Picture Books 14
Benefits of Applying Picture Books in EFL Instruction 16
Nature of Motivation 19
Definition of Motivation 19
Extrinsic Motivation and Intrinsic Motivation 21
Ways to Promote Motivation 24
Reading Comprehension and Writing Performance 26
Reading Comprehension 26
Writing to Learn 29
Relationship between Reading Comprehension and
Writing Performance 31


CHAPTER THREE METHODOLOGY
Subjects 33
Instruments 34
One Selected Fiction and Three Relevant Worksheets 34
Self-designed Picture Books 35
A Sample Lesson Plan 36
The Pre-study Questionnaire on the Student Responses to
Motivation in English Learning 37
The Post-study Questionnaire on the Student Responses to
the ISPB 38
The Pretest and the Post-tests of English Reading
Comprehension 39
Procedures 39
Data Analysis 40
Quantitative Analysis 41
Qualitative Analysis 41

CHAPTER FOUR RESULTS AND DISCUSSIONS
Comparison of the Students’ English Learning Motivation
Before and After the ISPB 43
The Effects of the ISPB on the Students’ English Reading
Comprehension 49
The Student Responses to English reading and the Selected
Fiction 50
The Student Gains, Difficulties and Suggestions for the ISPB 60

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions 73
Implications 76
Suggestions 77

REFERENCES 79

APPENDIXES
Appendix A The Pre-study Questionnaire on the Student
Responses to Motivation in English Learning 93
Appendix B The Post-study Questionnaire on the Student
Responses to the ISPB 95
Appendix C The Pretest of English Reading Comprehension 97
Appendix D-1 The Post-test 1 of English Reading Comprehension 99
Appendix D-2 The Post-test 2 of English Reading Comprehension 101
Appendix D-3 The Post-test 3 of English Reading Comprehension 103
Appendix E A Sample Lesson Plan for Teaching Chapters 1 to 9
of the Fiction, Because of Winn-Dixie 105
Appendix F A Sample Worksheet 1 on Because of Winn-Dixie 108
Appendix G A Sample Worksheet 2 on Because of Winn-Dixie 109
Appendix H A Sample Worksheet 3 on Because of Winn-Dixie 110
Appendix I Reliability of the Pre-study Questionnaire on the
Student Responses to Motivation in English
Learning 111
Appendix J Validity of the Pre-study Questionnaire on the
Student Responses to Motivation in English
Learning 112
Appendix K Validity of the Post-study Questionnaire on the
Student Responses to Motivation in English
Learning 113
Appendix L Validity of the Post-study Questionnaire on the
Student Responses to the ISPB 115
Appendix M A Sample Paper for Making Self-designed
Picture Books 117
Appendix N A Sample Self-designed Picture Book on
Because of Winn-Dixie Chapters 1 to 9 118















LIST OF TABLES

Table 1 Comparison of the Student Responses to Intrinsic Motivation Before and After the ISPB 44
Table 2
Comparison of the Student Responses to Extrinsic Motivation Before and After ISPB
46
Table 3 Comparison of the Student Responses to English Reading Motivation Before and After ISPB
47
Table 4
Comparison of the Students’ English Reading Comprehension between the Pretest and the Post-test
50
Table 5 The Student Responses to English Reading 52
Table 6 The Student Gains in the ISPB 61
Table 7 The Student Difficulties in the ISPB 65
Table 8 The Student Suggestions for the Improvement of the ISPB 68








LIST OF FIGURES

Figure 1 A flow chart of the study procedures 40
Figure 2 An Extracted Page on Section 2 of the Self-designed Picture Book by Group 2
53
Figure 3 An Extracted Page on Section 3 of the Self-designed Picture Book by Group 5
54
Figure 4 An Extracted Page on Section 2 of the Self-designed Picture Book by Group 5
54
Figure 5 An Extracted Page on Section 3 of the Self-designed Picture Book by Group 10
56
Figure 6 An Extracted Page on Section 2 of the Self-designed Picture Book by Group 4
56
Figure 7 An Extracted Page on Section 2 of the Self-designed Picture Book by Group 7
57
Figure 8 An Extracted Page on Section 2 of the Self-designed Picture Book by Group 8
59
Figure 9 An Extracted Page on Section 1 of the Self-designed Picture Book by Group 7
59

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