(3.227.0.150) 您好!臺灣時間:2021/05/06 11:56
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:詹佳宜
研究生(外文):Jan Jia Yi
論文名稱:桌遊融入國小英語教學對單字學習成效與動機行為之探討
論文名稱(外文):The Effects of Board Games on English Vocabulary Learning and Motivated Behavior of Elementary School Learners
指導教授:林彥良林彥良引用關係
口試委員:嚴愛群洪媽益
口試日期:2016-07-29
學位類別:碩士
校院名稱:國立臺北科技大學
系所名稱:應用英文系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:英文
中文關鍵詞:桌遊、單字學習、動機行為
外文關鍵詞:Board gamesvocabularymotivated behavior
相關次數:
  • 被引用被引用:53
  • 點閱點閱:4154
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:876
  • 收藏至我的研究室書目清單書目收藏:7
本研究旨在探討桌遊融入教學對學生單字的學習成效及課程進行中的學生動機行為。研究採用兩所鄰近之基隆市公立國小的31位六年級學生為研究對象,教師根據洪燕玲等(2006)所編製的認字測驗中的100個單字為教學內容。在課程實施前以本認字測驗為前測工具,之後針對實驗組進行桌遊融入之課程,而對照組則以一般講述方式進行課程,在課程實施後再以本認字測驗做為後測。同時,為了瞭解桌遊教學的延期效益,將研究對象在課程結束後三週再進行一次延宕後測。
另外,針對實驗組課程進行中以錄影方式來記錄學生上課中的學習行為表現,課後以研究者根據Stipek (1988)所提出的動機行為模式而改編一份行為觀察量表來記錄與分析學生在桌遊融入課程中的動機行為。
資料蒐集後以社會科學統計程序軟體SPSS來分析兩組學生的前後測及延宕後測成績,利用量化結果進一步比較與分析班級內高成就學生及低成就學生單字學習成效及動機行為之異同
研究結果發現透過單字課程實施讓實驗組和對照組的學生在認字測驗中都有顯著的進步;而不同教學方法對不同程度的學生而言,參加桌遊融入課程的低成就學生在測驗中的字義和認讀兩方面都比參加傳統教學課程的低成就學生有更顯著進步;高成就的學生則只有在字義方面有顯著進步。在長期單字成效方面,實驗組學生無論任何程度都比對照組學生有更顯著的長期單字記憶成效。
此外,在動機行為的觀察與結果分析中發現,桌遊課程能增強學生的學習動機並讓學生表現更多的正向動機行為,而高成就的學生比低成就的學生有更多的和老師互動行為,如提問及回答老師的問題。再者,學生在課堂中和老師互動的行為和其在字義測驗表現方面呈正向顯著相關。最後,本研究結果對未來的教學及應用桌遊之研究方向提供建議。
The present study examines the extent to which the integration of board games into the English vocabulary instruction improves word recognition ability (including word decoding and meaning) and whether the improvement differs between high and low achievers. Using word recognition tests edited by Hong et al. (2006) as a measurement of vocabulary development, thirty-one 6th grade students from two public elementary schools from a single district in Keelung city in Taiwan were tracked to evaluate the educational role of board games in the process of vocabulary learning. In the experimental group instruction was integrated with board games, while only traditional teaching methods were used for the control group.
All participants took a pre-test before the study and a post-test immediately following the study. A delayed post-test took place three weeks after the completion of the study in order to assess the retention of vocabulary learning.
This study also explores the motivated behaviors exhibited during the instruction incorporating with board games. Behavior of the students in the experimental group was video-recorded, allowing the researcher to monitor pre-determined target behavior. Using an edited version of the three types of the motivated behavior scale proposed by Stipek (1988), the researcher calculated the frequencies of the target behavior quantitatively and described the students’ behavior qualitatively.
Data collected from pre-test and post-test results of both groups, as well as the frequencies of motivated behavior in experiment group, were analyzed statistically using a t-test. These quantitative results were further compared in order to find the congruency and discrepancy between students with high and low academic performance.
The results of this study show that students from both experimental and control groups significantly improved their grades in word decoding and word meaning tests after vocabulary instruction. Particularly, low achievers in experimental group had significantly more improvement in both word decoding and word meaning than the participants from the control group. However, high achievers in experimental group had significant improvement only in word meaning. Furthermore, the instruction incorporating board games could lead to better retention of vocabulary learning, as shown in the delayed post-test.
Concerning the motivated behavior, the results provided evidence that instruction with board games integrated could improve students’ motivated behavior in English class. Particularly, high achievers showed more attention and reaction to teacher than low achievers. The analysis of correlation between motivated behavior and improvement of vocabulary learning also indicated that when students had more reaction to teacher, they had better improvement in word meaning test. Based on the findings, some pedagogical implications and suggestions for incorporating board games into English instruction are provided.
Table of Contents
ABSTRACT (Chinese) i
ABSTRACT (English) iii
Chapter 1 Introduction 1
1.1 Background 2
1.2 Purpose of the Study 4
1.3 Research Questions 5
1.4 Significance of the Study 5
Chapter 2 Literature Review.. 7
2.1 Board games 7
2.1.1 Definition of Board Games 7
2.1.2 Characteristics of Board Games 8
2.1.3 The Relation between Board Games and Learning 9
2.1.4 The application of Board Games 10
2.2 Vocabulary Learning 11
2.3 Motivation 15
2.3.1 Definition of Motivation 15
2.3.2 Motivation and Language Learning 17
Chapter 3 Methodology.. 20
3.1 Participants 20
3.2 Materials 22
3.2.1 Course Design 22
3.2.2 The Board Games 24
3.3 Data Collection 25
3.3.1 English Word Recognition Test 26
3.3.2 Motivated Behavior Observation 26
3.4 Data Analysis 29
Chapter 4 Results And Discussion 31
4.1 Improvement of Word Recognition………………………………………………. 31
4.1.1 The Improvement of Word Decoding (pre-test and post-test)……………………… 32
4.1.2 The Improvement of Word Meaning (pre-test and post-test) ……………………… 34
4.1.3 Retention of Vocabulary learning 37
4.2 The Performance of Motivated Behavior 39
4.2.1 The Observation of Motivated Behavior 40
4.2.2 The Difference between High Achievers and Low Achievers 45
4.3 The Correlation between Improvement and Motivated Behavior 46
Chapter 5 Conclusion And Suggestions 49
5.1 Summary of the Major Finding 49
5.2 The Performance of Motivated Behavior… 52
5.3 Suggestion for Further Research… 53
REFERENCES 55
APPENDIX 58
Appendix A The Consent Form 61
Appendix B Board Game 1 62
Appendix C Board Game 2 65
Appendix D Word Recognition Test 73
Appendix E The Record of Motivation Behavior Observation 75
許月貴、陳映秀(2007)。國民中小學英語教師對於英語學習低成就學生補救教學之看法與實施現況。英語教學期刊,31(2),1-43.
Hung, C. L. (洪正龍) (2007)。遊戲對國小五年級不同學習動機類型學童的學習動機之影響研究。(Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/16128272128816144796
Tsai, M. L. (蔡孟霖) (2011)。遊戲融入七年級英語單字學習策略之研究。(Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/55941752535707410424
Chao, W. L. (趙婉伶) (2016). The Effects of Student-made Board Games on Improving English Vocabulary Knowledge of 4th Graders with Low English Proficiency. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/80417838540066028329
Chen, C. K. (陳嘉貴) (2009). A Study on Integrating Cooperative Learning into Vocabulary Learning Strategy Instruction to Increase Word Recognition of Elementary School Low Achievers. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/50608751649873418231
Chen, Y. C. (陳昱靜) (2013).The Effect of Mobile Application Games on English Learning Motivation and Learning Engagement. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/64618067818582693531
Chen, T. S. (陳植珊) (2011). The Effects of Picture Books on Cultural Knowledge and English Learning Attitude of Elementary School Students. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/64488345375252266894
Chien, Y. C. (簡玉卿) (2006). Impacts of English Vocabulary Learning Strategy Instruction to 5th Grade Elementary School Students. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/22373035075084150916
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36. doi: 10.1111/j.0026-7902.2005.00263.x
Davis, K., & Hallowell, J. (1945). Inventing and playing games in the English classroom. Urbana, Illinois: NCTE.
Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9),
21-24.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284. doi: 10.1111/j.1540-4781.1994.tb02042.x
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. doi: 10.1017/S026144480001315X
Dörnyei, Z. (2007). Creating a motivating classroom environment. In Cummins, J. and Davison, C. (Eds. pp.719-731), International Handbook of English Language Teaching. NY: Springer.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203-229. doi: 10.1177/136216889800200303r
Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learningstrategies. Novitas-Royal, 1(2), 84-91.
Ginsburg, H., & Opper, S. (1971). Piagets theory of intellectual development. Englewood Cliffs, NJ: Prentice-Hall.
Gobet, F., Retschitzki, J., & Voogt, A. (2012). Moves in mind. New York, NY: Psychology Press.
Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of Motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
Halpern, D.F., & Hakel, M.D. (2003). Applying the science of learning to the university and beyond. Teaching for long term retention and transfer. Change: The Magazine of Higher Learning, 35(4), 36-41. doi:10.1080/00091380309604109
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge University Press.
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1). 75-90.
Hsu, H. K. (許秀甘) (2014). The Impact of the Board Games Teaching Model on the Mathematics Addition and Subtraction Skills, Mathematics Learning Motivation of First –Grade Students. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/92390470758477309974
Hsu, P. S. (許佩詩) (2012).The Effects of Strategy-based Vocabulary Instruction on Taiwanese EFL Young Learners’ Vocabulary Learning. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/84716352949542256622
Huang, Y. C. (黃彥嘉) (2013). The Effects of Story Reading-aloud on Promoting English Word Recognition and English Oral Reading Fluency of Fifth Grade Students in Taoyuan County. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/94722955694163992433.
Jalongo, M. R., & Sobolak, M. J. (2010). Supporting young childrens vocabulary Growth: The challenges, the benefits, and evidence-based strategies. Early Childhood Education Journal, 38. 421-429. Doi: 10.1007/s106430100433x.
Kao, C. L. (高嘉璘) (2009). The Action Research of Using Skype to Improve the Speaking Ability of Vocational High School Students. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/75713341254125008271
Lai, Y.L. (賴怡陵) (2014). An Action Study of Readers Theater Applying Cooperative Learning to Promote English Speaking Ability of Fifth-grade Elementary School Students. (Master’s thesis). Retrieved fromhttp://handle.ncl.edu.tw/11296/ndltd/18234476364529912797
Lee, P. L. (李沛倫) (2013). The Effect of Feedback on Students’ Performance in an English Speaking Class. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/99078911812970477154
Lee, W. L. (李婉翎) (2015). A Study of Evaluation of the Digital English Game-based Learning Websites. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/43234393719605149904
Liu,S.S. (劉歆筱) (2014). A Study of the Effects of Science Picture Books Instruction on Sixth Graders’ English Learning in a Taiwanese Context. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/05431522715179494001
Lin, Y. Y. (林元媛) (2014). The Study of Lower Grade Students’ English Learning Motivation with Different Learning Styles with Tabletop Games.(Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/65288074506773150359
Lucht, M., & Heidig, S. (2013). Applying HOPSCOTCH as an exer-learning game in English lessons: two exploratory studies. Educational Technology Research and Development, 61(5). 767-792.
Mármol, G. A., & Sánchez-Lafuente, Á. A. (2013). The involvement load hypothesis: its effect on vocabulary learning in primary education. Revista Española de Lingüística Aplicada, 26, 11-24.
McNeil, M., Fyfe, R., Petersen, A., Dunwiddie, E., & Brletic-Shipley, H. (2011), Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence. Child Development, 82.1620–1633. doi:10.1111/j.1467-8624.2011.01622.x
Omrod, J. E. (2011). Educational psychology: Developing learners. Boston, MA: Pearson Education.
Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493-525.
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2). 571-594.
Penno, J. F., Ian A.G., & Moore, D.W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-24.
Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-Income children’s numerical knowledge through playing number board games. Child Development, 79, 375–394.
Stipek, D.J., & Denise, H. D. (1988). Declining perceptions of competence: A
consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80(3). 352-354.
Swanson, E., & Howerton, D. (2007). Influence vocabulary acquisition for English language learners. Intervention in School and Clinic, 42(5), 290-294.
Tihanova, I. G. (2011). Psychological and pedagogical expertise of board games. Psychological Science and Education, 2, 18–25.
Wang, C.Y. (王金玉) (2015).The Effects of Board Games on Taiwanese 6th Graders’ English Spelling Ability. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/75713341254125008271
Wang, Y. H. (王瑜樺) (2012) A Correlation Study of Family Social Capital, English Vocabulary Learning Strategy and Vocabulary Achievement of Fifth Graders in New Taipei City. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/46019222936185445907
Wei, S. W. (魏韶葳) (2014). Incorporate Dixit into Mandarin Remedial Instruction:
Take Third Graders for Example. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/25276899897779607714
Wu, Y. J. (吳昱禛) (2016). Integrating Board Games into Fourth-Grade English Classes: An Action Research Study. (Master’s thesis). Retrieved from http://handle.ncl.edu.tw/11296/ndltd/64936549425986799125
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔