臺灣博碩士論文加值系統

近年來，許多研究指出在教學過程中激發學生主動思考可以促進學習成效，而了解學習者不同的學習風格與偏好也會幫助他們在學習歷程中達到事半功倍的效果。本文旨在探討布書的教學效益，並同時比較閃示卡教學和傳統閱讀教學在詞彙識別、句子理解、閱讀理解和口語表現等方面中的學習效果。
參與研究之實驗對象為三班共三十一位三年級學童，隨機分配為一組實驗組與兩組控制組，分別接受布書英語教學、閃示卡英語教學及傳統英語閱讀教學。三組接受同一英語教師，教學課程歷時二十週，每週一次四十分鐘且共計六個單元。另外，為了評量三組學習者的表現差異而進行的測驗內容包含學習者的英語能力前測、後測及六個單元閱讀理解及口語表現的立即測驗。此外，在教學實驗結束後，實驗組的學習者分別填寫接受布書教學之學習態度問卷及回饋。
整體而言，經過分析結果顯示，使用布書教學之實驗組的教學活動，能有效增進學童的字彙、句型、閱讀理解及口語能力的學習，並且在各項測驗的表現優於兩組控制組。此外，實驗組的問卷及回饋結果顯示，學童們對於布書在英語學習上持有正面的態度。根據上述的結果，本研究建議台灣的英語教師可以在英文教學過程中，結合觸覺型輔助教學工具以增進學童在閱讀理解及口語發展的學習。

Over the years, research has established that involving students in thinking while engaging facilitates learning. Drawing on learning styles, this study aims to investigate the effectiveness of cloth book reading instruction compared to flashcard-based instruction and to traditional reading instruction. The study specifically focuses on the aspects of vocabulary recognition, sentence comprehension and speaking performance.
The participants were third-grade elementary school students from three intact classes (N=31) randomly assigned to the control and experimental groups. The three homogeneous groups received a forty-minute instruction once a week up to 20 weeks encompassing 6 units in total. The instruments included quantitative analyses of a proficiency pretest, six immediate reading and speaking comprehension tests, and an achievement posttest. Moreover, to further probe the subjects’ perceptions of cloth book instruction, a questionnaire was administered to the subjects of the experimental group after the treatment.
Results of the study showed that the experimental group performed significantly better than the control groups on reading and speaking comprehension, indicating the intervention with cloth book active reading instruction effectively enhanced young EFL learners’ reading growth. Moreover, the subjects in the experimental group responded positively toward the cloth book usage in learning English. In light of the findings, it is recommended that there is a need for providing a variety of engaging materials and opportunities to facilitate language development in young EFL learners.

TABLE OF CONTENTS

ABSTRACT (ENGLISH) ..............................................................................................i
ABSTRACT (CHINESE)..............................................................................................ii
ACKNOWLEDGEMENTS…………………………………………………………..iii
TABLE OF CONTENTS..............................................................................................iv
LIST OF TABLES........................................................................................................vi
LIST OF FIGURES.....................................................................................................vii

CHAPTER ONE INTRODUCTION..........................................................................1
Background and Motivation...................................................................................1
Purpose of the Study..............................................................................................6
Research Questions................................................................................................7
Definitions of Terms..............................................................................................8
Significance of the Study.......................................................................................9
Organization of the Study....................................................................................10

CHAPTER TWO LITERATURE REVIEW..........................................................11
The Process of Comprehension ...........................................................................11
Learning Style .....................................................................................................14
Teaching Strategies Aligned with Theme-based Instruction…………….……..18
Working Memory and Interactive Books ............................................................22

CHAPTER THREE METHODOLOGY.................................................................27
Subjects ...............................................................................................................27
Teaching Materials...............................................................................................30
Instruments...........................................................................................................31
English Learning Background Questionnaire..............................................32
English Reading Proficiency Pretests and Posttests.....................................32
Immediate Reading and Speaking Comprehension Posttests.......................33
Questionnaire of Subjects’ Attitudes toward Cloth Book Instruction..........34
Procedures of Research Design of the Study…………………………………...35
Instructions of Cloth Book, Flashcard-based and Traditional Reading ..............36
Experimental Group (Cloth Book Instruction).............................................37
Control Group 1 (Traditional Reading Instruction).....................................42
Control Group 2 (Flashcard-based Instruction)….......................................43
Data Analysis.......................................................................................................44


CHAPTER FOUR RESULTS AND DISCUSSIONS.............................................46
Results and Discussion of the Reading Proficiency Pretest.................................46
Results and Discussion of the Immediate Vocabulary Recognition Tests...........47
Results and Discussion of the Immediate Reading Comprehension Tests..........52
Results and Discussion of the Immediate Tests on Speaking Performance….…55
Results and Discussion of the Immediate Tests on Overall Performance…....…59
Results and Discussion of the Reading Proficiency Posttest and Gain Scores....62
Results of Subjects’ Attitude Questionnaire…………………............................64

CHAPTER FIVE CONCLUSION...........................................................................69
Summary of Major Findings................................................................................69
Pedagogical Implications.....................................................................................73
Limitations of the Study.......................................................................................76
Suggestions for Further Research........................................................................77

REFERENCES...........................................................................................................79

APPENDIXES ..........................................................................................................92
Appendix A English Learning Background Questionnaire................................92
Appendix B English Reading Proficiency Pretest.............................................94
Appendix C English Reading Proficiency Posttest…………………................98
Appendix D Immediate Reading and Speaking Comprehension Test…..…...102
Appendix E Sample Lesson Plan for the Experimental Group…………..…..104
Appendix F Sample Lesson Plan for the Control Group 1…………………..108
Appendix G Sample Lesson Plan for the Control Group 2………………......111
 

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