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研究生:王尋芝
研究生(外文):WANG, HSUN-CHIH
論文名稱:晨間分享對提升三年級學童英文識字能力和基本寫作能力之成效
論文名稱(外文):The Effects of Morning Circle on Promoting 3rd Graders' Word Recognition and Basic English Writing Ability
指導教授:陳錦芬陳錦芬引用關係
指導教授(外文):CHEN, CHIN-FEN
口試委員:戴維揚賴維菁
口試委員(外文):DAI, WEI-YANGLAI, WEI-CHING
口試日期:2018-07-21
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:2019
畢業學年度:107
語文別:英文
論文頁數:106
中文關鍵詞:晨間分享英語認字能力基本寫作能力
外文關鍵詞:morning circle activitiesword recognitionbasic English writing ability
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本研究主旨在探討晨間分享對提升三年級學童英語認字能力和基本寫作能力之成效。本研究以台北市某公立國小三十八位學生為研究對象,其中十九位學生擔任實驗組、十九位學生擔任控制組。前者接受晨間分享學習,後者執行自我複習。本研究為期十二週,每週兩次,每次三十分鐘。研究資料乃透過英語認字能力及基本寫作能力之前、後測驗以及問卷回饋來收集,再進行相依樣本t檢驗和獨立樣本t檢驗比較兩組學生在英語認字能力及基本寫作能力學習之成效。
研究結果顯示,經過十二週的實驗之後,實驗組在英語認字能力中的字音字義和字形字義對應關係以及英語寫作能力學習成效皆顯著進步,而控制組只在英語認字能力中的字音字義對應關係達顯著進步。再者,實驗組同學對於晨間分享給予非常正向的回應,認為晨間分享不僅提升他們的英語能力更增加他們對學習英語的興趣。最後,根據研究結果,提供相關教學建議,供未來教學及研究之參考。
This quasi-experimental study aimed to investigate the effects of morning circle activities on promoting 3rd graders’ word recognition and basic English writing abilities. Thirty-eight participants from a public elementary school in Taipei City participated in the study, nineteen of whom served as the experimental group, and nineteen as the control group. The former received morning circle activities and the latter conducted self-reviewing. The study was conducted twice a week in the morning, each for 30 minutes and lasting for 12 weeks. Data required for this study were collected through the pre- and post-tests of word recognition, basic English writing tests, and a feedback questionnaire, which were analyzed with paired-sample t-test and independent t-test.
The study results reveal that after 12-week experimental study, the experimental group significantly improved their word recognition ability in the aspects of WS-WM and WF-WM, and basic English writing ability; while the control group only made significant progress in the WS-WM correspondence. Furthermore, the experimental group showed very positive feedback on morning circle activities and thought MC not only enhanced their English proficiency but also raised their interests in learning English. Finally, based on the results, several suggestions for pedagogical implications and future studies are offered.

CHAPTER ONE INTRODUCTION 1

Background of the Study 1

Research Purposes and Research Questions 6

Definitions of Terms 7
Basic English writing skills 7
Morning circle activities 8
WS-WM, WS-WF, and WF-WM correspondence skills 8

CHAPTER TWO LITERATURE REVIEW 11

Importance of Four Language Skills 11

Writing Ability 13

Key Elements of Writing 15
Vocabulary 17
Word Recognition 21
Vocabulary and writing correlations 22
Sentence Patterns 24
Punctuation 25
Capitalizations 26
Grammars 27
Summary 29

Morning Circle 30
Significance of morning circle 30
Activities of morning circle 32

Related Studies 34
Studies conducted previously on English writing 34
Studies conducted previously on the effect of morning circle activities 36

Summary 38
CHAPTER THREE METHODOLOGY 41

Framework of the Study 41
Independent variable 42
Control variables 42
Dependent variables 44

Research Setting and Participants 44
Research setting 44
Participants 45
Comparison of both groups’ initial word recognition and basic English writing abilities 48

Research Procedure and Timetable 50
Procedure 51
Timetable 52

The Experimental Instruction 53
Learning materials 53
Learning procedure and activities 55

Instruments 57
Quantitative Instrument 57
Background Questionnaire 58
Feedback Questionnaire 58
Pretest and posttest of the WS-WM, WS-WF, and WF-WM correspondence 59
Pretest and posttest of the basic English writing 62

Data Analysis 63

CHAPTER FOUR RESULTS AND DISCUSSION 65

Improvement of Word Recognition Ability and Basic English Writing Ability 65
The Progress of the Control Groups’ WR and EW Abilities 66
The Progress of the Experimental Groups’ WR and EW Abilities 68
Comparison of both groups’ word recognition and basic English writing abilities in the posttest 70
Students’ Responses on Feedback Questionnarie 73
Students’ interests and confidence on word recognition and writing through morning circle activities 75
Students’ learning behavior 78
Students’ reaction towards morning circle activities 80

CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 83

Conclusions 83

Limitations of the Study 85

Suggestions 86
For Pedagogical Implications 86
Connect morning circle activities with the textbook of English instruction. 86
Decorate the classroom with the content of morning circle activities. 87
Visualize the word meaning with corresponding pictures. 88
Make use of cooperative learning. 88
For Future Studies 89

REFERENCES 91
Appendix A 99
Appendix B 100
Appendix C 102
Appendix D 106


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