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研究生:羅宇雯
研究生(外文):LO, YU-WEN
論文名稱:主題繪本對提升四年級學生識字及動物保護觀念之成效
論文名稱(外文):The Effectiveness of Theme-based Picture Book Teaching on Fourth Graders’ English Word Recognition and Animal Protection Concepts
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:陳淑惠胡潔芳
口試委員(外文):CHEN, SHU-HUIHU, CHIEH-FANG
口試日期:2018-07-24
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:主題繪本英語認字動物保護生命教育
外文關鍵詞:Theme-based picture booksEnglish word recognitionAnimal protectionLife education
DOI:doi: 10.6344/THE.NTUE.CEE.005.2019.F02
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本準實驗研究旨在探討主題繪本融入英語教學對四年級學童英語識字及動物保護觀念之成效。50位四年級參與此研究,其英語認字及動物保護觀念之起始能力相近,25位為實驗組,25位為控制組。前者每週接受一次主題式繪本閱讀教學,為期十週;控制組則接受一般英語教學。研究所需資料則透過英語認字能力前測、後測,動物保護問卷及回饋問卷來收集,最後採相依樣本t檢驗和獨立樣本t檢驗進行分析。
研究結果顯示,經過十週的實驗教學之後,實驗組在英語認字和動物保護觀念的能力,在後測分數皆有進步,但是並未達顯著值。控制組在英語認字和動物保護觀念的能力,在後測分數皆比前測退步,但未達顯著值。整體來說,實驗組在整體英語認字和動物保護觀念的後測分數高於對照組,組間的差異達顯著值。此外,實驗組學生對本研究的主題繪本教學抱持正向的態度,喜歡本研究的英語圖書閱讀活動及動物保護主題議題。最後,根據研究結果提出相關建議,供英語教學與未來研究參考。
The quasi-experimental study aims to investigate the effectiveness of implementing theme-based picture books on fourth graders’ word recognition (WR) and concepts of animal protection (AP). Fifty 4th graders in an elementary school in the New Taipei City with similar English achievement served as the experimental group and the control group respectively, each with 25 students. The former received one class of animal theme-based picture books teaching per week for ten weeks but the later received the conventional English class. Data required for the study were collected through the pre- and posttests of WR and AP questionnaires and a feedback questionnaire toward the instruction with theme-based picture books and further analyzed with the paired-samples t-test and the independent-samples t-test.
The results of the study show that after the experimental instruction, the experimental group scored higher in both WR and the concepts of AP but the progress was not significant. The control group did not make progress in WR and the concepts of AP in the posttest. Generally speaking, the experimental group performed better than the control group did in the posttest of overall WR, especially in the WF-WM correspondence, which reaches significant value. Meanwhile, the experimental students reveal very positive attitude toward the theme-based picture book instruction in terms of English learning and the topics explored in this study. Finally, based upon the study results, some suggestions for pedagogical applications and further studies are offered.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Research Purposes 5
Research Questions 6
Significance of the Study 7
Definitions of Terms 7
Animal protection 7
Word recognition 8
Theme-based picture books 8
CHAPTER TWO LITERATURE REVIEW 11
Vocabulary Learning 12
Word recognition 14
Learning vocabulary in contexts 15
Animal Protection 18
Animal protection education 20
Picture Books in Language Learning 21
Significance of picture books 21
Picture books and vocabulary learning 23
Theme-Based Instruction 25
Related studies of animal protection education 27
Summary 30
CHAPTER THREE METHODOLOGY 31
Framework of the study 31
Independent variable 32
Control variables 33
Dependent variables 34
Research Setting and Participants 35
Research setting 35
Participants 35
Research Procedure and Timetable 39
Procedure of the study 39
Timetable of the study 40
Teaching Materials 41
Teaching schedule and procedure 44
Instruments 48
Participants’ background questionnaire 48
Pretest and posttests of English word recognition 49
Pretest and posttests of animal protection 49
The Feedback Questionnaire 50
Data Analysis 51
CHAPTER FOUR RESULTS AND DISCUSSIONS 53
Both Group’s Word Recognition Ability 54
Between-group comparison of word recognition ability in the pretest 54
Comparison of Between-group Word Recognition in the Posttest 59
Both Group’s Concepts of Animal Protection 61
Comparison of Both Groups’ Pre-test Concepts of Animal Protection 63
Comparison of Both Group’s Animal Protection Concepts in the Posttests 64
The Experimental Students’ Feedback on Animal Theme-based Picture Books 68
CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS 71
Conclusions 71
Pedagogical Implications 73
Limitations of the study 77
Suggestions For Future Studies 78
REFERENCES 81
APPENDIXE A: Parents’ Consent 87
APPENDIXE B: Background Questionnaire 88
APPENDIXE C: Pretest of Word Recognition 90
APPENDIXE D: Posttest of Word Recognition 94
APPENDIXE E: Pretest of Animal Protection Awareness Questionnaire 98
APPENDIXE F: Posttest of Animal Protection Awareness Questionnaire 99
APPENDIXE G: Feedback Questionnaire 100
APPENDIXE H: Worksheets 102
APPENDIXE I: Animal Protection Posters 106


LISTS OF TABLES
Table 2-1 Related Studies of Animal Protection Education………………………….27
Table 3-1 Background Information of Students in the Study………………………...37
Table 3-3 Timetable of the Study……………………………………......…………...40
Table 3-4 Vocabulary in Selected Picture Books…………………………………….43
Table 3-5 Teaching Schedule for the Control Group and the Experimental Group….45
Table 3-6 Teaching Procedures of the Experimental Study……………………….…46
Table 3-7 Teaching Procedures of the Control Study………………………….….…47
Table 4 1 Comparison of Both Groups’ Initial Word Recognition Ability………….54
Table 4-2 Within-group Comparison of the Control Group’s WR Ability………......56
Table 4-3 Within-group Comparison of the Experimental Group’s WR Ability….…57
Table 4 4 Between-group Comparison of Word Recognition Ability in the Posttest..59
Table 4-5 Both Groups’ Initial Concept towards Animal Protection Concepts……...62
Table 4-6 Both Groups’ Concept towards Animal Protection Concepts in the
posttest………………………………………….……………………….…65
Table 4-7 The Experimental Students’ Feedback toward the Program…...……..……68

LIST OF FIGURES
Figure 3-1 Framework of the study…………………………………………………32
Figure 3-2 Research procedure……………………………………………………39
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