(3.238.7.202) 您好!臺灣時間:2021/02/25 09:56
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:鄧亞婷
研究生(外文):DENG, YAH-TING
論文名稱:運用桌上遊戲複習英語字彙與語音規則對國小六年級學童英語口語閱讀流暢度之影響
論文名稱(外文):The Effects of Using Board Game to Review Vocabulary and Phonic Rules on EFL Sixth Graders’ Oral Reading Fluency
指導教授:陳湄涵陳湄涵引用關係
指導教授(外文):CHEN, MAE-HAN
口試委員:許炳煌林怡弟
口試委員(外文):HSU, PING-HUANGLIN, YI-TI
口試日期:2019-07-23
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:2020
畢業學年度:108
語文別:英文
論文頁數:129
中文關鍵詞:英語口語閱讀流暢度桌上遊戲遊戲式學習英語教育
外文關鍵詞:English oral reading fluencyEnglish educationboard gamegame-based learning
DOI:doi: 10.6344/THE.NTUE.CEE.006.2020.F02
相關次數:
  • 被引用被引用:0
  • 點閱點閱:68
  • 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:0
  • 收藏至我的研究室書目清單書目收藏:0
本研究之目的在於探究運用桌上遊戲複習字彙與自然發音法對於國小六年
級學童英語口語閱讀流暢度之影響。本研究採準實驗研究設計,研究對象為新
北市某國小六年級五十五位學童,其中二十八位為實驗組,以桌上遊戲方式進
行字彙及自然發音原則之複習活動;另外二十七位為控制組,採書寫學習單方
式進行字彙和自然發音原則之複習。實驗時間為期八週,一週上課一次,每次
常規教學二十分鐘、實驗教學二十分鐘。
本實驗教學以量化數據為主要資料收集,透過英語口語閱讀之前、後測取
得研究所需資料,再經由成對樣本 t 檢定和獨立樣本 t 檢定來進行研究資料分析
與詮釋。
研究結果顯示,在實驗教學結束後,實驗組和控制組的英語口語閱讀流暢
度皆有所進步。然而,實驗組於口語閱讀之正確性及速度皆有大幅度的增進,
但控制組只在閱讀的速度上呈現提升。也就是說,歷經八週的實驗教學後,實
驗組學生在口語閱讀流暢度上進步的程度明顯優於控制組學生。此外,研究結
果也發現,經過這八週的教學活動,兩組學生對於不論是已然學習過的、還是
老師新教授的字彙與自然發音規則,都更加熟稔且易於掌握。
最後,依據此次研究結果,提出一些教學建議供英語教育者及未來相關之
研究作為參考。
The purpose of this study was to investigate the effects of using board game to
review vocabulary and phonic rules on English oral reading fluency of the EFL sixth
graders at Sioufong elementary school. The study adopted a quasi-experimental
design with the pre-test and the post-test. There are fifty-five sixth-grade students
from two classes participating in the study, one with twenty-eight students serving as
the experimental group and the other with twenty-seven students as the controlled
group. Both groups received the same instructional activities but different review
activities. The board game “Pass the EGG” designed by researcher was adapted and
applied to vocabulary as well as phonic rules review for the experimental group while
the controlled group accepted worksheets-writing practices. The experiment lasted for
eight weeks, with forty minutes per week.
Quantitative data were collected mainly from the teacher-made oral reading pre
test and post-test. Research data were analyzed by a pair-sampled t-test and an
independent-sampled t-test.
The results of this research reveal that both of the two groups improved their
English oral reading fluency after receiving the teaching programs. However, the
experimental group made a wide range of progress both in reading accuracy and
reading rate; the controlled group’s oral reading ability enhanced only in the aspect of
reading rate. In brief, after eight-weeks’ instruction, the oral reading fluency of the
experimental group was significantly promoted better than that of the controlled
group. Furthermore, it has been found out that the participating students were much
more acquainted with the rules of phonics and vocabularies, no matter learned or
newly-learnt, through such an eight-week experimental teaching.
Eventually, based upon the results of this study, some instructional suggestions
have been provided for English teachers and further studies.
CHAPTER ONE Introduction 1
Research Background and Motivation 1
Purpose of the Study 5
Research Question 6
Definition of Terms 7
Board Game 7
English Oral Reading Fluency 7
CHAPTER TWO Literature Review 9
Significance of Orally Reading Aloud 9
Significance of Teaching English Oral Reading 11
English Oral Reading Fluency 13
Content of oral reading fluency 18
Reading accuracy 19
Reading rate 20
Definition and Characteristics of Games 21
Definition of games 22
Characteristics of games 24
Significance of Game Learning 26
Definition and Characteristics of Board Games 28
Definition of board games 29
Characteristic of board games 31
Application of board games in education 37
Related Studies 40
CHAPTER THREE Methodology 47
Research Framework 47
Independent variable 47
Board game instruction 47
Dependent variables 48
English Oral reading fluency 48
Controlled variables 48
English teaching materials 49
The instructor 49
Students’ English initial proficiency 49
Research Timetable 50
Research Location 51
Participants 52
Teaching Design 53
Teaching materials 53
Board game instruction 53
Regular English textbooks 54
Teaching procedure and programs 58
Research Instrument 60
Pre-test and post-test of oral reading fluency 60
Data Analysis 63
CHAPTER FOUR Results and Discussion 65
English Academic Records between the Two Groups 66
Pre-test and Post-test in Oral Reading Fluency 66
Within-group comparison of oral reading accuracy 67
The Experimental Group 67
The Control Group 69
Within-group comparison of oral reading rate 70
The Experimental Group 70
The Control Group 71
Discussion and Analysis of the Research Results 72
CHAPTER FIVE Conclusion and Suggestion 77
Conclusion of the Research 77
Limitation 79
Suggestion 80
Suggestions for pedagogical implications 80
Adopt appropriate instructional activities to promote the oral reading fluency 80
Focus on teaching objectives when using the board games to review 81
Suggestions for future studies 82
Research objects 82
Independent variables in the research 83
References 85

Appendix
Appendix A Learning Background Information Questionnaire.....................101
Appendix B The Pre-test and Post-test of Oral Reading Fluency..................102
Appendix C Lesson Plan................................................................................103
Appendix D Board Game Rules---Pass the EGG...........................................115
Appendix E Review Worksheet......................................................................117

List of Tables
Table 3-1 The Distribution of the Students’ Semester Scores ...........................50
Table 3-2 Research Timetable ............................................................................50
Table 3-3 The Vocabularies, Letters, and Phonic Rules in the Textbooks ........55
Table 3-4 The Categories of Vocabularies in the Textbooks ............................57
Table 3-5 The Well-known Festivals with Related Words in the Textbooks ...57
Table 3-6 The Class Schedule of the Experimental Instruction ........................59
Table 3-7 The Criteria for Evaluating Word Accuracy .....................................62
Table 4-1 The School English Semester Records of the Two Groups ..............66
Table 4-2 The Experimental Group’s Performance in Oral Reading Accuracy.68
Table 4-3 The Control Group’s Performance in Oral Reading Accuracy .........69
Table 4-4 The Experimental Group’s Performance in Oral Reading Rate .......70
Table 4-5 The Control Group’s Performance in Oral Reading Rate .................72

List of Figures
Figure 4-1 The Distribution of the Experimental Group in Oral Reading Accuracy......68
Figure 4-2 The Distribution of the Experimental Group in Oral Reading Rate........71

Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a nation of readers: the report of the commission on reading. Washington, DC: National Institute of Education.
Armstrong, S. W. (1983). The effects of material difficulty upon learning disabled children’s oral reading and reading comprehension. Learning Disability Quarterly, 6, 339-348.
Barblett, L. (2010). Why play-based learning? Every Child, 16, 4-5.
Bernard, S. (1967). What is a game? Philosophy of Science, 34(2), 148-156.
Breznitz, Z. (1987). Increasing first graders’ reading accuracy and comprehension by accelerating their reading rates. Journal of Educational Psychology, 79(3), 236-242.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York, NY: Pearson Education, Inc.
Byrne, D. (1995). Games. Teaching oral English. Harlow, UK: Longman Group.
Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. Optimal experience: Psychological studies of flow in consciousness. Cambridge, UK: Cambridge University Press.
Frost, J. L. & Klein, B. L. (1979). Children’s Play and Playgrounds. Boston, MA: Allyn and Bacon.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Good, R. H., & Kaminski, R. A. (2002). Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Eugene, OR: University of Oregon.
Hinebaugh, J. P. (2009). A board game education. Lanham, MD: Rowman & Littlefield Education.
Homan, S. P., Klesius, J. P., & Hite, C. (1993). Effects of repeated reading and nonrepetitive strategies on students’ fluency and comprehension. Journal of Education Research, 87, 94-99.
James, S. B., Kenneth, E. B., Mary, E. B., Lynda, S. J., & James, P. (2007). Examples of curriculum-based measurement probes. Wayne, MI: Board of Education.
nupp, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings. Practicum paper, Nova University (ERIC Document Reproduction Service No. ED 297275).
Kuhn, M. R. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58 (4), 338-344.
National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Oxland, K. (2004). Game play and design. Harlow, UK: Addison-Wesley.
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: Norton.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic.
Rasplica, C., & Cummings, K. D. (2013). Oral reading fluency. Council for Learning Disabilities. NCSP: University of Oregon.
Read Naturally. (2002). Reading fluency monitor. Minneapolis, MN: Author.
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, Special Issues on Mathematical Cognition, 11(5), 655-661.
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
Wang, H. T. (2012). Preliminary study of table games used in children’s
empowerment groups. Community Development, 140, 94-106.
電子全文 電子全文(網際網路公開日期:20220201)
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