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研究生:張佑禎
研究生(外文):CHANG, YU-CHEN
論文名稱:讀者劇場在英文核心素養B1讀寫技巧和C2人際關係和團隊合作的效益
論文名稱(外文):EFFECTS OF THE READER'S THEATER PROGRAM ON THE STUDENTS' ENGLISH CORE COMPETENCIES:B1 LITERACY SKILLS, C2 INTERPERSONAL RELATIONSHIPS, AND TEAMWORK
指導教授:廖明姿廖明姿引用關係
指導教授(外文):Caroline Ming-Tzu Liao
口試委員:張玉玲張理宏
口試委員(外文):Chang, Ye-lingLi-Hong Chang
口試日期:2022-06-17
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
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:2022
畢業學年度:110
語文別:中文
論文頁數:132
外文關鍵詞:Reader's TheaterCore CompetenciesB1 Semiotics and Expression CompetencyC2 Interpersonal Relationships and Teamwork CompetencyLiteracy Skills
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論文名稱:讀者劇場在英文核心素養B1讀寫技巧和C2人際關係和團隊合作的效益
校所組別:高雄師範大學英語學系教學碩士班
畢業時間:110 學年度第二學期
指導教授:廖明姿博士
研究生:張佑禎
論文提要:
本研究旨在探究讀者劇場對四年級學生英語核心能力的效益,包括閱讀、寫作、人際關係和團隊合作。本研究的實驗對象為高雄市福山國小二十八名四年級學生。研究者選擇學校成績排名高、中、低各四名學生接受後續訪談。課程中所收集到的前、後測和問卷等資料進行量化和質化分析。同時,學生課程後的問卷調查、後續訪談、改寫之劇本以及研究者的課堂觀察等,所有資料亦經由質化和量化分析。
本研究的主要發現如下:
一、讀劇課程實施後,在英文閱讀理解測驗結果上沒有顯著差異。儘管如此,全班學生的閱讀後測平均分數接近滿分,意味著他們的閱讀能力在課程前後一直處於良好狀態。
二、讀劇課程的實施,對學生前後測的英文書寫測驗結果沒有顯著差異。但是,學生在改錯和句子理解的題型上分數有明顯進步。研究者發現其可能原因是學生正在學習現在進行式動詞時態,規則較複雜,需要花更多時間來理解。
三、很多學生覺得,因為讀劇課程,英語學習上進步許多,他們可以更有自信的表達,在英文讀、寫上能更正確。他們覺得英文書寫變容易了,也比較喜歡閱讀英語書籍和寫作活動。
四、讀劇課程引發學生的學習動機,在意自己的朗讀能力,閱讀能力提昇許多。很多學生認為,在讀劇課程中學到了很多詞彙,也喜歡課程裡的朗讀活動。
五、很多學生覺得讀者劇場幫助他們提昇了英文書寫的能力,他們可以應用所學,與組員一起改編劇本。他們喜歡讀者劇場裡的劇本改編活動。
六、學生對人際關係和團隊合作有正向的看法。他們喜歡和組員一起練習讀劇本,彼此互相學習。讀劇課程培養學生團隊合作的精神。
七、學生在讀劇課程上有收穫、有遇到困難,也有一些建議。他們的閱讀能力進步很多、懂得團隊合作、站在舞台上變得更有自信。他們遇到的困難是,劇本裡有些英文字不會唸、有些組員配合度不高、以及在討論劇本內容時,有時大家意見不合。這些困難激發他們思考和解決問題的能力。至於建議,他們希望可以根據學生的學習能力調整劇本的難易度,也希望未來可以繼續進行讀者劇場的課程。
根據以上的研究結果,研究者提出四點意見給有意在課堂上實施讀者劇場的英語教師,作為參考。
一、英語教師可以將讀者劇場的課程安排在學生程度不一的大班教學裡,藉由同儕的互助合作來促進學習。
二、英語教師可以利用讀者劇場的課程,讓學生接觸不同的英文文本,培養學生的閱讀能力,增進閱讀的流暢性。
三、英語教師可以利用讀者劇場裡的改寫活動,讓小組分組討論並改寫劇本,老師提供相關字彙的學習單,在改寫過程中提供鷹架作用,建立學生愉快的寫作經驗。
四、藉由讀者劇場的課程,學生分組討論、練習、到上台表演,在課程中學生學習與他人相處和合作,建立良好的人際關係和團隊合作。
The purpose of the present study is to investigate the effects of reader’s theater on grade four students’ English core competencies, including reading, writing, interpersonal relationships, and teamwork. The participants of this study were 28 fourth-graders in Fushan Elementary School in Kaohsiung.During the twelve-week reader’s theater program in reading, writing, and performing, the students have learned about three different texts in class. In data analysis, the results of the scores of the pretest, post-test, and the five-point Likert scale questionnaires were collected, computed, and analyzed quantitatively. Moreover, the students’ responses to the gains, difficulties,and suggestions in the post-study questionnaire, the follow-up interviews,their script writing, as well as the researcher’s class observation were analyzed qualitatively. Based on the quantitative and qualitative data analyses, the findings of the study are described as follows:
1. The implementation of the reader’s theater program had an insignificant influence on the participants’English reading competency. Nevertheless,their mean score was still close to the full score, which means that they have kept their good English proficiency before and after the study.
2. The reader’s theater program insignificantly affected the participants’ English writing proficiency. The researcher detected the reason and found that the participants were learning present continuous verb tense which was more complex and they needed more time to practice these rules and phrases.
3. The students’ perception of English learning was reinforced after the reader’s theater program. The students reported that through the reader’s theater program, they could express themselves more confidently, read and write more correctly. They felt English writing was getting easier and enjoyed reading English books and writing activities.
4. The reader’s theater program helped the students develop a positive perception of English reading. They stated that they have learned a lot of English vocabulary and improved their reading skills. They enjoyed reading activities in the reader’s theater program.
5. The reader’s theater program helped the students develop a positive perception of English writing. They could apply what they have learned to rewrite with their peers. They enjoyed writing activities in the reader’s theater program.
6. The reader’s theater program helped the students develop a positive perception of interpersonal relationships and teamwork. They enjoyed practicing the reader’s theater scripts with peers, and they have learned a lot from each other. The reader’s theater program helped them build up their teamwork and learned to work collaboratively
7.  The students have gains, difficulties, and suggestions for the reader’s theater program. They have gained reading skills, teamwork,and confidence. They had three main difficulties, including having trouble reading words, having some teammates who were not involved, and arguing with different opinions. These obstacles made them think deeply and solve problems.As for suggestions, they suggested that the script content can be adjusted to suit the students’ learning abilities. They hoped they could continue the reader’s theater program in the future.
Due to the results of the study, the researcher provided four pedagogical implications for English teachers who intend to have the reader’s theater program in class.
First, English teachers can incorporate the reader’s theater program into their English lessons in a big class of mixed-ability students. The students with different English proficiency can help each other to enhance their English learning.
Second, English teachers can implement the reader’s theater program to develop students’ reading abilities by learning different English reading materials.
Third, English teachers can utilize rewriting activities in the reader’s theater program for the students to discuss and rewrite the scripts in groups. Teachers can provide a list of relevant English vocabulary words on the writing guides to support their writing activities, building up students’ pleasant writing experience.
Fourth, during the reader’s theater program, students can learn to cooperate with others when they discuss the scripts, practice reading, and perform on the stage. The reader’s theater program can help them enhance their interpersonal relationships and teamwork.
 TOC \o "1-3" \h \z \t "0-章,1,0-節,2,0-次,3" CHAPTER ONE INTRODUCTION.. PAGEREF_Toc108204711 \h 1 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310031000000 1
Background andMotivation. PAGEREF _Toc108204712 \h 1 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310032000000 1
Statement of theProblems. PAGEREF _Toc108204713 \h 3 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310033000000 3
Purposes of theStudy. PAGEREF _Toc108204714 \h 5 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310034000000 5
Research Questions. PAGEREF _Toc108204715 \h 5 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310035000000 5
Significance of theStudy. PAGEREF _Toc108204716 \h 6 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310036000000 6
Limitations of theStudy. PAGEREF _Toc108204717 \h 6 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310037000000 6
Definitions of Terms. PAGEREF _Toc108204718 \h 7 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700310038000000 7
 
CHAPTER TWO LITERATURE REVIEW... PAGEREF_Toc108204720 \h 9 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320030000000 9
Reader’s Theater PAGEREF _Toc108204721 \h 9 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320031000000 9
The Introduction ofthe 12-Year Basic Education. PAGEREF _Toc108204722 \h 15 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320032000000 15
The Application ofReader’s Theater PAGEREF _Toc108204723 \h 19 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320033000000 19
Conclusions ofLiterature Review.. PAGEREF _Toc108204724 \h 22 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320034000000 22
 
CHAPTER THREE METHODOLOGY.. PAGEREF_Toc108204726 \h 24 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320036000000 24
Participants. PAGEREF _Toc108204727 \h 24 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320037000000 24
Instruments. PAGEREF _Toc108204728 \h 26 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320038000000 26
Materials. PAGEREF _Toc108204729 \h 30 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700320039000000 30
Study Procedures. PAGEREF _Toc108204730 \h 32 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330030000000 32
Data Analysis. PAGEREF _Toc108204731 \h 35 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330031000000 35
 
CHAPTER FOUR RESULTS AND DISCUSSIONS. PAGEREF_Toc108204733 \h 37 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330033000000 37
Effects of theReader’s Theater Program on the English Learning Tests. PAGEREF _Toc108204734 \h 37 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330034000000 37
Effects of theReader’s Theater Program on Participants’ Perception of English Reading andEnglish Writing. PAGEREF _Toc108204735 \h 41 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330035000000 41
Effects of theReader Theater Program on Students’ Perception of English Reading, EnglishWriting, Interpersonal Relationships, and Teamwork. PAGEREF _Toc108204736 \h 47 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330036000000 47
Students’ Responsesin Gains, Difficulties, and Suggestions. PAGEREF _Toc108204737 \h 57 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330037000000 57
The Analysis of theParticipants’ Script Worksheets. PAGEREF _Toc108204738 \h 62 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330038000000 62
Results from the Researcher’sClass Observation. PAGEREF _Toc108204739 \h 65 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700330039000000 65
CHAPTER FIVECONCLUSIONS 70. PAGEREF _Toc108204742\h 70 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340032000000
Conclusions 72
PedagogicalImplications. PAGEREF _Toc108204743 \h 72 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340033000000 72
Suggestions. PAGEREF _Toc108204744 \h 73 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340034000000 73
 
REFERENCES 75. PAGEREF_Toc108204745 \h 75 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340035000000
 
Appendix A-1 Lesson Plan for Weeks 1-4. PAGEREF_Toc108204747 \h 79 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340037000000 79
Appendix A-2 Lesson Plan for Weeks 5-8. PAGEREF_Toc108204749 \h 82 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700340039000000 82
Appendix A-3 Lesson Plan for Weeks 9-12. PAGEREF_Toc108204751 \h 85 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700350031000000 85
Appendix B-1 A Pre-study Questionnaire on Students’ Perception ofEnglish Learning 87. PAGEREF_Toc108204754 \h 87 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700350034000000
Appendix B-2 A Pre-study Questionnaire on Students’ Perception ofEnglish Learning (Chinese Version) PAGEREF_Toc108204757 \h 90 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700350037000000 90
Appendix C-1 A Post-study Questionnaire on English Learning. PAGEREF_Toc108204759 \h 92 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700350039000000 92
Appendix C-2 A Post-study Questionnaire on English Learning                 (Chinese Version) 97 PAGEREF_Toc108204763 \h 97 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700360033000000
Appendix D-1 An Interview Form.. PAGEREF_Toc108204765 \h 99 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700360035000000  99
Appendix D-2 An Interview Form (Chinese Version) PAGEREF_Toc108204767 \h 100 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700360037000000 100
Appendix E Grade Four English Learning Pretest PAGEREF_Toc108204769 \h 101 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700360039000000 101
Appendix F Grade Four English Learning Post-test PAGEREF_Toc108204771 \h 104 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700370031000000 104
Appendix G-1 English Reading Material (Unit One) PAGEREF_Toc108204773 \h 108 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700370033000000 108
Appendix G-2 English Reading Material(UnitTwo )... PAGEREF_Toc108204775 \h 109 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700370035000000109
Appendix G-3 English Reading Material (Pete the Cat’s Train Trip).  PAGEREF _Toc108204778 \h 110 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700370038000000 110
Appendix H-1 Unit 1 Reader’s Theater Script Worksheet PAGEREF_Toc108204780 \h 112 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700380030000000 112
Appendix H-2 Unit 2 Reader’s Theater Script Worksheet PAGEREF_Toc108204782 \h 114 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700380032000000 114
Appendix H-3 Reader’s Theater Script: A Special MRT Trip. PAGEREF_Toc108204784 \h 115 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700380034000000 115
Appendix I An Observation Form.. PAGEREF_Toc108204786 \h 117 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700380036000000 117
Appendix J Writing Guides. PAGEREF_Toc108204788 \h 127 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700380038000000 127
Appendix K Transcriptionsof Students’ Responses in the Post-study Questionnaire. PAGEREF_Toc108204790 \h 128 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700390030000000 128
Appendix L Transcriptionsof Students’ Responses to Interview Questions. PAGEREF_Toc108204792 \h 129 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300034003700390032000000 129


LIST OF TABLES
 TOC \o "1-1" \h \z \t"標題 2,2,標題 3,3,0-表,1" Table 1 Content of CoreCompetencies in the Stage of Elementary School PAGEREF _Toc108209329 \h 17 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300320039000000 17
Table2 The participants’ EnglishLearning Level PAGEREF _Toc108209331 \h 25 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300330031000000 25 
Table 3 The Percentage of the Participants’ EnglishLevels. PAGEREF _Toc108209333 \h 25 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300330033000000 25
Table 4 The Class Grouping. PAGEREF _Toc108209335 \h 26 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300330035000000 26
Table 5 A Paired Samplet-test Score on theOverall English Learning Tests. PAGEREF _Toc108209337 \h 38 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300330037000000 38
Table 6 A Paired Samplet-test Score onReading Section betweenthe Pretest and the Posttest PAGEREF _Toc108209339 \h 39 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300330039000000 39
Table 7 A PairedSample T-test Score on Writing Section between the Pretest andthe Post-test PAGEREF _Toc108209341 \h 40 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300340031000000 40
Table 8 The Results of Students’ Perception of English Reading in the Pre-study and Post-studyQuestionnaires. PAGEREF _Toc108209343 \h 42 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300340033000000 42
Table 9 The Results of Students’ Perception of English Writing in the Pre-study and Post-studyQuestionnaires. PAGEREF _Toc108209345 \h 46 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300340035000000 46
Table 10 Descriptive Analysis of Students’ Perception of English Reading in theReader’s Theater Program in thePost-study Questionnaire. PAGEREF _Toc108209347 \h 48 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300340037000000 48
Table 11 Descriptive Analysis of Students’ Perception of English Writing in the Reader’sTheater Program in the Post-study Questionnaire. PAGEREF _Toc108209349 \h 51 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300340039000000 51
Table 12 Descriptive Analysis of Students’ Perception of Interpersonal Relationshipsand Teamwork in the Post-studyQuestionnaire. PAGEREF _Toc108209351 \h 53 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300350031000000 53
Table 13 TheStudents’ Perception of Gains in theReader’s Theater Program.. PAGEREF _Toc108209353 \h 57 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300350033000000 57
Table 14 TheStudents’ Perception of Difficulties in the Reader’s Theater Program.. PAGEREF _Toc108209355 \h 59 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300350035000000 59
Table 15 The Students’ Perceptionof Suggestions in the Reader’s Theater Program.. PAGEREF _Toc108209357 \h 60 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300350037000000 60
Table 16 The Writing Analysis on Two Different Types of Script Worksheets. PAGEREF _Toc108209359 \h 62 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200300039003300350039000000 62


 
LIST OF FIGURES
 
 TOC \o "1-3" \h \z \t"Figure,1" Figure 1 The Flowchart of theStudy Procedures. PAGEREF _Toc108211256 \h 32 08D0C9EA79F9BACE118C8200AA004BA90B02000000080000000E0000005F0054006F0063003100300038003200310031003200350036000000 32
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