臺灣博碩士論文加值系統

本研究意旨藉由兒童文學融入10至12歲學生的英文教學課程提升學生學習動機與文化意識的認知，並將其效果與現有課程進行比較。本研究以行動研究法，由17位10到12歲的學生做為研究對象，並透過這個年齡層學生的學習需求和興趣以多元化方式教學。教學歷程為期10周，並蒐集學生在學習過程中的成果與限制。研究進行之前會先讓學生填寫相關問卷，本研究將兒童文學《愛麗絲夢遊仙境》融入現行故事讀本閱讀，讓學生了解英國的文化背景、人物和場景反映了當時英國社會的特點。採用多種教學方法，提高學生的學習興趣和文化意識。這將有助於加深他們對情節的理解，同時提升他們的語言能力和自信心。此外，運用多媒體教學，可以增強學生對故事背景和文化元素的理解。讓學生參與小組討論，探討故事中描繪的文化差異和價值觀，從而提高他們對不同文化的認識和理解。每堂課後，研究者使用教學日誌寫下學生上課的狀況，以利於觀察學生的學習並可針對課程內容做調整。最後，透過問卷調查和學生與家長的訪談評估學生的反饋整合學習效果。這將有助於了解學生在文化意識和學習動機方面的變化和成長。

This study aims to enhance the English learning motivation and cultural awareness of English learner aged ten to twelve by integrating children’s literature into the EFL curriculum. It compares the effectiveness of this approach with the existing curriculum. Engaging an action research methodology, the study involves a sample of seventeen students with a ten-week teaching period. In this study, the children’s book Alice’s Adventures in Wonderland will be incorporated into the existing curriculum. By reading Alice’s Adventures in Wonderland, students can gain an understanding of British literature and culture using authentic materials, and they can engage with the book’s motivating language play. Moreover, diverse teaching strategies, pedagogies, activities, and worksheets aim to engage students’ understanding of different cultures and their interest in English learning. The research process includes pre-study questionnaires, teaching journal entries after each class, and post-study questionnaires and interviews with both the participants and their parents. The outcomes aim to provide insights into changes in the students’ cultural awareness and learning motivation.

摘 要 i
ABSTRACT ii
Acknowledgements iv
Table of Contents v
Introduction 1
Statement of the Problem 2
Importance of the Study 4
Objectives of the Study 4
Literature Review 8
The Role of Literature in Language Learning 8
Learning Motivation 9
Cultural Awareness in Language Education 10
Alice’s Adventures in Wonderland and the Language Student 12
Navigating Cultural Shock and Adapting to New Norms 13
Exploring Educational Influences on Cultural Identity 17
Navigating Social Norms and Customs 21
Cultural Integration and Identity Reflection 26
Questioning Authority and Challenging Inequitable Structures 27
Alice and Language Learning: Critical Thinking and Wordplay 33
The Use of Wordplay to Critique and Entertain 33
Homophones as a Tool for Humor and Philosophical Inquiry 39
Alice in the Classroom Application 43
Procedure 45
Pedagogical Approaches 51
Teaching Approaches 53
Results and Discussion 64
Student Feedback on Learning Motivation 64
Students Feedback on Cultural Awareness 67
Analysis of Parent Telephone Interview Responses 68
Conclusion 71
Appendix One: Alice Graded Reader (Fung) 73
Appendix Two: Alice Simplified Version (Carruth and Cloke) 74
Appendix Three: Lesson Plans 75
Appendix Four: Courtroom Dialogs 88
Works Cited 90

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