臺灣博碩士論文加值系統

本研究旨在探討屏東縣恆春鎮某個暑期英語營如何運用繪本於兒童之英語學習的成效。研究結果希望提供當地的社區和各地方有志於協助社區發展的英語專業人士一個可行的模式-在寒暑假的冬夏令營運用英語繪本協助當地兒童英語之學習。更重要的是，探討如何結合社區的人力、財力及物力的各方資源，協助偏遠及文化不利地區的兒童學習英語。本研究採質性研究的教室觀察法及內容分析法，莵集資料的來源包括下列幾項：1) 學員們的真實作品、2) 與學員們正式和非正式的口頭訪問、3) 學員的家長之問卷調查及口訪、4) 全程錄影5) 研究者的觀察及反省日誌與6)教學者的課程設計、教案、教學活動、教具、學習單及正式和非正式的口頭訪問等等。十三位兒童參與暑期英語繪本營的時間約二個月，其中包括六位女孩及七位男孩。研究的結果為此英語繪本夏令營：
(一)、提供英語文老師及義工一個可行的教學模式；
(二) 、提供有助益的教學技巧，運用於朗讀英語繪本；
(三) 、結合當地社區的組織機構與公立圖書館以促進兒童的英語文學習。
本研究希望提供社區圖書館、家長及英語文老師及義工一些建議參考。

The study aimed to investigate how the English summer camp with picture books was implemented in Heng-Chun Town, Pintung County by integrating community resources into children English education. Thirteen children, six girls and seven boys, had participated in the study for two months. A qualitative research was conducted to collect data from multiple sources: students’ artifacts, questionnaires, formal and informal interviews, the instructor’s lesson plans, teaching materials and teaching aids, the researcher’s observational logs, and reflective notes. The findings in this study, displayed first, a possible instructional model and second, useful techniques for EFL teachers and volunteers to implement English picture books along with reading aloud in camps. Third, it is essential to integrate the local organizations with the public library in the community to assist the children’s English leaning in culturally disadvantaged area.

TABLE OF CONTENTS
Abstract……………………………………………………………………..…………..iii
Acknowledgements………………………………………………………..……………iv
Table of Contents………………………………………………………..……………….v
List of Tables……………………………………………………………………..…....viii
List of Figures………………………………………………………………………. ….ix
Appendix……………………………………………………………………………..….x

CHAPTER ONE INTRODUCTION………………………………………………….1 Background in Heng-Chun Peninsula…………………………………………..….1
Purpose of the Study…...……………………………..……..……………....……...3
Research Questions.…………………………………………………….....………..4
Significance of the Study…………………………………………………….……..5
Limitations of the Study……………………………….…………………………...6
Definition of Terms…………………………………………………………….…...6
Organization of the Thesis.………………….…………............…........….......……9
CHPATER TWO LITERATURE REVIEW…………………..……………...……..11
Theoretical Framework for This Study……………………………………….…...11
Whole Language Approach…………………………………………...…...…11
Phonics…………………………………………………………………..……13
Second Language Acquisition and Learning in an EFL Environment….........14
The Acquisition-Learning Hypothesis……………………………….…….14
The Natural Order Hypothesis……………………………………….…….15
The Monitor Hypothesis……………………………………………..…….15
The Comprehensible Input Hypothesis………………………….……..….16
The Affective Filter Hypothesis………………………………….…..…….17
Multiple Intelligences…………………………………………………..…….20
Zone of Proximal Development……………………………………….....…..21
Scaffolding…………………………………………………………………....22
Schema Theory……………….………………………………………….…...24
Curriculum Design for Promoting EFL Learners’ Affective Attitudes..…………..27
Teaching Materials…………………………………………...……….……...27
Picture Books…..……………………………………………………….....27
Studies Related to English Picture Books………………………….......29
Big Books…..……………………………………………………..……....31
Nursery Rhyme Rebus……………………………………………….…....32
Songs and Chants…….……………………….....………………..……....32
Activities for Four Skills.……………………….....………..………..……....33
Reading Aloud…….……………………….....…………………..….…...33
Choral Reading…….……………………….....…………………..……...36
Connecting Reading with Writing.. ……………..….....…………………36
Teaching Aids…….……………………….....……………………….……...37
Flannel Boards…..…………………………………………………...…...37
Graphic Organizers…….……………………………………..…………..38
Technology of Multimedia…..…………………………………...……....40
Working with the Community.…………………………………………...….……41
CHAPTER THREE METHODOLOGY…………………………………………....46
Research Design……..………………………………………………………...….46
Case Study…………………………………………………………………...……47
The Context……………………………………………...……..…….………...…47
The Instructor……………………………………………...……..………….……50
Participants………………………………………………………………….….....51
Role of the Researcher…...……..…………………………………….…………..54
The Summer Camp……………………………………………………………..…55
The Curriculum for the Summer Camp………………………...……...….....55
Glaser’s Instructional Model Adapted by the Instructor……………...……...59
Instruments and Data Collections…..…………………...………………...……....59
Data Analysis…..……………………………………...….…………………...…..61
CHAPTER FOUR RESULTS AND DISCUSSION………………………...…….…65
Results of the Study…………………………….………………………...….66 Research Question One…..……………………………………...……..67
Research Question Two…..……………………………………...……..77
Research Question Three..……………………………………...………81
Additional Findings Related to This Study……………………….……85
Summary of Chapter Four……………………………………...………86
CHAPTER FIVE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS..88
Findings of the Study……………………………...….…………………………...89
Recommendations……………………………...….……………………………...90
For Practical Applications..……………...….…………………………....….91
For Further Study………………...….…………...………………………..…92
Final Thoughts……………………………...….………………………….……....93
References………………………………………..….………………………….….......96

LIST OF TABLES
Table 2.1 Comparisons between Acquisition and Learning……………………………15
Table 2.2 Scaffolding Provided by the Teacher…………………………………...……24
Table 3.1 The Participants’ Background…………………………………………..……51
Table 3.2 The Original Schedule of the Summer Camp………………………………..57
Table 3.3 The Modified Curriculum of the Summer Camp..……………………….......58
Table 3.4 Data Collection and Analysis…………………………………………….…..63
Table 4.1 Techniques Applied in the Summer Camp…………………………………...78















LIST OF FIGURES
Figure 2.1 A Model of Second Language Performance……………………………..….19
Figure 2.2 Finely-Tuned Input & Roughly-Tuned Input…………………………...…..20
Figure 2.3 Operation of the “Affective Filter”………………………………….……...21
Figure 2.4 The Input Hypothesis Model of L2 Learning and Production……….…......22
Figure 2.5 The Zone of Proximal Development……………………………….……....25
Figure 2.6 Overview of All Theories and Approaches………………………………....30
Figure 2.7 Activities and Function of Picture Books……………………………….......31
Figure 2.8 Reading and Writing Connection……………………….………….…….....33
Figure 2.9 An Example of a KWL Chart…………………………...………….…….....40
Figure 2.10 The Influence of NMMBA in the Community………...………….….…....44
Figure 3.1 The Original Classroom Organization………………………...……………49
Figure 3.2 Storytime Setting………………………...……………………………….....50
Figure 3.3 The Component Phases of Instructional System…………...……….….…..58
Figure 3.4 Flowchart of Research Procedures……………………...………….….....…62
Figure 4.1 Glaser’s Instructional Model Adopted in the Summer Camp……….…...…66








APPENDIX
Appendix A-1 95年度校園偶劇巡迴說故事…………………..…………………….107
Appendix A-2 95年度校園偶劇巡迴說故事申請表…………………..………….…108
Appendix B The Schedule of the Summer Camp…………………………..……..…..109
Appendix C Parental Interview………………………………………...…...……...…111
Appendix D Questionnaire for Children…………………………………………...…113
Appendix E Feedbacks from Children………………………………………………..114
Appendix F List of Picture Books Used in the Summer Camp………………...…......115
Appendix G Summery of Each Picture Book Applied in the Summer Camp.………..118
Appendix H Rebus Rhymes Applied in the Summer Camp………………...………...121
Appendix I Song Lyrics or Rhymes Applied in the Summer Camp………...………...123
Appendix J Multimedia or Websites Applied in the Summer Camp………...……......131
Appendix K Lesson Plans……………………………………………...……….….....132
Appendix L Vivi’s Retelling Sheet about My Apron…………..……...………....……135
Appendix M Seven Blind Mice: Seven Days………………………...……….………136
Appendix M-1 Vicky’s Worksheet about Seven Blind Mice……………………..…...137
Appendix M-2 Wei’s Worksheet about Seven Blind Mice………………………..…..138
Appendix N Seven Blind Mice: Story Mapping……………………...……….…..…..139
Appendix O Seven Blind Mice: About the Story……………………...…………..….140
Appendix P Retelling Sheet………………………………………...…………………141
Appendix Q Owl Babies: Three Rings………………………………..………………142
Appendix Q-1 Johnny’s Worksheet about Owl Babies..………………………..….…143
Appendix Q-2 Sandy’s Worksheet about Owl Babies..…………………………….…144
Appendix R The President’s Interview………………………………..………………145
Appendix S Parental Questionnaire…………………………………..………………146
Appendix T Observational Notes…………………………………..…………………148
Appendix U The Instructor’s Interview…………………………………..…..………149
Appendix V-1 Linda’s Hand-Made Book…………………………………..…………150
Appendix V-2 Sandy’s Hand-Made Book………………………………..………...…152
Appendix V-3 Vicky’s Hand-Made Book…………………………………..…………153
Appendix V-4 Vivi’s Hand-Made Book…………………………………..…………..154
Appendix W Sandy’s and Vivi’s Mask Hats for Role-Play………………..…..……..155

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