朗讀故事對語言習得之貢獻:研究.理論.與探討｜國立臺灣科技大學博碩士論文系統

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研究生：	王費瑜 Fei-yu Wang
論文名稱：	朗讀故事對語言習得之貢獻:研究.理論.與探討 The Power of Reading Aloud on Language Acquisition: Research, Theory, and Implications
指導教授：	李思穎 Sy-ying Lee
口試委員:	賈繼中 Chi-chung Chia 田曉萍 Shiau-ping Tian
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2007
畢業學年度：	95
語文別：	英文
論文頁數：	115
中文關鍵詞：	朗讀故事、語言習得
外文關鍵詞：	reading aloud, language acquisition
相關次數：	點閱：314 下載：24
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中文摘要
研究者在安親班針對10位國小一年級學童進行英文童書朗讀三年後，觀察發現這群以英語為外語學習的孩童能夠進行獨立閱讀，此項發現引發研究者進行此篇論文研究之動機。
本研究旨在經由文獻探討故事朗讀於孩童語言發展之貢獻，並盼能從研究發現印證朗讀故事對以英語為外語學習者之效果，以及經由訪談6位國小英語教師及10位國小學童，進一步了解朗讀故事在台灣英語教育所扮演之角色、教師是否朗讀英語故事、以及朗讀故事之困難及將其納入正規課程之限制等等。另一方面，研究者期能從學習者的角度了解學童對故事朗讀之看法與喜愛以及朗讀故事是否具有引發學習者學習興趣等等相關之訊息。再者，研究者希望藉由文獻探討找出以英語為外語學習之學童之語言發展路徑，研究者相信經由此發展路徑，學習者在學習外語的過程將更容易及自然。
文獻探討發現教師朗讀英文童書確實具提升學習者語言發展之貢獻，亦印證了朗讀故事對以英語為外語學習之孩童語言習得具提升之效用。經由研究分析，研究者亦彙整出以英語為外語學習之學童之語言發展路徑，經由此路徑，孩童能夠自然並輕鬆發展該語言。另一方面，與教師訪談結果發現，朗讀故事在台灣英語教育並不普遍，其主要原因為課堂時間之限制、學生程度落差大、童書選擇之困難、以及教師對朗讀故事不熟練等等原因。與國小孩童訪談之結果發現，教師朗讀英文童書確實有助於提升學童對英語學習以及閱讀之興趣並孩童對閱讀信心增強亦有所助益。經由文獻探討以及訪談發現，研究者針對故事朗讀應用在以英文為外語學習之環境下提出討論及建議，期能提供英文教師對英語故事朗讀有深入之認識並對日後之研究有所幫助。

ABSTRACT
The success of turning a group of young EFL learners into readers through reading aloud prompted the researcher to further seek empirical evidence to explain the language outcomes among the learners. Therefore, the purpose of this thesis was two fold: First, by reviewing the previous literature, the researcher intended to discover the contributions of reading aloud of language development and figure out a developmental path in which most EFL learners would experience. Second, through interviewing both the elementary school English teachers and students, the researcher attempted to uncover the practice done in EFL classrooms in Taiwan and the perceptions of reading aloud from learners’ perspective.
The grand review of the literature on reading aloud provided substantial evidence for the success of the 10 EFL children taught by the researcher herself in their language development. Also, the findings of the literature indicated that most learners experienced a developmental path under which the acquirers firstly develop their vocabulary, expressive ability, and verbal fluency, and construct more sophisticated language aspects such as mean length of utterance, listening and reading comprehension. Moreover, the researcher found the most critical factors while doing reading aloud in the documented literature: (1) frequency of reading aloud and multiple exposures to the target language, (2) book selection, (3) book access, (4) the role of adults, and (5) the reader-listener interaction during reading aloud.
Moreover, the findings of the interview with the frontline teachers indicated that reading aloud has not been put into practice in EFL classrooms in Taiwan. In addition, the difficulties of doing reading aloud, the limitations of including the practice into a regular curriculum, and other important issues concerning the practice were discussed in the thesis. One the other hand, the findings of the interview with the elementary children showed that reading aloud boosted young EFL learners’ interest in both English learning and reading per se and enhanced their confidence in reading English storybooks. Therefore, based on the findings and discussions, this thesis is believed to have provided a pedagogical implication of this practice in a foreign language situation. Accordingly, the researcher urged that reading aloud be included into regular curriculum as a main activity rather than a peripheral one in EFL classrooms.

中文摘要………………………………………………………………………	i
ABSTRACT…………………………………………………………………...	ii
CHAPTER ONE  INTRODUCTION………………………………………..	1
CHAPTER TWO..THEORETICAL FRAMEWORK………………………...	8
2.1 The Comprehensible Input Hypothesis………………………………. 	8
       2.1.1 Reading Aloud and the Comprehensible Input Hypothesis……	8
2.2 The Natural Approach…………………………………………………	10
2.2.1 Reading Aloud and the Natural Approach……………………..	11
2.3 Whole Language………………………………………………………	12
2.3.1 Reading Aloud and Whole Language………………………….	14
2.4 Hypotheses of the Thesis……………………………………………..	16
CHAPTER THREE.. METHODOLOGY…………………………………….	19
3.1 The Exploratory Report……………………………………………….	19
    3.1.1 The Pupils………………………………………………………	20
    3.1.2 Time Spent in Class…………………………………………….	20
    3.1.3 Ways to Tell Stories…………………………………………….	21
    3.1.4 Reading Materials……………………………………………...	22
    3.1.5 From Listeners to Readers: Chapter Books Step in…………....	23
    3.1.6 Discussion……………………………………………………...	24
    3.1.7 Limitations of the Exploratory Report…………………………	27
3.2 The Grand Review…………………………………………………….	27
       3.2.1 Searching and Selection of Studies…………………………….	27
       3.2.2 Categories of Studies Collected and Analyzed………………...	28
   3.3 Interview……………………………………………………………....	28
       3.3.1 Participants……………………………………………………..	28
       3.3.2 Interview Items of Elementary School English Teachers……...	29
       3.3.3.Interview Items of Elementary School Children………………. 	29
CHAPTER FOUR  THE GRAND REVIEW………………………………..	31
   4.1 Reading Aloud Facilitates Infants’ Language Development…………..	31
       4.1.1 Expressive Ability and Verbal Fluency………………………..	31
       4.1.2 Literacy Development…………………………………………... 	33
       4.1.3 Vocabulary Acquisition………………………………………...	35
       4.1.4 Recall of Content Knowledge………………………………….	36
       4.1.5 Discussion……………………………………………………...	37
   4.2 Reading Aloud contributes to Preschoolers’ Language Development.....	37
       4.2.1 Merits of Reading Aloud………………………………………...	38
          4.2.1.1 Literacy Development……………………………………..	38
          4.2.1.2 Learning Interests……………………………………….....	40
          4.2.1.3 Vocabulary Acquisition……………………………………	41
          4.2.1.4 Verbal Fluency and Expressive Ability……………………	46
       4.2.2 Factors of Reading Aloud…………………………………….....	48
          4.2.2.1 Reading Environment……………………………………..	48
          4.2.2.2. Role of Adult……………………………………………...	48
          4.2.2.3 Reading Condition………………………………………...	48
          4.2.2.4 Frequency and Exposure…………………………………..	49
       4.2.3 Discussion…………………………………………………….....	49
   4.3 Reading Aloud Enhances Language Acquisition in Elementary Children and Learners beyond that Age……………………………...	50
       4.3.1 Studies in L1 and ESL Situations………………………………	50
          4.3.1.2 Overall Language Development…………………………	50
          4.3.1.3 Vocabulary Acquisition…………………………………..	52
       4.3.2 Studies in EFL Context………………………………………...	55
          4.3.2.1 3rd Graders……………………………………………….	56
          4.3.2.2 4th Graders………………………………………………..	58
          4.3.2.3 5th Graders………………………………………………..	59
          4.3.2.4 6th Graders………………………………………………..	60
          4.3.2.5 Junior High Students……………………………………..	61
          4.3.2.6 College Students………………………………………….	62
          4.3.2.7 Discussion…………………………………………………	64
CHAPTER FIVE  FINDINGS OF INTERVIEW……………………………..	65
   5.1 Findings of the Interview with Elementary School Teachers…………..	65
     5.1.1 Motives for Reading Aloud………………………………………...	65
     5.1.2 Difficulties and Limitations………………………………………..	66
          5.1.2.1 Time Constraints…………………………………………	66
          5.1.2.2 Proficiency Level and Book Selection…………………...	66
          5.1.2.3 Skills to Do Reading Aloud……………………………...	67
          5.1.2.4 A Big Class Size…………………………………………	67
    5.1.3 Necessity of Providing a Workshop of the Read-Aloud Practice….  	67
    5.1.4 Necessity of Integrating Reading Aloud into Regular Curriculum...	68
    5.1.5 Other Issues………………………………………………………...	68
    5.1.6 Discussion………………………………………………………….	71
5.2 Findings of the Interview with a Group of Young EFL Learners………	72
    5.2.1 Children’s Preferences of in-class Activities………………………	74
    5.2.2 Children’s Interest in Reading Aloud………………………………	75
    5.2.3 Children’s Confidence after Listening to the Stories………………	76
    5.2.4 Other Important Issues…………………………………………….	76
          5.2.4.1 Home Reading Environment and Reading Aloud in School ……………………………………………………	76
          5.2.4.2 Book Access and Library Visiting………………………..	77
    5.2.5 Discussion………………………………………………………….	77
CHAPTER SIX  DISCUSSION, IMPLICATION, AND CONCLUSSION...	79
   6.1 Discussion……………………………………………………………..	79
    6.1.1 Frequency and Exposure…………………………………………...	80
    6.1.2 Book Selection………………………………………………………   	81
    6.1.3 Book Access………………………………………………………..	82
    6.1.4 The Role of Adults…………………………………………………	82
    6.1.5 Reader-listeners Interaction………………………………………..	83
    6.1.6 A Developmental Path for Language and Literacy Growth: Predictable Patterns…………………………………………………	84
    6.1.7 Hypotheses Generated from This Thesis…………………………..	85
    6.1.8 Hypotheses For Future Examination………………………	85
   6.2 Implications……………………………………………………………	86
   6.3 Conclusion……………………………………………………………	87
REFERENCES………………………………………………………………….	89
APPENDIX A   Books Selected for Storytelling…………………………....	96
APPENDIX B  Interview Questions with Elementary School Teachers……	98
APPENDIX C  Interview Questions with Elementary School Children…….	103
APPENDIX D  Literature on Reading Aloud………………………………..	107

                                

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