三種不同的英語故事教學方法對國小學童字彙習得及閱讀繪本態度的影響

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研究生：	高雅玲 Ya-ling Gao
論文名稱：	三種不同的英語故事教學方法對國小學童字彙習得及閱讀繪本態度的影響 The Effects of Three Different Storytelling Approaches on EFL Children's Vocabulary Acquisition and Reading Attitudes
指導教授：	李思穎 Sy-ying Lee
口試委員:	鄧慧君 Huei-chun Teng 左偉芳 Wei-fung Tso
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：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	159
中文關鍵詞：	英語為外國語言、字彙習得、補充活動、強調字彙、說故事
外文關鍵詞：	vocabulary acquisition, EFL, supplementary activities, focus on word, storytelling
相關次數：	點閱：428 下載：11
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研究指出，聆聽故事(Elley, 1989, 1991)和自由閱讀(Cho & Choi, 2008)對英語為外國語言(EFL)學童的字彙學習有正向助益。而聆聽故事後的補充活動更被認為是有效學習中不可或缺的一環(Kim, 2003)。然而，有些研究發現這些活動並不如預期的有效率(Mason & Krashen, 2004; Smith, 2011)。
本研究旨在探討三種不同的英語故事教學方法對於國小三年級學童字彙習得的影響。這三種英語故事教學方法分別為：強調字彙的故事教學(S+W) (Mason, 2005, 2007)、故事教學搭配各式補充活動 (S+A) (Amiryousefie & Kassaian, 2010)、以及故事教學搭配自由閱讀(S) (Wang & Lee, 2007)。其中，初探研究為三個故事教學的短期研究，而主要研究則是為期一學期的長期研究。
初探研究的研究對象為六十六位學童，在第一節課所有三組皆聆聽主要故事，但S+W組在說故事的過程中會強調關鍵字彙的學習。在接下來的兩堂課，S+A組複習主要故事並搭配各式補充活動，而其他兩組則是聆聽其他兩個故事並搭配使用英語圖書館進行自由閱讀。研究期間蒐集前後測及延宕測驗成績，了解字彙進步狀況；並進行課堂觀察、教學紀錄、問卷，以分析各組師生互動和學童對於不同故事教學方法的態度。結果顯示S+W組在字彙習得上表現最佳，在延宕測驗中，其效率為S+A組的八倍。至於S組，聆聽更多故事且師生有更多互動的狀況下，表現穩定且持續進步。
主要研究的研究對象人數大約為初探研究的兩倍，共134名學童，其三種故事教學方法和初探研究相同。本次研究目的為探討長期的故事教學在學校課程上是否可行，以及其結果是否和初探研究所得相同。研究結果發現，由於S組在課堂中、自由閱讀和課後時間，對於故事教學有正向的態度與積極的閱讀習慣，因此此組在延宕測驗中的表現和S+A組並無顯著差異(P =0.813)，其字彙學習效率更是S+A組的三倍。S+W組因為強調字彙，所以在短期研究上表現良好；但長期研究中顯示，沒有持續的閱讀習慣，並無法維持此項優勢。
結論指出，故事教學補充活動的價值和意義必須重新檢視，教師對於教學時間的安排也必須重新思考。在課程規劃上，廣泛地運用繪本進行故事教學，能使學童在愉悅的學習環境中接收到更多可理解輸入(comprehensible input)，並能更有效率地習得字彙。

Research has shown that listening to stories (Elley, 1989, 1991) and free voluntary reading (Cho & Choi, 2008) have positive effects on vocabulary acquisition among EFL Children. The value of supplementary activities after storytelling has also caught great interest in the field, believed to be crucial for systematic teaching and learning (Kim, 2003). Some studies, however, found that these activities may not be as efficient as expected (Mason & Krashen, 2004; Smith, 2011).
This study compared the effects and efficiency of three storytelling approaches on EFL third graders’ vocabulary acquisition: Storytelling with word focus (S+W) (Mason, 2005, 2007), storytelling followed by supplementary activities (S+A) (Amiryousefie & Kassaian, 2010), and followed by more stories and free reading (S) (Wang & Lee, 2007). The pilot study was a short term study with only three stories told to children, whereas the main study was a longer term study lasting a whole semester.
In the first session of the pilot study, three classes including 66 students listened to the target story, but Group S+W also focused on the words to be tested later. In the following two sessions, Group S+A aimed at target story review and language exercises when the others listened to two more stories and read more books in the English library prepared for free reading. A pretest-posttest design involving a delay test was used. Classroom observation, teaching notes, and a self-developed questionnaire were conducted to examine children-instructor interaction and students’ attitudes toward the version of storytelling assigned to each group. The result showed that Group S+W had the highest vocabulary gain right after storytelling, and performed eight times better than Group S+A on word acquisition efficiency after a month. Furthermore, Group S students improved slightly but steadily, and had more time to hear different stories with more interaction.
The main study was developed based on this three-story pilot study; now nine stories were told to participants twice more than in the pilot study (N = 134). In the main study, the same three approaches investigated in the pilot study were examined again. The purpose was to see if longer term of storytelling is feasible in a school-based curriculum and if the results obtained in the pilot study would be replicated. The major findings of the main study indicated that, because of the positive attitudes toward storytelling in class, during the free reading time, and after school, there was no significant difference between Group S+A and Group S (P=0.813) in the delayed test. Group S even had the best efficiency rate which is three times better than Group S+A. Group S+W might reinforce word acquisition in the short term; however, this advantage fades without a sustained reading habit in this long term experiment.
Accordingly, the value of post-storytelling activities and practice must be reappraised. Teachers should reconsider class time arrangements and enhance storytelling by integrating picture books into the syllabus so as to help EFL children obtain more comprehensible input and acquire vocabulary words with better efficiency more pleasantly.

中文摘要	i
Abstract iii
Acknowledgements v
Table of Contents vi
List of Tables x
List of Figures	xii
CHAPTER ONE     INTRODUCTION	1
1.1 Background and Motivation	1
1.2 Purpose of the Study	4
1.3 Research Questions	5
1.4 Significance of the Study	5
1.5 Definition of Key Terms	6
CHAPTER TWO     LITERATURE REVIEW	8
2.1 Theoretical Bases	8
   2.1.1 Comprehensible Input	8
   2.1.2 The Complexity Argument	9
   2.1.3 The Pleasure Hypothesis	10
2.2 By-products of Reading	11
   2.2.1 Free Voluntary Reading (FVR)	11
   2.2.2 Access to Reading Materials	14
   2.2.3 Homerun Book	15
2.3 Storytelling	17
   2.3.1 Picture Book Storytelling	18
   2.3.2 Relationship between Storytelling and Vocabulary Acquisition	19
   2.3.3 Storytelling in Taiwan	20
   2.3.4 Storytelling Approaches	24
2.4 Summary of the Review	26
CHAPTER THREE     METHODOLOGY	27
3.1 Pilot Study	27
   3.1.1 Method of the Pilot Study	27
   3.1.2 Results and Discussion of the Pilot Study	31
   3.1.3 Conclusion of the Pilot Study	39
3.2 Main Study	40
   3.2.1 Participants of the Main Study	40
   3.2.2 Materials of the Main Study	41
   3.2.3 Instruments of the Main Study	45
   3.2.4 Procedures of the Main Study	47
   3.2.5 Data Analysis of the Main Study	57
CHAPTER FOUR     RESULTS AND DISCUSSION	58
4.1 Vocabulary	58
   4.1.1 Word Gain and Retention	58
   4.1.2 The Efficiency Test of Word Gain	60
   4.1.3 Vocabulary Recognition	61
4.2 Interaction	64
   4.2.1 Overall Numbers of Children’s Speaking in Class	64
   4.2.2 Frequency of Voicing Opinions	66
        4.2.2.1 Group S+A’s Speaking Analysis	67
        4.2.2.2 Group S’s and Group S+W’s Speaking Analysis	71
   4.2.3 Free Reading in the English Library	77
4.3 Teaching Notes	79
   4.3.1 Before Storytelling	80
   4.3.2 During Storytelling and Free Reading	80
   4.3.3 After School	81
4.4 Outside Support	82
   4.4.1 Cram School Support	82
   4.4.2 Parental Influence	83
4.5 Attitudes	85
   4.4.1 Attitudes toward Storytelling	85
   4.4.2 Attitudes toward Different Storytelling Approaches	89
CHAPTER FIVE     CONCLUSION	93
5.1 Research Findings Summary	93
5.2 Differences between the Main and Pilot Studies	96
5.3 Implications	97
5.4 Limitations and Suggestions	98
REFERENCES	99
APPENDIX A  Parents’ Consent Form	109
APPENDIX B  Vocabulary Recognition Test (Pilot Study)	110
APPENDIX C  Vocabulary Recognition Test (Main Study)	113
APPENDIX D  Questionnaire	116
APPENDIX E  Extract of Group S+A’s Sixth Storytelling Session: IRS	118
APPENDIX F  Extract of Group S+A’s Eighth Storytelling Session: Hidden Pictures	120
APPENDIX G  Extract of Group S+A’s Fifth Storytelling Session: Role Play	121
APPENDIX H  Extract of Group S+A’s Fifth Storytelling Session: Survey Making	123
APPENDIX I  Extract of Group S+A’s Fifth Storytelling Session: Story Review	125
APPENDIX J  Extract of Group S+A’s Eighth Storytelling Session: Story Review	126
APPENDIX K  Extract of Group S+A’s Fourth Storytelling Session: Story Review	127
APPENDIX L  Extract of Group S+A’s First Storytelling Session: Story Review	128
APPENDIX M  Extract of Group S+A’s Fourth Storytelling Session: Story Review	129
APPENDIX N  Extract of Group S’s Fourth Storytelling Session: Eat Your Peas	130
APPENDIX O  Extract of Group S’s Eighth Storytelling Session: If the Dinosaurs Came Back	131
APPENDIX P  Extract of Group S+W’s Eighth Storytelling Session: If the Dinosaurs Came Back	133
APPENDIX Q  Extract of Group S+W’s Third Storytelling Session: The Dog who Cried Wolf	134
APPENDIX R  Extract of Group S’s First Storytelling Session: I Wish I were a Dog	135
APPENDIX S  Extract of Group S’s Third Storytelling Session: The dog who Cried Wolf	136
APPENDIX T  Extract of Group S’s Third Storytelling Session: Eat Your Peas	137
APPENDIX U  Extract of Group S+W’s First Storytelling Session: I Wish I were a Dog	138
APPENDIX V  Extract of Group S+W’s Eighth Storytelling Session: If the Dinosaurs Came Back	139
APPENDIX W  Extract of Group S+W’s Second Storytelling Session: Maybe a Bear Ate It!	140
APPENDIX X  Extract of Group S+W’s Second Storytelling Session: Maybe a Bear Ate It!	141
APPENDIX Y  Extract of Group S+W’s Ninth Storytelling Session: Dinosaur Diner	143
APPENDIX Z  Extract of Group S’s Fourth Storytelling Session: Eat Your Peas	144
APPENDIX AA  Extract of Group S’s Fourth Storytelling Session: Eat Your Peas	145
APPENDIX AB  Extract of Group S’s Fifth Storytelling Session: If You Give a Mouse a Cookie	146
APPENDIX AC  Extract of Group S’s Seventh Storytelling Session: How do Dinosaur Say I LoveYou?	147
APPENDIX AD  Extract of Group S+W’s Fourth Storytelling Session: Eat Your Peas	148
APPENDIX AE  Extract of Group S’s Fifth Storytelling Session: If You Give a Mouse a Cookie	149
APPENDIX AF  Extract of Group S’s Fifth Storytelling Session: If You Give a Mouse a Cookie.	150
APPENDIX AG  Extract of Group S+W’s Fourth Storytelling Session: Eat Your Peas	151
APPENDIX AH  Extract of Group S’s Ninth Storytelling Session: Dinosaur Diner	152
APPENDIX AI  Extract of Group S’s Fourth Storytelling Session: Eat Your Peas	153
APPENDIX AJ  Extract of Group S+W’s Third Storytelling Session: The Dog who Cried Wolf	154
APPENDIX AK  Extract of Group S+W’s Seventh Storytelling Session: How do
               Dinosaurs Say I Love You?	155
APPENDIX AL  Extract of Group S’s Fifth Storytelling Session: If You Give a Mouse a
               Cookie	156
APPENDIX AM  Extract of Group S’s First Storytelling Session: I Wish I were a Dog	157
APPENDIX AN  Extract of Group S+W’s Eighth Storytelling Session: If the Dinosaurs
               Came Back	158
APPENDIX AO  Extract of Group S+W’s Fifth Storytelling Session: If You Give a Mouse a Cookie	159

                                

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