摘要

本研究旨在探究說故事作為課堂閱讀活動對於字彙習得的影響。研究中使用字彙前、後測以及六週的說故事活動來探討以下兩個問題： （1）說故事活動對不同英語程度的國小三年級學生的字彙習得是否有影響、（2）不同程度的學生對說故事活動是否有不同的態度。受測者為四十四位桃園市某公立小學三年級學生，依測驗結果所呈現之學生英文能力分為高、低兩組，所有學生皆會接受一樣的字彙前、後測，以及說故事活動，整個實驗過程為期六週。
為了探究這些問題的答案，研究中使用了三種工具：（1）字彙前、後測（2）一份態度問卷，以及（3）針對其中二十個來自高、低組的學生進行訪談。字彙測驗的結果以成對樣本t檢定（paired-samples t-test）來進行數據分析;而學生在封閉式問卷中的答覆，以各題數據的平均值(mean score)呈現;最後，學生在開放性問卷中以及在訪談中的回答，則以質性研究方法進行分析。
研究結果發現，前、後測統計數據及問卷皆顯示說故事對字彙習得有正面的影響。因此，兩組學生皆能透過說故事活動習得字彙。有關本研究的發現將在討論及結論章節中作進一步的說明。

關鍵字：說故事; 字彙習得; 英文第二外語學習者

ABSTRACT

The present study aimed to investigate the influence of read-aloud as a reading activity on EFL young learners’ vocabulary acquisition. The study utilized a vocabulary pretest, six weeks of read-aloud activity and vocabulary posttest design to explore the following questions: (1) the effects of read-aloud on vocabulary acquisition of EFL third graders with different proficiency, (2) attitudes of students with different proficiency towards read-aloud. To do so, 44 third graders in a public primary school in Taoyuan City were recruited and assigned to high- and low-achieving groups. Each group was conducted on the same vocabulary tests and read-aloud activity. The whole experiment lasted for six weeks.
To explore the questions, 3 main instruments were adopted, consisting of (1) vocabulary pre- and posttests, (2) a post-treatment questionnaire to discover all participants’ attitudes towards read-aloud and (3) an interview on 20 students from both of the high- and low-achieving groups to further probe the participants’ thoughts. The statistical data of the vocabulary tests were analyzed by paired-samples t-tests, and the results of the structured items of the questionnaire were presented with the mean scores, while the participants’ responses to the open-ended questionnaire items and during the interview were analyzed qualitatively.
The findings showed that read-aloud had a positive impact on vocabulary acquisition to the results of both the statistical data from the vocabulary pre- and posttests and the participants’ responses to the questionnaire. Therefore, both of the two groups could benefit from read-aloud. This discussion and conclusion of the research are further presented with reference to the findings.

Keywords: read-aloud, vocabulary acquisition, EFL young learners

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