長久以來，朗讀一直被視為能提升學生語文能力的有益作法。本研究的目的在於比較兩種朗讀模式對於以英文為外語的國小六年級學童在閱讀理解及字彙習得方面的成效。此外，本研究亦探討學童對英文繪本朗讀活動的看法。參與本研究的六十三名國小六年級學童來自新北市某一小學的兩個班級。本研究所採用的研究工具包含單字測驗、閱讀測驗、問卷、以及訪談，所使用的閱讀教材為三本英文繪本。參與研究的學童經隨機選擇及隨機分派編到實驗組及控制組，實驗組的學童進行互動式朗讀而控制組的學童則進行純粹朗讀。所有參與研究的學童在每次的英文繪本朗讀中都必須接受單字測驗以及閱讀測驗。在所有測驗結束後，實驗組的學童必須填寫問卷，並隨機選出實驗組中的七名學童進行訪談。結果顯示互動式朗讀在閱讀理解及字彙習得方面有顯著的成效，效果比純粹朗讀佳。另外，學童對於英文繪本朗讀活動有很大的熱忱。本研究所得的結論為:朗讀是一種有價值的教學活動，應在以英文為外語的國小學習環境中廣泛推行。

Reading aloud has long been regarded as a beneficial way to enhance students’ language proficiency. The purpose of this study was to compare the effects of two different modes of reading aloud on the reading comprehension and vocabulary acquisition of EFL sixth graders. Students’ perspectives on English storybook read-alouds were also examined. The participants were 63 sixth graders from two intact classes in an elementary school in New Taipei City. The instruments adopted in this study included vocabulary tests, comprehension tests, a questionnaire, and an interview guide. Three English picture storybooks were used as the reading materials. The participants were randomly selected and assigned into two treatment groups, with the experimental group participating in the interactive read-aloud activities and the control group merely reading the books aloud. All the participants were required to take vocabulary tests and comprehension tests after each English storybook read-aloud. After all the tests were completed, the participants in the experimental group were required to fill out a questionnaire and 7 participants in the experimental group were randomly selected for interviews. The results implicated that interactive read-alouds can significantly enhance students’ language proficiency on measures of reading comprehension and vocabulary acquisition better than merely read- alouds. Furthermore, students also showed great enthusiasm for reading-aloud activities. In conclusion, reading aloud is a valuable teaching activity and should be widely implemented in the elementary EFL classrooms.

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