運用故事教學與自主閱讀之複合效應提升國小學生英語字彙習得、批判思考與學習態度

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研究生：	張婷瑋 Ting-Wei Chang
論文名稱：	運用故事教學與自主閱讀之複合效應提升國小學生英語字彙習得、批判思考與學習態度 The Joint Effects of Storytelling and Independent Reading on EFL Children's Vocabulary Acquisition, Critical Thinking, and Learning Attitude
指導教授：	李思穎 Sy-Ying Lee
口試委員:	廖美玲 Meei-Ling Liaw 駱藝瑄 Yi-Hsuan Lo
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：	2020
畢業學年度：	108
語文別：	英文
論文頁數：	147
中文關鍵詞：	故事教學、批判思考、英語字彙習得
外文關鍵詞：	Story-based instruction, Critical Thinking, Word Acquisition
相關次數：	點閱：394 下載：2
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查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

我國推動十二年國民教育明定批判思考的培養需實際落實於各年段的英語教學，並視之為核心基本能力之一。批判思考教學近年在臺灣日益受到重視，然卻鮮少有致力於提升國小學童批判思考能力及相關教學策略與教材內容的研究。本研究旨在探討教師利用Krashen所提倡「以故事為媒介，利用淺顯易懂且有趣的教學內容」，再依據Bloom學習層次設計的問題提問，逐步培養學童批判思考能力，同時也達成英語學習目標。本研究包含先導研究及正式研究，八週的正式研究含兩個教學週期，以臺北市某公立國小四年級為研究場域，十位男童及七位女學童參與受試，參與故事教學與自主閱讀。研究工具為字彙測驗學習單、批判思考學習單與評量試卷，輔以文件檢閱、問卷調查與訪談為資料蒐集的方法。研究發現如下：一、故事教學有效提升學生英語閱讀動機、自然習得英語字彙，及提升學習課本內容效能。二、在英語課室中，批判思考的陶冶是透過教師提問、小組討論，並適時鼓勵學童使用的第一語言進行表達。本研究結果可作為臺灣推動雙語教育，將故事教學與批判思考教學有效融入既有英語課程架構的範例，並作為教師志於批判教學落實課程設計參考。

Critical thinking has been emphasized as an essential skill to think about, to evaluate, and to create insights extrapolated from the information when reading. The newly released 12-Year Basic Education Curriculum Guidelines has officially made the instruction of CT a significant element in English as a Foreign Language (EFL) classes for all school levels. However, scant attention has been paid to the development of instructional approaches and content to appropriately enhance primary school students’ CT skills. The purpose of this study was to explore how teachers can provide comprehensible input, upheld by Krashen, through storytelling activities to improve CT skills and further increase second language development. The research included both a pilot study and a main study. A total of 17 fourth graders (10 boys and 7 girls) participated in the main study, which took place at a primary school in Taipei City across eight weeks. The pedagogical procedure, with two teaching cycles, developed from the results of the pilot study. Each teaching cycle involved teacher-led storytelling and independent reading. Data were collected through worksheets, sheets for midterm and final exams, interviews, and questionnaires. Bloom’s Revised Taxonomy provided a practical framework for teachers to customize the levels of questions, which helped develop the students’ CT skills. The findings showed that the story-based instruction enhanced reading motivation, word acquisition and general English ability, as measured by school exams. The combination of the teacher’s questioning, active discussions, and use of students’ native language (L1) cultivated CT skills. The result of the study will provide a framework for integrating story-based instruction into the regular English curriculum, embedded with the teaching of CT, in the EFL setting.

CHINESE ABSTRACT…………………………………….……………i
ENGLISH ABSTRACT…………………………..…..……………ii
CHINESE ACKNOWLEDGEMENTS………………………………iii
ENGLISH ACKNOWLEDGEMENTS……………….……………iv
CONTENTS………………………...…….…..……..………………v
LIST OF TABLES……………………….…………..………………viii
LIST OF FIGURES…………………….…….….……………….x
CHAPTER ONE INTRODUCTION………………………….….......…….1
1.1    Background of the Study…………….……………..….1
1.2    Statement of Problem ...………………………….…….5
1.3    Purpose of the Study …..………….……………... 6
1.4    Significance of the Study……...……..……. 6
1.5    Summary…………..…………………………….......……………..7
1.6    Definitions of Important Terms………….…. 7
CHAPTER TWO LITERATURE REVIEW………..………......………11
2.1 Critical Thinking….……..…………………………………..... 11
2.1.1 What is Critical Thinking? .……………………... 11
2.1.2 Teaching Critical Thinking Using the Bloom’s Revised Taxonomy……………….… 12
2.1.3 Critical Thinking in ESL/ EFL Learning… 14
2.1.4 Teaching Critical Thinking in Taiwan……. 16
2.2 Storytelling……........……………….…………………….……. 17
2.2.1 The Effect of Storytelling on Critical Thinking…...……....17
2.2.2 The Effect of Storytelling on Language Development...... 18
2.2.3 The Effect of Storytelling on Attitude and Motivation…...20
2.2.4 The Effect of Storytelling for ESL/ EFL Learning………..... 21
2.3 Summary……............……….......……........…25
CHAPTER THREE METHOD………………………………...........………27
3.1    Pilot Study - Phase 1 ....……….....….….27
3.1.1 Purpose ....………..……......……….........…… 27
3.1.2 Participants ....………........……....………………27
3.1.3 Procedure ....………........……......….………..27
3.1.4 Teaching Materials ....…….……….......... 29
3.1.5 Instruments ....………........…….......…………31
3.1.6 Data Analysis and Results .…….........……32
3.1.7 Conclusion ....………........…….......….………34
3.2     Pilot Study - Phase 2 ..………....……... 36
3.2.1 Purpose ....………..............……………………………36
3.2.2 Participants ....………......…......……………..37
3.2.3 Procedure ....………........……......……………….37
3.2.4 Teaching Materials ....………....………...…...39
3.2.5 Data Collection ....………........……...…………41
3.2.6 Data Analysis and Results ..........…………41
3.2.7 Conclusion ....………........……......………………44
3.3 Main Study……........……......……….……………………..46
3.3.1 Purpose……........……......………...…………………..46
3.3.2 Context of the Study....……......………………..46
3.3.3 Participants……........…….....………………………..46
3.3.4 The Course……........……......………...…………….47
3.3.5 Procedure……........……......………......…...47
3.3.6 Teaching Materials…….......……......………..49
3.3.7 Instruments……........……......……..……………… 52
3.3.8 Data Analysis……........…….........…………….54
CHAPTER FOUR FINDINGS………………………………..........………57
4.1 Results of the Vocabulary Acquisition………………..…..…….57
4.2 Results of English Learning Assessments……………..……..…60
4.3 Results of the Questioning Technique on Critical Thinking Skills……………………61
4.4 Results of the Learning Attitude toward Story-Based Curriculum……………………….72
CHAPTER FIVE DISCUSSION.……………………………........………83
5.1 Summary of the Findings……………………………..………...83
5.2 Research Questions…………….……………………..…..……...84
5.2.1 Research Questions 1…………….…………...…..…...84
5.2.2 Research Questions 2…….…….……………..….….…..86
5.2.3 Research Questions 3…………….…………...….….…..89
CHAPTER SIX CONCLUSION.…………………………….........………91
6.1 Conclusion……………………………………………………............91
6.2 Pedagogical Implications……………………………………....93
6.3 Limitations of the Study……………………………………....94
6.4    Suggestions for Future Study……………………..95
REFERENCES………………………………………………………...96
APPENDICES………………………………………………………...107
APPENDIX A Vocabulary Worksheets I...……….............…107
APPENDIX B Vocabulary Worksheets II....……….......….…….109
APPENDIX C Vocabulary Worksheets III.....……….....….…….111
APPENDIX D Vocabulary Worksheets IV.....………......….…….113
APPENDIX E Leveled Critical Thinking Worksheet I...….…115
APPENDIX F Leveled Critical Thinking Worksheet II..…..116
APPENDIX G Leveled Critical Thinking Worksheet III.…..117
APPENDIX H Leveled Critical Thinking Worksheet IV..…..119
APPENDIX I Midterm Exam..….………………………………..121
APPENDIX J Final Exam..….…………………………..……….127
APPENDIX K Focus Group Interview Questions……..………........133
APPENDIX L Story-based Learning Attitude Questionnaire….…134
                                

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