繪本融入英語教學提升國中生英語學習動機與閱讀理解之研究
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2017
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本研究旨在藉由有故事性的繪本融入英語教學提升學生學習動機與閱讀理解能力。本研究採行動研究法以19位國中七年級學生為研究對象，使用3本與課程內容相關之英語繪本，並透過反省性螺旋「計畫、行動、觀察和省思」的教學歷程進行10週的閱讀理解策略與英語繪本教學，蒐集學生在學習過程中的成果與限制。教學行動開始前，學生接受閱讀能力測驗前測及英語學習動機問卷，以了解學生的閱讀理解能力程度以及對於英語學習所保持的態度。繪本教學歷時10週，先進行學生閱讀策略訓練： 預測、掃描與瀏覽，待學生了解策略的使用方法後緊接進入繪本教學，使用ELI Readers Stage 1 Granny Fixit系列閱讀繪本為研究教材，採用「全班共同閱讀－小組共同閱讀－小組活動－個人閱讀－閱讀能力檢測－學生回饋」的方式精進學生閱讀理解的能力，並根據學生回饋之意見修正下一本繪本的教學模式。行動研究結束後，受試者接受閱讀理解後測、學習動機問卷、學生訪談以了解學生在繪本教學後閱讀理解策略與學習動機的改變。
本研究結果摘要如下：
一、繪本融入英語教學能有效激發學生學習英語的動機與興趣。
二、繪本融入英語教學能提升學生英語閱讀理解學習之表現。
三、比起英語程度好的學生，繪本融入英語教學更能有效激發英語成就低弱學生的學習動機與提升閱讀理解能力。
This study aimed to incorporate interesting picture books into English teaching to improve students’ learning motivation and the ability of reading comprehension. An action research method was used in this study, through the action research process of “plan-act-observe-reflect”, the researcher consistently reflected and adjusted teaching method suitable for students. The participants in this study were nineteen the seventh graders of the researcher’s school. The total instruction lasted for ten weeks. To further understand student’s attitude and ability toward English learning, the participants were assigned to take reading comprehension pre-test and the questionnaire of English learning motivation before the instruction. During the instruction, students were taught to utilize the strategy of reading including predicting, scanning, and skimming. The researcher used the collection of ELI Readers Stage 1 Granny Fixit as teaching material, and the classes were carried out with a routine; “Class Reading- Group Reading- Group Activity- Self Reading- Self Understanding Checking” to improve students’ reading comprehension and enhance their interest and motivation through English learning. The researcher then investigated students’ motivation and reading comprehension ability change before and after the instruction through classroom observation, researcher’s reflections, video tapes, students’ feedback and interviews, English learning motivation questionnaire, and reading proficiency test. The results of the study are as follows: 1. Picture books can effectively motivate students’ English learning motivation and attitude. 2. Picture books can enhance students’ performance of reading comprehension. 3. Compared with English advanced learners, picture books have more learning effect on English low-achievers, no matter on learning motivation or reading comprehension ability.
This study aimed to incorporate interesting picture books into English teaching to improve students’ learning motivation and the ability of reading comprehension. An action research method was used in this study, through the action research process of “plan-act-observe-reflect”, the researcher consistently reflected and adjusted teaching method suitable for students. The participants in this study were nineteen the seventh graders of the researcher’s school. The total instruction lasted for ten weeks. To further understand student’s attitude and ability toward English learning, the participants were assigned to take reading comprehension pre-test and the questionnaire of English learning motivation before the instruction. During the instruction, students were taught to utilize the strategy of reading including predicting, scanning, and skimming. The researcher used the collection of ELI Readers Stage 1 Granny Fixit as teaching material, and the classes were carried out with a routine; “Class Reading- Group Reading- Group Activity- Self Reading- Self Understanding Checking” to improve students’ reading comprehension and enhance their interest and motivation through English learning. The researcher then investigated students’ motivation and reading comprehension ability change before and after the instruction through classroom observation, researcher’s reflections, video tapes, students’ feedback and interviews, English learning motivation questionnaire, and reading proficiency test. The results of the study are as follows: 1. Picture books can effectively motivate students’ English learning motivation and attitude. 2. Picture books can enhance students’ performance of reading comprehension. 3. Compared with English advanced learners, picture books have more learning effect on English low-achievers, no matter on learning motivation or reading comprehension ability.
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英語繪本, 英語學習動機, 閱讀理解策略, English picture book, English learning motivation, reading comprehension