Title

English Reading Proficiency of Grade Four Children of New Immigrant Parents

Translated Titles

國小四年級新住民子女英語閱讀能力之研究

DOI

10.6384/CIQ.201110.0210

Authors

洪月女(Yueh-Nu Hung)

Key Words

新住民子女 ; 國小英語教學 ; 英語閱讀能力 ; children of new immigrant parents ; elementary English education ; English reading proficiency

PublicationName

課程與教學

Volume or Term/Year and Month of Publication

14卷4期(2011 / 10 / 01)

Page #

209 - 229

Content Language

英文

Chinese Abstract

本研究是中部新住民子女教育資料庫建置整合型計畫之一部分,主要目的在了解中部地區國小四年級新住民子女之英語閱讀能力,以及哪些背景因素影響他們的英語閱讀能力表現。本研究編製了一份國小英語閱讀能力測驗,並使用整合型計畫團隊其他研究者所發展的背景問卷,共有238位小四新住民子女學童以及260位小四一般學童參與測試。研究發現一般學童在英語閱讀能力測驗的表現優於新住民子女學童。跟一般學童比起來,新住民子女學童在閱讀環境標示文字、句子、故事與兒童劇這三類能力指標的試題答題顯著較差。影響新住民子女學童英語閱讀能力測驗表現的背景因素有七項,分別為是否參加課後輔導、是否補習英語、學習英語的時間、學習英語的興趣、父親教育程度、母親教育程度、是否為低受入戶。依據研究的發現,論文最後討論研究與教育的建議與未來可行方向。

English Abstract

This study was part of an integrated research project to establish an educational database of children of new immigrant parents (NIP) in central Taiwan. Its purpose was to understand the English reading proficiency of grade four NIP children in the central part of Taiwan, and what background factors might influence their English reading proficiency. An elementary English reading proficiency test and a background questionnaire were developed. A total of 238 NIP and 260 Non-NIP children participated in the study. It was found that Non-NIP children had better English reading proficiency. Compared with Non-NIP children, NIP children scored lower on items about reading labels and signs, reading sentences, and reading simple stories and children's plays. Factors influencing NIP children's English reading test performance included: participation in after school programs, participation in after school English lessons, number of years learning English, interest in learning English, father's and mother's education, and low income family status. Research and education implications are suggested and discussed at the end of the paper.

Topic Category 社會科學 > 教育學
Reference
  1. 王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。Bulletin of Educational Research,51(4),1-41。
    連結:
  2. 吳錦惠(2006)。新臺灣之子的課程改革之研究。Quarterly of Curriculum and Instruction,9(2),117-133。
    連結:
  3. Ministry of Education (教育部) (2003). 92 年國民中小學九年一貫課程綱要Ministry of Education (教育部) (2003). 92 年國民中小學九年一貫課程綱要School Education]. Retrieved August 16, 2010, from http://teach.eje.edu.tw/9CC2/9cc_92.php
  4. Ministry of Education (教育部) (2010). 就讀國中小之外籍配偶子女人數-按父母國籍分 [Numbers of elementary and secondary students of new immigrants-based on parents' nationalities]. Retrieved August 16, 2010, from http://www.edu.tw/files/site_content/B0013/overview44.xls
  5. Ministry of Interior (內政部) (2010). 低收入戶戶數及人數 [Households and persons of low-income families]. Retrieved August 23, 2010, from http://sowf.moi.gov.tw/stat/month/m3-01.xls
  6. Allington, R. L.,McGill-Franzen, A.(2000).Looking back, looking forward: A conversation about teaching reading in the 21st century.Reading Research Quarterly,35(1),136-153.
  7. Anderson, L. W.(ed.),Krathwohl, D. R.(ed.)(2001).A taxonomy for learning,teaching, and assessing: A revision of Bloom' s taxonomy of educational objectives.New York:Addison Wesley Longman.
  8. Chen, C.-H.(2004)。Kaohsiung,National Sun Yat-Sen University。
  9. Entwisle, D. R.,Alexander, K. L.,Olson, L. S.(1997).Children, schools, and inequality.Boulder, CO:Westview Press.
  10. Goodman, Y. M.(ed.),Martens, P.(ed.)(2007).Critical issues in early literacy development: Research and pedagogy.Mahwah, NJ:Lawrence Erlbaum Associates.
  11. Kenyon, D. M.,Farr, B.,Mitchell, J.,Armengol, R.(2003).Framework for the 2004 foreign language national assessment of educational progress.Washington, DC:National Assessment Governing Board.
  12. Morales, M. C.,Saenz, R.(2007).Correlates of Mexican American students' standardized test scores: An integrated model approach.Hispanic Journal of Behavioral Sciences,29(3),349-365.
  13. Ruddell, R.B.(ed.),Ruddell, M.R.(ed.),Singer, H.(ed.)(1994).Theoretical models and processes of reading.Newark, DE:International Reading Association.
  14. Scott, W. A.,Ytreberg, L. H.(1990).Teaching English to children.Essex, England:Longman.
  15. Wilde, S.(ed.)(1996).Notes from a kidwatcher: Selected writings of Yetta M. Goodman.Portsmouth,NH:Heinemann.
  16. 林俊瑩、吳裕益(2007)。家庭因素、學校因素對學生學業成就的影響-階層線性模式的分析。Bulletin of Educational Research,53(4),107-144。
  17. 林筱晴(2005)。Taichung,National Taichung University of Education。
  18. 林慧萍, H.-P.(2007).Chiayi,National Chung Cheng University.
  19. 邱毓雯(2007)。國小英語教學問題之探討。Inservice Education Bulletin,24(4),135-140。
  20. 洪月女、林筱晴(2010)。國小新住民子女國語文閱讀表現:閱讀差異分析個案研究。Teachers Friend Resources and Research,51(3),2-12。
  21. 洪月女、翁鵬傑(2009)。Teaching reading and writing in elementary English class: Theoretical orientation and charting the future course。2009 Taiwan Educational Research Conference,Hsinchu:
  22. 曹逢甫(2004)。利用閱讀教育突破在台灣教授英語的困境-語言規劃的觀點。English Teaching & Learning,28(3),1-15。
  23. 陳湘淇(2004)。Tainan,National Tainan College of Teacher Education。
  24. 曾建銘、陳清溪(2008)。2006 年臺灣學生學習成就評量結果之分析。Journal of Educational Research and Development,4(4),41-86。
  25. 曾建銘、陳清溪(2009)。2007 年臺灣學生學習成就評量結果之分析。Journal of Educational Research and Development,5(4),2-38。
  26. 劉奕佩, Y.-P.(2006).Taipei,National Taipei University of Education.
  27. 盧秀芳(2004)。Taipei,National Chengchi University。
Times Cited
  1. 潘雅佳(2013)。基隆市新移民與非新移民國民中學子女文化資本、閱讀行為與國語文學習成就之研究。國立臺北教育大學教育經營與管理學系學位論文。2013。1-116。 
  2. 陳佳瑩(2012)。學齡前注音符號學習經驗與國語學習成就及態度之相關研究。國立臺北教育大學教育學系學位論文。2012。1-103。
  3. 魏秀妤(2016)。運用差異化教學對提升國小六年級低成就學生英語學習成效之研究。國立臺北教育大學特殊教育學系學位論文。2016。1-133。
  4. 張婷雯(2016)。新住民子女數學解題能力之研究-以桃園市一所國中為例。中興大學應用數學系所學位論文。2016。1-117。
  5. 徐文琴(2016)。建構差異化國小英語教學之行動研究。國立臺北教育大學課程與教學研究所學位論文。2016。1-177。
  6. 陳伶芳(2017)。圖像教學配合韻文口訣對國小一年級學童英文字母學習之成效研究。中原大學教育研究所學位論文。2017。1-80。