- 期刊
Storytelling to Young EIL Learners in Taiwan: A Cautionary Tale
運用說故事模式於臺灣小學基層英文教學：初步發現
摘要
雖然運用說故事模式於基層外語教學優勢已逐漸受到全球重視,但在臺灣公立國小以運用說故事模式教授英語為國際語言卻仍乏善可陳. 僅管在運用說故事模式在母語教學文獻上頗有參酌,然而在運用說故事模式教授英語為國際語言上研究上不但寥寥可數,且缺乏對照組別相關研究. 因此台中市政府教育局主導專案大規模介入臺灣中部十所小學採用說故事學英文教材.對象包含三至六年級使用對照組總數共四十個班級一千三十六位學童. 教材採用康乃爾學員出版彩虹時間有聲雜誌及其配套教材. 研究結果發現廣受好評,且在前後側聽力及閱讀成績有顯著進步.但與對照組無顯著差異. 潛在因素及相關建議一併在文中討論, 以作為台中教育局及相關行政單位,學者及教師在今後有心運用說故事模式於小學基層英語學習者為國際語言教學研究及相關政策上之參酌建議.
並列摘要
The practice of storytelling in young learner foreign language classrooms is gaining increasing attention around the world and considerable benefits are claimed for it, yet it is largely absent from English as an International Language (EIL) instruction in Taiwan state elementary schools. Moreover, much that is written in favor of story-telling is based on L1 experiences and not founded on any research in L2: L2 studies that do exist are often small scale and/or lack a control group. The Taichung Ministry of Education therefore funded a large scale intervention over a semester in ten state elementary schools in central Taiwan, using classes of matched grade level in each school (covering grades 3-6), 40 classes and 1036 learners in all, either receiving or not receiving a daily storytelling session and related listening/reading support. In order to ensure scalability and sustainability after the study, the project utilized only teachers, teaching time and other resources which were normally available in elementary schools and the storytelling was based on existing published Rainbow Time Magazines (RTM) and associated materials provided by Cornel Co., Ltd, and the Cornel English School. Results show a pattern of favorable attitudes, together with considerable gains between pre- and post-tests of reading and listening, but interestingly no overall significant difference between the score improvements in the storytelling classes and those in the control classes. Likely reasons for this are discussed, with considerable implications both for the Ministry, researchers and teachers wishing to use storytelling in the young learner classroom.