- 學位論文
南台灣六年級學童對於讀者劇場教學之英語靜默閱讀、朗讀及合作學習回應之研究
A STUDY ON SIXTH-GRADER RESPONSES TO ENGLISH SILENT READING, ORAL READING, AND COOPERATIVE LEARNING IN THE READER THEATER INSTRUCTION IN SOUTHERN TAINAN
摘要
本研究旨在探討南臺灣六年級學生在讀者劇場教學中，對於英文靜默閱讀、朗讀及合作學習回應之研究。為達成此目的，研究員招募了來自臺南市永康區五王國小的68名六年級學生參與讀者劇場教學（RTI）。隨後，研究員要求學生回寫問卷，並透過訪談學生的內容進行質性分析。首先，研究員先通過計算平均分數來比較學生對問卷的回應的數據做量化分析，接著，研究員由問卷中的開放性問題及訪談的回應資料進行質性分析。基於這些綜合數據分析，本研究的主要發現如下： 1.大部分學生對於讀者劇場教學中的英文靜默閱讀給予了正面的回應。他們能夠通過英文默讀專注於閱讀劇本。此外，他們能運用研究員提供的鷹架理解故事的意思。根據訪談，學生表示他們的識字理解力有所提高，因此幫助他們在面對英文靜默閱讀時的態度有所提升。此外，他們在讀者劇場教學中，透過英文靜默閱讀更清楚地理解讀者劇場的劇本，他們表示在面對英文靜默閱讀的水準與態度也獲得了改善。 2.大多數學生對於讀者劇場教學中的朗讀給予了正面的回應。他們能夠專注於朗讀，特別是重複的單詞，並變得更加注意自己的發音。參與讀者劇場教學時，透過模仿並與同學練習，增強了他們的閱讀技巧、口說表現和閱讀的流暢度。並且善用研究員教導的自然發音法，並且在讀者劇場教學後，改善了發音和咬字。朗讀幫助他們能更理解句子、整個段落和整體內容，因此，許多學生透過讀者劇場提升了的朗讀的表現。 3.大多數學生對參加讀者劇場教學給予了正面的回應。多數學生認可參與讀者劇場教學的優點，使他們在應對陌生的英文劇本時，增強了自信心，並提高了英文閱讀理解和口語表達技巧。此外，他們也認同自己的口語表達能力有了很大的改善。 4.大多數學生對於讀者劇場教學中的合作學習給予了正面的回應。他們喜歡角色扮演、討論讀者劇場的劇本並分享創意。他們珍惜在讀者劇場教學的環境中交朋友、合作及表達意見的機會。 5.大多數學生表達了在讀者劇場教學中的兩大困難，包括(一)超出他們目前英文能力和理解範圍的詞彙，及(二)在選定的讀者劇場劇本中不熟悉的單詞和發音。為了解決上述困難，學生提出了建議，最主要的兩點建議是(一)為學生提供簡單的中英文雙語劇本，以及(二)延長學生分組練習讀者劇場的時間。 根據讀者劇場教學的研究結果，分別就教師、學生和出版商提出了三點啟示。首先，對於把英文作為外語的教師，他們可以在讀者劇場教學中，教授學生更多的英語朗讀和靜默靜讀，希望老師能以各種多元的、有趣的、戲劇化的閱讀方式，幫助學生在讀者劇場中提升英語閱讀表現。其次，對於把英文作為外語的學生而言，參與合作學習活動可以顯著改善他們的英文能力，他們的合作學習可以改進英語閱讀練習和討論。他們閱讀讀者劇場的劇本的次數越多，閱讀能力就越好。他們討論讀者劇場的劇本的次數越多，對劇本的理解也會越好。最後，對於出版商，他們可以為不同英語水平的學生選擇適合的讀者劇場的劇本。尤其是，他們可以在讀者劇場劇本中提供簡單的英文單詞和用語，以便英語水平較落後的學生閱讀。
並列摘要
This purpose of the present study aims to explore the responses to English silent reading, oral reading, and cooperative learning in the reader theater instruction on the sixth-grader in southern Tainan. To achieve this purpose, the researcher recruited 68 sixth-grade students from Wu-Wang Elementary School in Yongkang District, Tainan City. They were required to participate in the Readers Theater Instruction (RTI). Then, the researcher asked the students to answer the questionnaire. After that, several students were selected for the oral interview in order to gain the qualitative responses. Initially, the researcher conducted a quantitative analysis by applying the mean scores to compare the student responses to the questionnaire. After that, a qualitative analysis was performed on the responses to open-ended questions in the questionnaire and interview data, including content from student interviews. Based on these comprehensive data analyses, the major findings of the present study are illustrated as follows: 1.Most of the students responded more positively to English silent reading in the RTI. They could concentrate on reading scripts through English silent reading. They could also understand the story's meaning through English silent reading. Furthermore, they used the scaffolding provided by the researcher. According to the interviews, the students' attitude toward their response was that they had a better literacy understanding, which, therefore, helped them improve their attitude toward English silent reading. Besides, they understood the RT scripts better through English silent reading. They also expressed that their competence and attitudes toward English silent reading were improved in the RTI. 2.Most students positively responded to English oral reading in the RTI. They focused on reading, particularly repetitive words, and became aware of their pronunciation. They agreed that they improved their English reading skills, speaking proficiency, and reading smoothness by practicing oral reading with their classmates. They effectively used the natural phonics taught, refining their pronunciation and accent. Practicing oral reading helped them understand sentences, entire paragraphs, and the overall content, thereby improving their English oral reading performance in the RTI. 3.Most students showed positive responses to participate in the RTI. They agreed to the advantages of participating in the RTI, resulting in improved reading capacity, conversation skills, and confidence in tackling unfamiliar English scripts. Moreover, they agreed that their oral expression was improved a lot. 4.Most students responded positively to cooperative learning in the RTI. They enjoyed role-playing, discussing RT scripts, and sharing creative ideas. They appreciated the opportunity to make friends, collaborate, and express their opinions within the RTI setting. 5.The majority of the students expressed their top two difficulties in the IFSI, including (a) vocabulary far beyond their current English capacity and comprehension, and (b) their unfamiliar words and pronunciation in the selected RT scripts. To deal with the above difficulties, the students made some suggestions. The top two suggestions for their teachers are (a) providing students with simple and Chinese-and-English bilingual scripts and (b) extending the time for students to practice RT presentations in groups. Based on the study findings of the RTI, three implications are proposed. First, for EFL teachers, they may teach students more English oral reading and silent reading in RT. Hopefully, teachers may help their students develop English reading performance in dramatizing reading in interesting ways in RTI. Second, for EFL students, their cooperative learning may improve their English reading practices and discussions. The more they practice reading the RT scripts, the better they read. The more they discuss the RT scripts, the better they make sense of them. Finally, for publishers, they may select appropriate RT materials for students on different proficiency levels. Specifically, they may provide simple English words and expressions in RT scripts for lower English achievers to read.