可預測性故事之英語繪本教學對提升國小學童英語能力與學習動機效果之研究

The Effects of English Picture Books of Predictable Stories teaching to Improve English Ability and Learning Motivation of Elementary Students

蔡銘津(Ming-Jin Tsai) ； 何美慧(Mei-Hu He)

《人文社會電子學報》 12卷2期 (2017/03) Pp. 128-155

摘要

本研究旨在瞭解可預測性故事之英語繪本教學對學童英語能力與學習動機影響之研究，探討不同組別與不同性別，對學童英語能力與學習動機影響之差異與交互作用情形。研究對象為高雄市國小的57位學童，隨機分派兩班為實驗組與控制組；採用準研究法進行探究，經由專家效度挑選十五本可預測性故事之英語繪本對實驗組學童進行十二週教學，以研究者自編「英語基本能力評量表」、「英語學習動機問卷」進行量化研究，「英語繪本教學總回饋問卷」、「IMMS教材動機問卷」及訪談進行質性分析；教學前後所施測之資料處理，以雙因子共變數分析等統計方法進行考驗處理，結果如下：在可預測故事之英語繪本教學對學童英語能力與學習動機的整體表現有顯著的提升效果，而經過可預測故事之英語繪本教學後的男生對於英語學習動機的發展有顯著的成效，學童對以可預測性故事之英語繪本教學活動的方式，不僅表達喜愛與認同，在實習效益中，也達到正向的學習效果。最後，本研究依據發現結果，提出對學校行政、教學者及未來研究方向之建議。

關鍵字

可預測性圖畫書 ； 英語繪本教學 ； 英語能力 ； 英語學習動機

並列摘要

The purpose of this study was to understand the influence of the English picture books of predictable stories teaching for improving the elementary students English Ability, which includes the different teaching groups and sex effects. The subjects were 57 pupils in a public elementary school, in Kaohsiung. Two classes were randomly assigned to the experimental group and the control group. According to the Quasi-experimental research method, through the expert validity, we chose fifteen English picture books of predictable stories for the experimental group students and performed a 12-week-teaching. Quantitative research tools include ＂Basic English proficiency assessment scale＂ and ＂English learning motivation questionnaire＂. The researcher designed the ＂feedback questionnaire of English picture books teaching＂ and ＂Instructional Materials Motivational Scale (IMMS)＂ and processed the percentage and qualitative analysis. The test data before and after the teaching were statistically analysed by two-factor ANOVA, Some conclusions are as follows: In the students English ability, there were significant differences between 2 groups. This indicates that the English picture books of predictable stories teaching have the overall effect on improving the English ability of elementary students. In the students English motivation, there were significant differences in five dimensions. This also indicates that the English picture books of predictable stories teaching have the overall effect on improving the English motivation of elementary students. Especially, we observe that boys have significant improvements in English motivation. As a result students not only represent that they like and agree the way of English picture books of predictable stories teaching, but also get positive learning effect. Finally, based on the result of this research, we propose some suggestions for the school administrator, the teachers and the future researchers.

並列關鍵字

predictable picture books ； English picture books teaching ； English ability ； English learning motivation