讀者劇場對國小五年級學生英文認字能力、學習態度及英語成績影響之研究

The Effect of Readers Theatre on English Word Recognition, Learning Attitude, and English Score of Fifth-grade Students

覃詩(Shih Chin)

指導教授 ： 李宜娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2009年)

摘要

本研究的目的在於探討實施讀者劇場對國小五年級兒童在英文認字能力、學習態度及英語成績上的影響。本研究以台中縣一所國小四班五年級學生為對象，採用「準實驗設計」，將班級隨機分派為二班實驗組，二班控制組。實驗組進行為期八週十六堂課的「讀者劇場」教學，控制組則施行「一般閱讀」教學。實驗組和控制組的繪本內容均相同，皆由研究者安排教學活動並親自授課。實驗之評量採用自編之「英文認字測驗」及李佳容(1999)所編之「國小英語科學習態度量表」等兩種工具。資料處理以單因子共變數分析比較學生在「英文認字量表」得分、英語成績兩變項上的差異；以獨立樣本t檢定比較學生學習態度的差異。
本研究根據分析，結果發現：
1. 施行讀者劇場教學之實驗組學生在「英文認字量表」上之字義得分與控制組無顯著差異；但在字音評量上實驗組之得分則顯著優於控制組。
2. 實驗組學生在「英語學習態度」的情意、認知和行為層面上，與控制組學生的表現相較起來並沒有顯著差異存在。
3.實驗組學生與控制組學生在英語成績上無顯著差異。
根據上述研究結果，對國小讀者劇場教學及未來研究提出建議。

關鍵詞：讀者劇場、英語閱讀教學、認字、學習態度

關鍵字

英語閱讀教學 ； 讀者劇場 ； 學習態度 ； 認字

並列摘要

The purpose of this study was to explore the effect of Readers Theater (RT) on English word recognition, learning attitude, and English score of the 5th grade students in Taiwan.
The sample for the study consisted of four 5th grade classes in Taichung County. A quasi-experimental design in which these four intact classes were randomly assigned to experimental and control groups was used. Experimental group received Readers Theater activities, and the control group received regular English reading teaching, both of these two activities were conducted by researcher, for 8 weeks. The research instruments included “English Word Recognition test” and “English Learning attitude Scale”.
　　 The data were analyzed by using the analysis of covariance to determine if there were significant differences in the score of English Word Recognition and English score among the children, and by using t-test of independent sample to investigate the difference in the learning attitude questionnaire among the children. Based on the findings of the study, the following conclusions are drawn:
1. There was no significant difference in the score of meaning subtest in English word recognition test between the two groups; however, the score of reading subtest of experimental group is significantly higher than the control group.
2. There were no significant differences on affective, cognitive and behavioral component of English learning attitude scale between the experimental group and the control group. However, interview data indicated that the experimental students showed positive learning attitude.
3. There was no significant difference in English score between the two groups.
Based on the results, some suggestions for Readers Theater teaching in the elementary schools and further studies are also provided.

Keywords: Readers Theater, English reading teaching, word recognition, learning attitude

並列關鍵字

Readers theater ； English reading teaching ； learning attitude ； word recognition

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