博碩士論文 103524010 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:13 、訪客IP:54.226.179.247
姓名 吳昱安(Yu-An, Wu)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 設計與發展以精準英文發音、大量閱讀英文書為目標的準備課程
(The Design and Development of a Preparatory Curriculum Aiming at Accurate English Pronunciation and Extensive Reading)
相關論文
★ 探索電玩遊戲頻率對於視覺注意力表現能力的效應★ 代理表現學習模式—以動物同伴為例
★ 常用邏輯句型重組之學習★ 電腦支援國小數學文字題擬題活動初探
★ 解釋數學:透過科技支援創作與討論以增強小學生的數學溝通能力★ 設計與實作數位化教室環境的教室伺服器
★ 在亞卓市教案編輯系統中設計學校本位教案發展之模組★ 數位教室環境下小組學習範例設計
★ 以不同遊戲因子促進學習動機之學習環境設計—以結構化內容為例★ 從準備教學中學習--電腦輔助學生設計教材互相教學之設計與應用
★ 課程樹2.0:課程與學習活動管理系統 - 以國小分數課程為例★ 視覺化工具於腦訊號分析之研究
★ 在一對一數位教室環境中藉由提供課前網站及課中行動學習輔具建置一個小組合作學習活動★ 電腦輔助交互式同儕教學運用在國小分數之學習環境設計
★ 利用可升級之動物同伴促進目標設定與同儕互助★ 設計與實作具專家評鑑機制的網路問卷調查系統平台
檔案 [Endnote RIS 格式]    [Bibtex 格式]    至系統瀏覽論文 (2020-7-31以後開放)
摘要(中) 對英文為外語學習者來說,閱讀不僅僅能輔助學生增進閱讀理解能力,並也能在不知覺中,增強其他的語言能力,例如:寫作與識字能力等等。毫無疑問的,閱讀在語言學習的過程中扮演著非常重要的角色。
然而,台灣學生閱讀的英文題材常侷限在課文或者是考卷上的閱讀測驗,也甚少主動拿起英文課外書來閱讀。研究者推論可能的原因也許是台灣學生的英文能力不足以閱讀適齡的書籍,造成閱讀興趣低落。為了解決此現象,本研究旨在針對低年級的以英文為外語學習者設計與開發一套以精準自然發音、大量閱讀為目標的準備課程。希望透過自然發音,培養英語語感,使學生看到不會念的單字,也可以很有自信的念出來。待學生擁有一定的語感之後,利用大聲朗讀策略,帶領學生進入閱讀的世界,讓學生沈浸在故事情境中,不需旁人的協助也可以自行閱讀簡易的繪本。
本研究以課後社團的方式進行,分為實驗一與實驗二。實驗一有26個學生參與,透過遊戲式學習、英語歌曲、韻文等方式來進行自然發音教學。經過13周的自然發音教學後,11位學生自願繼續參與實驗二。實驗二減短了自然發音的教學時間,加入了大量閱讀課程以及大聲朗讀的策略,並持續透過遊戲式學習等輕鬆有趣的課程讓學生投入在學習課程中。經過一年的實驗後,研究結果顯示,學生的音素覺識大幅的提升,不論是高成就或者是低成就學生,皆表示因為透過自然發音,使他們看到不熟悉的字也可以有自信地唸出來,增加閱讀的自信與動機。此外,多數學生均認為透過遊戲以及數位學習遊戲來學習使他們更願意去學英文,也認為這是一項很愉悅的活動。
摘要(英)
For L2 learners, reading not only facilitated comprehensive skills, but also gradually benefited other linguistic skills such as writing and literacy. Undoubtedly, reading severed a significant role in language learning. However, for Taiwanese students, reading activity seemed not to be a priority in the English curriculum design. The possible reason could be the fact that their English proficiencies were inadequate to read the book at their grade level. Therefore, this study aimed to develop an English curriculum to increase students’ verbal fluency and enhance students’ reading motivations and confidence through reading-aloud activity, physical educational games and digital games.
This study was conducted under the form of an after-school English class. 26 students participated in the study 1. After 13 weeks of basic phonic instructions, 11 students volunteered to continue participating in this class. During study 2, the extensive reading activity along with read-aloud strategy was implemented.
The results indicated that with one-year of phonics instruction, both high achievement students and low achievement students’ verbal fluency performances were significantly improved. Besides, students’ motivations and interest in reading were enhanced because their confidence in reading English were built up through phonics instruction. As for young EFL learners’ perception toward the classroom activity, most of the students stated that they thought that learn English through educational games or digital games were enjoyable and attractive to them.
關鍵字(中) ★ 以英語為外語的學習
★ 遊戲式學習
★ 大量閱讀
★ 自然發音教學
★ 音素覺識
關鍵字(英) ★ EFL Learning
★ Game-based Learning (GBL)
★ Extensive Reading
★ Phonics Instruction
★ Phonemic Awareness
論文目次
Table of Contents i
List of Tables iii
List of Figures v
1 Introduction 1
1.1 Motivation and Background 1
1.2 Research Question 3
1.3 Organization of the Thesis 3
2 Literature Review 6
2.1 Phonics Instruction and Phonemic Awareness 6
2.2 Extensive Reading 10
2.3 Game-Based Learning 14
2.4 Read-Aloud Strategy 17
2.5 Songs, Rhymes Intervention 22
2.6 Synthesis 25
3. The Curriculum and System Design 26
3.1 Curriculum Design 26
3.2 The Lost Phonemes 33
4. Methodology 44
4.1 Experimental design 45
4.2 Participants 46
4.3 Procedure 46
4.4 Instruments 61
5. Result and Discussion 68
5.1 Students’ Verbal Fluency Performance 69
5.2 Students’ Feedbacks on the Learning Activity 73
5.3 Students’ Attitude Toward the Reading Activity 80
6. Conclusion and Future Works 82
6.1 Conclusion 82
6.2 Restriction 85
6.3 Future works 85
References 88
English References 88
Chinese References 96
Appendix 1: The Verbal Fluency Test 97
Appendix 2: Learning Content Sample 100
Appendix 3: The Interview Questions 102
Appendix 4: The Questionnaire 104
參考文獻

English References
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Paul Brookes publisher.
Alcaraz, R. C. (2003). The importance of habit in the different language teaching methods. Fragmentos: Revista de Línguae Literatura Estrangeiras, 25.
Al-Mansour, N. S., & Al-Shorman, R. E. A. (2011). The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students. Journal of King Saud University-Languages and Translation, 23(2), 69-76.
Amer, A. A. (1997). The effect of the teacher′s reading aloud on the reading comprehension of EFL students. ElT Journal, 51(1), 43-47.
Anderson, R., Hiebert, E., Wilkinson, A., 1985. Becoming a nation of readers: the report of the commission on reading. US Department of Education, Washington, DC.
Ashmore, R. A., Farrier, M. J., Paulson, L. H., & Chu, X. (2003). The effects of phonemic awareness drills on phonological awareness and word reading performance in a later learned alphabetic script. Reading improvement, 40 (1), 33.
Atwell, N., 1987. In the middle writing, reading, and learning with adolescents. Heinemann, New Hampshire.
Boller, S. & Kapp, K.M., (2017). Play to Learn: Everything You Need to Know About Designing Effective Learning Games. Alexandria, VA: Association for Talent Development.
Brown, J.L. (2006). Rhymes, stories and songs in the ESL classroom. The Internet TESL Journal. 12(4).
Carlisle, J. F., & Feldman, L. B. (1995). Morphological awareness and early reading achievement. Morphological aspects of language processing, 189209.
Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English-and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91 (1), 20.
Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Review, 42(1), 1-33.
Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of humanistic psychology.
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W. S. (1998). Extensive reading in the second language classroom. RELC Journal, 29(2), 187-191.
Dragan, P.B., 2001. Literacy from day one. Heinemann, Portsmouth.
Durkin, D. (1966). CHILDREN WHO READ EARLY, TWO LONGITUDINAL STUDIES.
Elley, W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading research quarterly, 53-67.
Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book‐based programs. Language learning, 41(3), 375-411.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive Read‐Alouds: Is There a Common Set of Implementation Practices?. The Reading Teacher, 58(1), 8-17.
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Gebhard, J. G. (1996). Teaching English as a foreign or second language. Ann Arbor: University of Michigan Press
Giambo, D. A., & McKinney, J. D. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish- Speaking Kindergarten Children. TESOL Quarterly, 38 (1), 95-117.
Gillion G.T. (2004) Phonological awareness: from research to practice. New York: Guilford Press.
Goswami, U. C., & Bryant, P. (1990). Phonological skills and learning to read . New York, NY: Psychology Press.
Henning, G. H. (1973). Remembering foreign language vocabulary: Acoustic and semantic parameters. Language Learning, 23(2), 185-196.
Hu, C. F. (2003). Phonological memory, phonological awareness, and foreign language word learning. Language learning , 53 (3), 429-462.
Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73-98.
Huang, Y. M., & Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63 (5), 691-708.
Huyen, N. T. T., & Nga, K. T. T. (2003). Learning vocabulary through games. Asian EFL Journal, 5 (4), 90-105.
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading research quarterly, 36(4), 350-377.
Jones, S. R., & Fernyhough, C. (2007). Thought as action: Inner speech, self-monitoring, and auditory verbal hallucinations. Consciousness and cognition, 16(2), 391-399.
Kao. S-. F. (2006). The power of extensive reading. Taipei Times. Retrieved from http://www.taipeitimes.com
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The modern language journal, 73(4), 440-464
Krashen, S. D. (2004). The power of reading: Insights from the research: Insights from the research. Westport, CT: ABC-CLIO.
Krashen, S. (2011). Free Voluntary Reading. Westport, CT: Libraries Unlimited.
Kara, Z. E., & Aksel, A. S. (2013). The Effectiveness of Music in Grammar Teaching on the Motivation and Success of the Students at Preparatory School at Uludağ University. Procedia-Social and Behavioral Sciences, 106, 2739-2745.
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language learning, 57(s1), 1-44.
Lennox, S. (2013). Interactive read-alouds--an avenue for enhancing children′s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41(5), 381.urvey of what makes students want to read in middle school classrooms. Reading research quarterly, 36(4), 350-377.
Li, X., & Brand, M. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners. Contributions to music education, 73-84.
Lyytinen, H., Ronimus, M., Alanko, A., Poikkeus, A. M., & Taanila, M. (2007). Early identification of dyslexia and the use of computer game-based practice to support reading acquisition. Nordic Psychology, 59(2), 109.
Marcel, T. (1980). Phonological awareness and phonological representation; Investigation of a specific spelling problem. In U. Frith (Ed.), Cognitive processes in spelling (pp. 373-403). San Diego, CA: Academic Press.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
Mooney M. (1990). Reading to, with, and by children Richard C. Owens, New York
National Reading Panel (2000). Teaching children to read. National Institute of Child Health and Human Development, Washington, DC
Ojanen, E., Ronimus, M., Ahonen, T., Chansa-Kabali, T., February, P., Jere-Folotiya, J., Kauppien, K-P., Ketonen, R., Ngorosho, D., Pitkänen, M., Puhakka, S., Sampa, F., Walubita, G., Yalukanda, C., Pugh, K., Richardson, U., Serpell, R., and Lyytinen, H. (2015). GraphoGame–a catalyst for multi-level promotion of literacy in diverse contexts. Frontiers in psychology, 6, 671.
O‘Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16 (4), 455-474.
Palmberg, R. (1988). Computer games and foreign-language vocabulary learning. ELT Journal, 42 (4), 247-252.
Patel, A. D. (2003). Language, music, syntax and the brain. Nature neuroscience, 6(7), 674-681.
Patel, A. X., Gibson, E., Ratner, J., Besson, M., & Holcomb, P. J. (1998). Processing syntactic relations in language and music: An event-related potential study. Cognitive Neuroscience, Journal of, 10(6), 717-733.
Pearsons (2012) Test of Early Literacy Administration and Scoring Guide. Bloomington, MN
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a foreign language, 18(1), 1.
Prensky, M. (2006). Don‘t Bother Me, Mom, I’m Learning!: How Computer and Video Games are Preparing Your Kids for 21st Century Success and how You Can Help! . New York, NY: Paragon house.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Razak, A. A., Connolly, T., & Hainey, T. (2012). Teachers’ views on the approach of digital games-based learning within the curriculum for excellence. International Journal of Game-Based Learning (IJGBL), 2(1), 33-51.Rvachew, S., Ohberg, A., Grawburg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12(4), 463-471.
Rengifo, A. R. (2009). Improving pronunciation through the use of karaoke in an adult English class. Profile Issues in Teachers Professional Development, (11), 91-106.
Salcedo, C. S. (2010). The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College Teaching & Learning (TLC), 7(6).
Snider, V. E. (1997). The relationship between phonemic awareness and later reading achievement. The Journal of Educational Research, 90(4), 203-211.
Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of educational Psychology, 86(2), 221.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. J. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70.
Van Eck, R. (2006). Digital game-based learning: It′s not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
Visser, J., & Keller, J. M. (1990). The clinical use of motivational messages: An inquiry into the validity of the ARCS model of motivational design.
Instructional Science, 19(6), 467-500.
Wu, Y. A., Huang Y.y., Chan, T. W. (2016), Design and Development of an Interactive Phonic Game for Young EFL Learners, The 20th Global Chinese on Computers in Education (GCCCE 2016): The Workshop on Computer-Supported Personalized Language Learning, Hong Kong, China.
Wu, Y. A., Huang Y. y., Chen, C. M., Chan, T. W. (2017), An E-Portfolio-based Phonic Game for Young EFL Learners, The 21th Global Chinese on Computers in Education (GCCCE 2017): The Workshop on GBL& Gamification, Beijing, China.

Chinese References
洪佑芳 (2013) 。重複閱讀對台灣國小四年級學童的英語認字能力與閱讀流暢度的影響(未出版之碩士論文)國立臺北教育大學,臺北市。
明日閱讀研究團隊(2016)。明日閱讀:明日主題學習的基礎。臺北市:天下雜誌。
趙仁愛 (2006)。朗讀英語單字對國小低成就生英語學習與態度的影響之研究(未出版之碩士論文)國立成功大學,臺南市。
蔡惠玉(2009)。讀者劇場對國小高年級學童英語字彙能力與英語學習態度之影響(未出版之碩士論文)國立臺北教育大學,臺北市。
指導教授 陳德懷(Tak-Wai, Chan) 審核日期 2017-7-28
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明