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題名 國小英語教師對繪本教學之看法及使用現況調查研究
A survey of elementary school English teachers’ perceptions of and Practices in Using Picture Books
作者 陳瑋琦
Chen, Wei Chi
貢獻者 葉潔宇
Yeh, Chieh Yue
陳瑋琦
Chen, Wei Chi
關鍵詞 國小英語
繪本
elementary school English
picture books
日期 2009
上傳時間 9-May-2016 15:47:36 (UTC+8)
摘要 本研究旨在了解台灣國小英語教師使用繪本進行英語教學之情形。透過自編的問卷探索(1)國小英語教師對於運用英語繪本教學的看法，(2)英語教師使用繪本的實際情況，以及(3)使用繪本時所遇到的困難與挑戰。同時，以教師的背景變項與學校的環境變項做分析，探討這些變項是否影響教師對於繪本使用的看法、使用繪本教學的頻率和教學時所面臨的挑戰。
      研究對象為大台北地區385位國小英語教師 (156位為台北市教師，229位為台北縣教師)。所得資料經描述統計、變異數分析及交叉分析等統計方法，獲致結果如下:(1)多數英語教師對運用繪本於英語教學的看法正面，但是研究結果顯示，教師們因教學年資不同，在「語言發展」及「學習者」兩個面向上有顯著差異;(2)學校環境變項(班級大小、英語課時數、學校所在區域)及教師背景變項(性別、年齡、教學年資、英語教學資格)對教師使用繪本的頻率有顯著的影響;(3)多數英語教師在進行繪本教學時共同面臨的挑戰為:英語教學時數不足、班級人數多、多媒體設備不足、繪本教學準備費時及英語繪本預算不足等。最後，研究者根據研究發現提出數點建議及未來相關研究之研究方向。
The present study aimed to investigate the current situation of picture books applied in elementary school English teaching, based on a questionnaire survey conducted in the great Taipei area. The study focused on exploring (1) what are teachers’ perspectives toward picture book used in English teaching; (2) how teachers use picture book in English teaching; (3) challenges teachers encountered while using picture books.
      A total of 385 elementary school English teachers, 156 from Taipei City and 229 from Taipei County, responded to the questionnaire. The collected data were analyzed by descriptive statistics, variable analysis, and cross analysis. Results in this study showed: (1) teachers mostly had positive perspectives toward applying picture books in English teaching. However, there was a significant difference in their perception in dimension of language development and dimension of learner. Teachers’ teaching experiences was found to be the main factor to influence their perception; (2) school contexts (class size, average English periods, and school area) and teachers’ personal backgrounds (gender, age, teaching experiences, and English teaching certificates) significantly influenced the frequency of teachers’ use of picture books; (3) limited time of English courses, large class size, insufficiency of school multimedia equipment, time spent on preparing picture book instruction, and insufficient budget for picture books were the main challenges reported by teachers.
      Based on the findings of the study, pedagogical implications and suggestions for further research were included at the end of the thesis.
參考文獻 An, S. J. (1999). Discussion of the applications of using picture books in elementary
     schools. Information of Citizenship Education, 8(4), 1-8.
     Barker, M. E. (1985). Using children’s literature to teach ESL to young learners.
     English Teaching Forum, 26(1), 24-33.
     Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White
     Plains, NY: Addison Wesley Longman, Inc.
     Chang, S. Y. (2002). Picture books: Alternative materials for teaching EFL children at
     the elementary school. Journal of Cultural and Art 1, 158-189.
     Chen, Y. L. (2004). Teachers’ beliefs in using children’s literature in ELT: A study of
     elementary school English teachers in Taipei City. Unpublished master thesis, National Taipei University of Education, Taipei.
     Chu, H. M. (1999). Talk on elementary school English education from a perspective
     of teachers` qualification. Retrieved July, 20, 2009, from http://w2.nioerar.edu.tw/basis3/23/gx2.htm
     Cohen, D. (1968). The effect of literature on vocabulary and reading achievement.
     Elementary English, 45, 209-217.
     Drucker, M. J. (2003). What reading teachers should know about ESL learners. The
     Reading Teacher, 57 (1), 22-30.
     Ediger, D. M. (1998). Reading and literature for children. Reading Improvement, 35(4), 187-196.
     Ellis, G. (2002). Learning English through children’s literature. Retrieved November
     12, 2007, from http://www.teachingenglish.org.uk/think/literature/
     Ellis, G. & Brewster, J. (1991). The Storytelling Handbook for Primary Teachers.
     England: Penguin Books.
     Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT
     Journal, 56(2), 172-179.
     Hadaway, N. L. & Mundy J. (1999). Children’s Informational Picture Books Visit a
     Secondary ESL Classroom. Journal of Adolescent and Adults Literacy, 42(6), 464-475.
     Horowitz, R. (1993). Story as a vehicle: teaching English to young children- a review.
     Language learning, 43(2), 295-300.
     Hough, R., Nurss, JR., &Enright, D.S. (1986). Story reading with limited English
     speaking children in the regular classroom. The Reading Teacher, 39(6), 510-514.
     Hsu, S. M. (2005). Applying Multiple Intelligence Theory to teach English children’s picture books for EFL young learners. Unpublished master thesis. National Taipei University of Education, Taipei.
     Huck, C. S. , Hepler, S., & Hickman, J. (1987). Children’s literature in the
     elementary school. New Yotk: Holt, Rinehart, and Wiston.
     Huo, H. (1999). English as a foreign langauge:teaching and learning in primary
     schools in Taiwan. Montreal, Quebec: McGill University.
     Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from
     first through fourth grades. Journal of Educational Psychology, 80(4), 437-447.
     Liaw, M. L. (1998). American children’s literature: An alternative choice for EFL
     instruction. The Proceedings of the Seventh International Symposium on English Teaching, 683-695.
     Lin, H. L. (2003). Integrating English children’s picture books with teaching children
     English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27(4), 15-30.
     Linse, C. (2007). Predicable books in the children’s EFL classroom. ELT Journal, 61(1), 46.
     Littlewood, W. T.(1976). Literary and informational texts in language teaching. Praxis 1, 19-26
     Littlewood, W. T.(1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
     Liu, Y. L. (2006). Exploring EFL teachers` beliefs and classroom practices of using picture books in elementary classrooms. Unpublished master thesis. Providence University, Taichung.
     MacLean, M. (1990). Literature and second language learning. TESL talk, 20(1), 244-249.
     Ministry of Education (1998). Grade 1-9 Curriculum Policy. Retrieved July 15th 2008, from http://teach.eje.edu.tw
     Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words in context. Reading Research Quarterly, 20, 233-253.
     Oster, J. (1989). Seeing with different eyes: Another view of literature in the ESL class. TESOL Quarterly, 23, 85-101.
     Russell, D. L. (1997). Literature for children: A short introduction (3rd ed.). NY: Longman.
     Scott, W. A., Ytreberg, L. H. (2004). Teaching English to Children. New York, Longman Inc.
     Sheu, H.-C. (2006). The Challenges of using English picture story books with primary school students in Taiwan. English Teaching & Learning (Special Issue 1), 39-60.
     Sheu, H. C. (2008). The value of English picture story books. ELT Journal, 62(1), 47-55.
     Smallwood, B. A. (1987). Children`s literature for limited English proficiency students, ages 9-14. ERIC document reproduction service no. ED:356647
     Smallwood, B. A. (1992). Children`s literature for adult ESL literacy. Washington: ERIC Digest.
     Smallwood, B. A. (2002). Thematic literature and curriculum for English language learners in early childhood education. Washington: ERIC Digests.
     Tomlinson, C. M. & Lynch-Brown (1996). Essentials of children’s literature (2nd ed.). MA: Allyn and Bacon.
     Wu, S. H. (2006). A study of Picture Book Teaching to English learning motivation. Unpublished master thesis. National Taitung University of Education, Taitung.
     Yang, S. M. (2000). The applications of English children’s literature to the primary
     English education. Consultation of Education, 39 (5), 8-14
     Zheng, D. Y. & Lin, R. (2004). Children’s picture book teaching. Discussion of
     Education, 45 (1), 95-101.
     Zheng, J. G. (1990). How to select English children`s literature as the applications of English teaching and learning. English Teaching & Learning 24(2), 37-46.
描述 碩士
國立政治大學
英語教學碩士在職專班
95951003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095951003
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (Authors) 陳瑋琦zh_TW
dc.contributor.author (Authors) Chen, Wei Chien_US
dc.creator (作者) 陳瑋琦zh_TW
dc.creator (作者) Chen, Wei Chien_US
dc.date (日期) 2009en_US
dc.date.accessioned 9-May-2016 15:47:36 (UTC+8)-
dc.date.available 9-May-2016 15:47:36 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 15:47:36 (UTC+8)-
dc.identifier (Other Identifiers) G0095951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95387-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 95951003zh_TW
dc.description.abstract (摘要) 本研究旨在了解台灣國小英語教師使用繪本進行英語教學之情形。透過自編的問卷探索(1)國小英語教師對於運用英語繪本教學的看法，(2)英語教師使用繪本的實際情況，以及(3)使用繪本時所遇到的困難與挑戰。同時，以教師的背景變項與學校的環境變項做分析，探討這些變項是否影響教師對於繪本使用的看法、使用繪本教學的頻率和教學時所面臨的挑戰。
      研究對象為大台北地區385位國小英語教師 (156位為台北市教師，229位為台北縣教師)。所得資料經描述統計、變異數分析及交叉分析等統計方法，獲致結果如下:(1)多數英語教師對運用繪本於英語教學的看法正面，但是研究結果顯示，教師們因教學年資不同，在「語言發展」及「學習者」兩個面向上有顯著差異;(2)學校環境變項(班級大小、英語課時數、學校所在區域)及教師背景變項(性別、年齡、教學年資、英語教學資格)對教師使用繪本的頻率有顯著的影響;(3)多數英語教師在進行繪本教學時共同面臨的挑戰為:英語教學時數不足、班級人數多、多媒體設備不足、繪本教學準備費時及英語繪本預算不足等。最後，研究者根據研究發現提出數點建議及未來相關研究之研究方向。		zh_TW
dc.description.abstract (摘要) The present study aimed to investigate the current situation of picture books applied in elementary school English teaching, based on a questionnaire survey conducted in the great Taipei area. The study focused on exploring (1) what are teachers’ perspectives toward picture book used in English teaching; (2) how teachers use picture book in English teaching; (3) challenges teachers encountered while using picture books.
      A total of 385 elementary school English teachers, 156 from Taipei City and 229 from Taipei County, responded to the questionnaire. The collected data were analyzed by descriptive statistics, variable analysis, and cross analysis. Results in this study showed: (1) teachers mostly had positive perspectives toward applying picture books in English teaching. However, there was a significant difference in their perception in dimension of language development and dimension of learner. Teachers’ teaching experiences was found to be the main factor to influence their perception; (2) school contexts (class size, average English periods, and school area) and teachers’ personal backgrounds (gender, age, teaching experiences, and English teaching certificates) significantly influenced the frequency of teachers’ use of picture books; (3) limited time of English courses, large class size, insufficiency of school multimedia equipment, time spent on preparing picture book instruction, and insufficient budget for picture books were the main challenges reported by teachers.
      Based on the findings of the study, pedagogical implications and suggestions for further research were included at the end of the thesis.		en_US
dc.description.tableofcontents Acknowledgments..............................................................……………………….…iii
     Table of Contents.....................................................................…….………………...iv
     List of Tables…………………………………………………………………..……..ix
     Chinese Abstract....................................................................……..………………….x
     English Abstract.....................................................................………..………………xii
     Chapter
      1. Introduction...............................................................…………………….…....1
     Background and Motivation.....................................………………………..1
     Purpose of the Study................................................………….………….…3
      Significance of the Study........................................………….…….…….…3 Definition of Terms..............................................………………………….4
      2. Literature Review........................................................…………………….….5
      Picture Books..........................................................………………….….…5
     Definition of Picture Books............................……………………..…5
     Characteristics of Picture Books ....................…………………….….6
     Educational Values of Picture Books.......................……………………….7
     Picture Books and Language Development..................................................9
     Motivation in Learning .........................................................................9
     Meaningful Context............................................................................ 10
     Four Skills of Language.......................................................................11
     Cultural Awareness...............................................................................13
     Picture books and Language Teaching.........................................................13
     Book Selection Criteria..................................………………….….....14
     Use of Picture Books .........................…………………………….....15
     Studies on using picture books in EFL classrooms.......................….....….17
      3. Methodology...................................................……………..……………..….19
     Research Design...............................................………………………..….19
     Participants.......................................................………………………...…19
     Sampling Criteria..........................................…...……………………..….20
     Instruments.......................................................……………………………22
     Development of the Questionnaire.......................…………….…..…22
     Content of the Questionnaire................................………………....…23
     Data Collection Procedures............................................…………..…..….24
     Phase One: Contacting for the Approval...........................……...……24
     Phase Two: Submitting the Questionnaires..........................................25
     Phase Three: Retrieving the Questionnaires........................................26
     Data Analysis...............................................................................................26
      4. Results.......................................…………………………………..….……....27
     Profile of Teachers and Schools…..........................................................….27
      Background Information of Surveyed Teachers......................…...…..28
      Information of Sampled Schools.....................................………….....30
     Perspectives toward Using Picture Books in English Teaching.......……...31
     Overview of Teachers’ Perspectives toward Using Picture Books in English Teaching....................................................………………..…32
     Variable Analysis of Teachers’ Perspectives toward Using Picture Books in English Teaching..................…….…….………………...…34
     Variable Analysis of Teaching Dimension by Teachers’ Demographic Backgrounds........………………..…………....…36
     Variable Analysis of Learning Dimension by Teachers’
     Demographic Backgrounds..........……………………………....37
     Variable Analysis of Language Development Dimension by
     Teachers’ Demographic Backgrounds………………...…....…...37
     Variable Analysis of Learner Dimension by Teachers’
     Demographic Backgrounds........…………………..……..…..…39
     Current Use of Picture Books..........................................…………………40
     Frequency of Using Picture Books……...……………….…………...40
     Frequency of Using Picture Books in Primary Grade…….........40
      Frequency of Using Picture Books in Intermediate Grade……..40
      Frequency of Using Picture Books in Upper Grade……………41
      Cross Analysis of the Frequency of Using Picture Books…………...41
      Cross Analysis of the Frequency of Using Picture Books in
      Primary Grade…………………......……………….…………...42
      Cross Analysis of the Frequency of Using Picture Books in
      Intermediate Grade…………………...…………….…………...45
      Cross Analysis of the Frequency of Using Picture Books in
      Upper Grade…………………………………..………………...47
     Role of Picture Books…......................................................................49
     Source of Picture Books…...................................................................49
     Purpose of Using Picture Books…......................................................49
     Criteria of Selecting Picture Books...………………….......................50
     Concerning of Students................................…............................50
     Concerning of Teaching...............................…............................51
     Concerning of Picture Books.................................…..................52
     Activities during Picture Book Instruction…………….…..................52
     Extension Activities of Picture Book Instruction.................................52
     Evaluations of Picture Book Instruction………………......................53
     Challenges of Using Picture Books in Elementary Schools........................54
      Cross Analysis of Challenges by Background Variables......................57
     Time Limitation of English Courses…………………..……......57
     Large Class Size...........................………………………..……..57
     Other Challenges.........................……….…………………...….58
     Summary…………..…………………………………………………....…58
     5. Discussion and Conclusion...........................………………………………..60
     Major Findings…………………………………………...……...………...60
     Teachers’ Perspectives toward Picture Books in English Instruction………………………….….…………………………..…60
     Current Use of Picture Books……………………...………….…..…62
     Frequency of Use………………………………..………....…...62
     School Contexts…………………………………….......…62
     Personal Backgrounds…………………………………......63
     Role of Picture Books………………………..……………...….65
     Sources of Picture Books………………..………….…....……..66
      Purpose of Use…………………………………..…………..….66
      Selection of Picture Books………………………..………..…...67
      Activities and Evaluations of Picture Book Instruction…...........68
     Challenges in Picture Book Instruction………..……………………..69
      Limited Time of English Courses…………………..………...…70
      Large Class Size………………………………………..…….....70
      Insufficiency of Multimedia Equipments…………...……..........70
     Time Consumption on Preparation………………………....…...71
      Insufficient Budget for Picture Books….……………....….....…71
     Implications of Findings………………………………………………..…72
      For Teachers………………………………………………….….…...72
     For Educational Authorities…………………………………….…....73
     For Textbook Publishers…………………………………………..…74
     Limitations of the Present Study and Suggestions for Further Study..........75
     References……………………………………………………………………….…...77
     Appendix..…………………………………………………………………………....81
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     List of Tables
     Table 4.1 Summary of Teachers’ Profile…....................................................……..…29
     Table 4.2 Summary of Schools’ Profile…....................................................…………31
     Table 4.3 Summary of Descriptive Results of Teachers’ Perspectives of Using
     Picture Books in English Teaching.. ………………………………………33
     Table 4.4 Variable Analysis Table of Teaching Dimension.. ……………………...…36
     Table 4.5 Variable Analysis Table of Learning Dimension.. ………………………...37
     Table 4.6 Variable Analysis Table of Language Development Dimension.. ………...38
     Table 4.7 Variable Analysis Table of Learner Dimension.. ………………………….39
     Table 4.8 Frequency of Using Picture Books in Three Grade Levels.. ……………...41
     Table 4.9 Cross Table of Frequency of Using Picture Books in Primary Grade..…....44
     Table 4.10 Cross Table of Frequency of Using Picture Books in Intermediate Grade............46
     Table 4.11 Cross Table of Frequency of Using Picture Books in Upper Grade...........48
     Table 4.12 Role, Sources of Picture Books, and Purposes of Using…...…………….50
     Table 4.13 Criteria of Picture Book Selection...………………………………..……51
     Table 4.14 Activities used in Picture Book Instruction...…………………………….52
     Table 4.15 Extension Activities of Picture Book Instruction………….……………..53
     Table 4.16 Evaluations of Picture Book Instruction.............................................……54
     Table 4.17 Challenges Encountered while Using Picture Books.............................…55
     Table 4.18 Cross Table of Challenges in Picture Book Instruction..........................…56		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095951003en_US
dc.subject (關鍵詞) 國小英語zh_TW
dc.subject (關鍵詞) 繪本zh_TW
dc.subject (關鍵詞) elementary school Englishen_US
dc.subject (關鍵詞) picture booksen_US
dc.title (題名) 國小英語教師對繪本教學之看法及使用現況調查研究zh_TW
dc.title (題名) A survey of elementary school English teachers’ perceptions of and Practices in Using Picture Booksen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) An, S. J. (1999). Discussion of the applications of using picture books in elementary
     schools. Information of Citizenship Education, 8(4), 1-8.
     Barker, M. E. (1985). Using children’s literature to teach ESL to young learners.
     English Teaching Forum, 26(1), 24-33.
     Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White
     Plains, NY: Addison Wesley Longman, Inc.
     Chang, S. Y. (2002). Picture books: Alternative materials for teaching EFL children at
     the elementary school. Journal of Cultural and Art 1, 158-189.
     Chen, Y. L. (2004). Teachers’ beliefs in using children’s literature in ELT: A study of
     elementary school English teachers in Taipei City. Unpublished master thesis, National Taipei University of Education, Taipei.
     Chu, H. M. (1999). Talk on elementary school English education from a perspective
     of teachers` qualification. Retrieved July, 20, 2009, from http://w2.nioerar.edu.tw/basis3/23/gx2.htm
     Cohen, D. (1968). The effect of literature on vocabulary and reading achievement.
     Elementary English, 45, 209-217.
     Drucker, M. J. (2003). What reading teachers should know about ESL learners. The
     Reading Teacher, 57 (1), 22-30.
     Ediger, D. M. (1998). Reading and literature for children. Reading Improvement, 35(4), 187-196.
     Ellis, G. (2002). Learning English through children’s literature. Retrieved November
     12, 2007, from http://www.teachingenglish.org.uk/think/literature/
     Ellis, G. & Brewster, J. (1991). The Storytelling Handbook for Primary Teachers.
     England: Penguin Books.
     Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT
     Journal, 56(2), 172-179.
     Hadaway, N. L. & Mundy J. (1999). Children’s Informational Picture Books Visit a
     Secondary ESL Classroom. Journal of Adolescent and Adults Literacy, 42(6), 464-475.
     Horowitz, R. (1993). Story as a vehicle: teaching English to young children- a review.
     Language learning, 43(2), 295-300.
     Hough, R., Nurss, JR., &Enright, D.S. (1986). Story reading with limited English
     speaking children in the regular classroom. The Reading Teacher, 39(6), 510-514.
     Hsu, S. M. (2005). Applying Multiple Intelligence Theory to teach English children’s picture books for EFL young learners. Unpublished master thesis. National Taipei University of Education, Taipei.
     Huck, C. S. , Hepler, S., & Hickman, J. (1987). Children’s literature in the
     elementary school. New Yotk: Holt, Rinehart, and Wiston.
     Huo, H. (1999). English as a foreign langauge:teaching and learning in primary
     schools in Taiwan. Montreal, Quebec: McGill University.
     Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from
     first through fourth grades. Journal of Educational Psychology, 80(4), 437-447.
     Liaw, M. L. (1998). American children’s literature: An alternative choice for EFL
     instruction. The Proceedings of the Seventh International Symposium on English Teaching, 683-695.
     Lin, H. L. (2003). Integrating English children’s picture books with teaching children
     English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27(4), 15-30.
     Linse, C. (2007). Predicable books in the children’s EFL classroom. ELT Journal, 61(1), 46.
     Littlewood, W. T.(1976). Literary and informational texts in language teaching. Praxis 1, 19-26
     Littlewood, W. T.(1981). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press.
     Liu, Y. L. (2006). Exploring EFL teachers` beliefs and classroom practices of using picture books in elementary classrooms. Unpublished master thesis. Providence University, Taichung.
     MacLean, M. (1990). Literature and second language learning. TESL talk, 20(1), 244-249.
     Ministry of Education (1998). Grade 1-9 Curriculum Policy. Retrieved July 15th 2008, from http://teach.eje.edu.tw
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