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題名 重複朗讀教學對國小英語學習者閱讀流暢度影響之個案研究
A Case Study on the Effect of Assisted Repeated Reading on An EFL Young Learner’s Oral Reading Fluency
作者 林金燕
Lin, Chin-Yen
貢獻者 尤雪瑛
Yu, Hsueh-Ying
林金燕
Lin, Chin-Yen
關鍵詞 輔助式重複口語朗讀
句法分析
音韻朗讀
口語朗讀流暢度
閱讀動機
自然發音教學
Repeated reading
Oral reading fluency
Syntactic parsing
Assisted teaching activities
Prosodic reading
Reading motivation
Phonics instruction
日期 2021
上傳時間 10-Feb-2022 12:52:09 (UTC+8)
摘要 本個案研究旨在探討，透過輔助式重複口語朗讀教學活動，對於台灣的一所公立小學一位四年級EFL學生其閱讀流暢度的成效。在為期四週的實驗裡，研究者執行了前測、四次教學活動、十二次的課後朗讀練習、後測，以及延遲後測。教材內容為一篇178字的非文學類文章，並在實驗後，請受試者接受訪談，以了解受試者對於輔助式重複口語朗讀教學活動的感受、自身的閱讀能力變化和其閱讀動機。其研究結果顯示，相較於前測，在後測及延遲後測的表現上，受試者在接受重複朗讀教學後，對於單字發音、句法分析、朗讀語調的變化，以及朗讀速度的成效，都有顯著的進步。只有少數單字的發音錯誤，還出現在後測及延遲後測中。朗讀文章的語調變化及語音詞組的長度在結果中，也有正面的進步。同時也降低句子朗讀裡，不合語法的停頓和換氣。經過四週的練習，受試者的閱讀速度在19次閱讀朗讀的錄音記錄中做比較，有大幅提昇。受試者的訪談結果，表達了對輔助式重複口語朗讀教學活動有正向的感受，願意進一步多去閱讀。本研究結果證實重複口語朗讀練習，有助於口語朗讀流暢度，建議英語學習者應該要著重日常口語朗讀練習，並由教學者給予指導而利於進步。
The current study intends to probe the effect of oral reading fluency through assisted repeated reading activities on a Taiwanese EFL fourth-grade L2 learner. During the four-week experiment, the researcher conducted the tasks of pretest, four teaching sessions, posttest, delayed posttest, and 12 home practices with 178-word nonfiction text. An interview was rendered to the participant in order to realize how the participant viewed the reading program and how she benefited from the program in terms of reading ability and motivation. The learner’s word pronunciation, syntactic parsing, and reading rate have demonstrated prominent progress after the repeated oral reading treatment as shown in the comparison among the pretest, the posttest, and delayed posttest. Only a few miscues still remained in the participant’s oral reading as presented in the results of the posttest and the delayed posttest. As for syntactic parsing, the data is analyzed by Praat. The results show that the length of phonological phrases increases. The numbers of pausal intrusions and improper breath takings also decrease. With regard to reading rate, the participant has reduced the time used in the 19 oral reading recordings. The participant is willing to read more and learn through the assistance of repeated oral reading activities. It is evident that repeated oral reading is an effective way to improve oral reading fluency. Learners are suggested to do daily practices in oral reading and guided by instructors to acquire improvement.
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描述 碩士
國立政治大學
語言學研究所
102555010
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102555010
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh-Yingen_US
dc.contributor.author (Authors) 林金燕zh_TW
dc.contributor.author (Authors) Lin, Chin-Yenen_US
dc.creator (作者) 林金燕zh_TW
dc.creator (作者) Lin, Chin-Yenen_US
dc.date (日期) 2021en_US
dc.date.accessioned 10-Feb-2022 12:52:09 (UTC+8)-
dc.date.available 10-Feb-2022 12:52:09 (UTC+8)-
dc.date.issued (上傳時間) 10-Feb-2022 12:52:09 (UTC+8)-
dc.identifier (Other Identifiers) G0102555010en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/138879-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 語言學研究所zh_TW
dc.description (描述) 102555010zh_TW
dc.description.abstract (摘要) 本個案研究旨在探討，透過輔助式重複口語朗讀教學活動，對於台灣的一所公立小學一位四年級EFL學生其閱讀流暢度的成效。在為期四週的實驗裡，研究者執行了前測、四次教學活動、十二次的課後朗讀練習、後測，以及延遲後測。教材內容為一篇178字的非文學類文章，並在實驗後，請受試者接受訪談，以了解受試者對於輔助式重複口語朗讀教學活動的感受、自身的閱讀能力變化和其閱讀動機。其研究結果顯示，相較於前測，在後測及延遲後測的表現上，受試者在接受重複朗讀教學後，對於單字發音、句法分析、朗讀語調的變化，以及朗讀速度的成效，都有顯著的進步。只有少數單字的發音錯誤，還出現在後測及延遲後測中。朗讀文章的語調變化及語音詞組的長度在結果中，也有正面的進步。同時也降低句子朗讀裡，不合語法的停頓和換氣。經過四週的練習，受試者的閱讀速度在19次閱讀朗讀的錄音記錄中做比較，有大幅提昇。受試者的訪談結果，表達了對輔助式重複口語朗讀教學活動有正向的感受，願意進一步多去閱讀。本研究結果證實重複口語朗讀練習，有助於口語朗讀流暢度，建議英語學習者應該要著重日常口語朗讀練習，並由教學者給予指導而利於進步。zh_TW
dc.description.abstract (摘要) The current study intends to probe the effect of oral reading fluency through assisted repeated reading activities on a Taiwanese EFL fourth-grade L2 learner. During the four-week experiment, the researcher conducted the tasks of pretest, four teaching sessions, posttest, delayed posttest, and 12 home practices with 178-word nonfiction text. An interview was rendered to the participant in order to realize how the participant viewed the reading program and how she benefited from the program in terms of reading ability and motivation. The learner’s word pronunciation, syntactic parsing, and reading rate have demonstrated prominent progress after the repeated oral reading treatment as shown in the comparison among the pretest, the posttest, and delayed posttest. Only a few miscues still remained in the participant’s oral reading as presented in the results of the posttest and the delayed posttest. As for syntactic parsing, the data is analyzed by Praat. The results show that the length of phonological phrases increases. The numbers of pausal intrusions and improper breath takings also decrease. With regard to reading rate, the participant has reduced the time used in the 19 oral reading recordings. The participant is willing to read more and learn through the assistance of repeated oral reading activities. It is evident that repeated oral reading is an effective way to improve oral reading fluency. Learners are suggested to do daily practices in oral reading and guided by instructors to acquire improvement.en_US
dc.description.tableofcontents Acknowledgements iii
List of Tables x
Chinese Abstract iv
English Abstract v

Chapter
1. Introduction 1
Background of the Study 1
Motivation of the Study 3
Research Purpose and Questions 4

2. Literature Review 5
Stages of Reading Development 5
The Importance of Reading Fluency 6
Reading Fluency and Phonics 8
Whole Language Instruction vs. Phonics-Emphasis Instruction 11
Reading Fluency and Syntactic Parsing 12
Repeated Reading 13
Oral Reading vs. Silent Reading 15
Assisted Oral Reading 16
Reading Miscues18
Reading Fluency and Motivation 19
Summary of the Review 20

3. Methodology 21
Teaching Context 21
Background of the Participant 24
Materials 25
Procedures 26
Orientation and Pretest 26
Assisted Fluency Activities 27
Posttest and Delayed Posttest 29
An Interview for the Reflection 32
Data Collection 32
Data Analysis 33

4. Results and Discussion 35
Analysis of Word Pronunciation 35
Miscues of Word Pronunciation in Pretest 35
Miscues of Word Pronunciation in the Posttest and the Delayed Posttest 38
The Comparison of the Numbers of Miscues in the Three Tests 40
Numbers of Miscues in Home Practices and Four Teaching Sessions 42
Analysis of Syntactic Parsing 45
Pausal Intrusion and Breath Taking in the Three Tests 45
Syntactic Parsing in the Pretest 47
Syntactic Parsing in the Posttest and the Delayed Posttest 49
The Length of Phonological Phrases in the Three Tests 50
The Pitch Contour in the Three Tests 51
Analysis of Oral Reading Rate 53
Oral Reading Rate in Home Practices and Teaching Sessions 53
The Comparison of Fluency in the Three Tests 55
The Interview with the Participant 56

5. Conclusion 59
Experiment Design of the Research 59
Summary of the Major Findings 60
Pedagogical Implications 63
Limitations and Suggestions for Future Research 65
References 66
Appendices
A. The Text 74
B. Worksheet for the Text 75
C. Text: Facts about Fruits and Vegetables 76
D. Mispronounced Words in the Pretest 77
E. Mispronounced Words in the Posttest 79
F. Mispronounced Words in the Delayed Posttest 80
G. Mispronounced Words in Home Practices 81
H. Mispronounced Words in Four Teaching Sessions 95
I. Syntactic Parsing of the Pretest Transcription Text Grids 99
J. Syntactic Parsing of the Posttest Transcription Text Grids 102
K. Syntactic Parsing of the Delayed Posttest Transcription Text Grids 105
L. The Spectrograms of Transcription in the Three Tests 108
M. The Pitch Contour in the Three Tests 112
N. The Agreement for the Study 116		zh_TW
dc.format.extent 5773960 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102555010en_US
dc.subject (關鍵詞) 輔助式重複口語朗讀zh_TW
dc.subject (關鍵詞) 句法分析zh_TW
dc.subject (關鍵詞) 音韻朗讀zh_TW
dc.subject (關鍵詞) 口語朗讀流暢度zh_TW
dc.subject (關鍵詞) 閱讀動機zh_TW
dc.subject (關鍵詞) 自然發音教學zh_TW
dc.subject (關鍵詞) Repeated readingen_US
dc.subject (關鍵詞) Oral reading fluencyen_US
dc.subject (關鍵詞) Syntactic parsingen_US
dc.subject (關鍵詞) Assisted teaching activitiesen_US
dc.subject (關鍵詞) Prosodic readingen_US
dc.subject (關鍵詞) Reading motivationen_US
dc.subject (關鍵詞) Phonics instructionen_US
dc.title (題名) 重複朗讀教學對國小英語學習者閱讀流暢度影響之個案研究zh_TW
dc.title (題名) A Case Study on the Effect of Assisted Repeated Reading on An EFL Young Learner’s Oral Reading Fluencyen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202200055en_US