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題名 以英語作為外語的閱讀課堂之多模態應用：行動研究
Multimodal Practices in EFL Reading Classroom: Action Research
作者 黃品雯
Huang, Pinwen
貢獻者 劉怡君
Yichun Liu
黃品雯
Huang, Pinwen
關鍵詞 多模態
以英語作為外語的課堂
閱讀理解
行動研究
Multimodality
EFL Classroom
Reading Comprehension
Action Research
日期 2023
上傳時間 9-Mar-2023 18:24:07 (UTC+8)
摘要 多模態研究已經在不同的學習階段受到關注，其中多種模式的應用能夠增強學生的識字能力和閱讀理解，這些模式不僅限於言語、手勢、姿勢及課堂動線。然而，過往的研究缺乏對台灣英語閱讀課堂的調查。本研究描述一位台灣高中英文老師如何透過協同行動研究發展多模態素養，以提高各程度學生的閱讀理解能力。資料搜集包含前後測、問卷調查、課堂錄像、學生訪談、教師反思、課堂教材等。整個研究遵循行動研究的週期，從計劃、行動、觀察到反思，歷時四個月。結果表明教師在每個週期中使用的多樣化模式，含語碼轉換、停頓、注視、空間移動和線上資源等，逐漸創造出一個互動學習環境，且增強學生的學習能動性以進行意義協商。老師不僅提高了學生的閱讀理解能力，還促進他們在詞彙、文法以及閱讀策略上的多模態練習。該研究進一步討論，儘管在多模態教學中採用多種模式，教師必須轉變思維方式並重新思考多模態的核心價值，也就是讓學生通過社會互動產生意義。文末提供一些教學啟示幫助英語授課教師創建以學生為中心的多模態課堂，例如適當地採用跨語言實踐來增強學生的學習。
Multimodal studies have gained attention in different learning phases, where a multiplicity of modes is applied to increase students’ literacy and reading comprehension, including but not limited to speech, gestures, postures, and classroom movements. However, previous research lacked investigation of EFL reading classrooms in Taiwan. This study illustrates how a Taiwanese high school English teacher developed her multimodal literacy through collaborative action research to improve all level students’ reading comprehension. The data was collected quantitively and qualitatively through pre- and post-tests, and a questionnaire, as well as videotaping the class, students’ interviews, the teacher’s reflections, and all the teaching materials. The entire research followed the action research cycle, from planning, action, observation, and reflection, which lasted four months. Results highlighted that the teacher’s diverse use of modes in each cycle, including code-switching, pausing, eye gazing, spatial movements, and online technology resources, gradually created an interactive learning environment that empowered learner agency for meaning-making negotiation. The teacher not only improved students’ reading comprehension but also promoted their multimodal practices in vocabulary, grammar, and reading strategies. The study further
discussed that despite applying various modes of multimodal teaching, teachers must transform their mindset and reconsider the core value of multimodality for students to make
meaning through social interactions. Pedagogical implications are provided to help EMI teachers create a student-centered multimodal classroom, such as employing translanguaging
practices appropriately to enhance students’ learning.
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描述 碩士
國立政治大學
英國語文學系
109551007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109551007
資料類型 thesis
dc.contributor.advisor 劉怡君zh_TW
dc.contributor.advisor Yichun Liuen_US
dc.contributor.author (Authors) 黃品雯zh_TW
dc.contributor.author (Authors) Huang, Pinwenen_US
dc.creator (作者) 黃品雯zh_TW
dc.creator (作者) Huang, Pinwenen_US
dc.date (日期) 2023en_US
dc.date.accessioned 9-Mar-2023 18:24:07 (UTC+8)-
dc.date.available 9-Mar-2023 18:24:07 (UTC+8)-
dc.date.issued (上傳時間) 9-Mar-2023 18:24:07 (UTC+8)-
dc.identifier (Other Identifiers) G0109551007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143777-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 109551007zh_TW
dc.description.abstract (摘要) 多模態研究已經在不同的學習階段受到關注，其中多種模式的應用能夠增強學生的識字能力和閱讀理解，這些模式不僅限於言語、手勢、姿勢及課堂動線。然而，過往的研究缺乏對台灣英語閱讀課堂的調查。本研究描述一位台灣高中英文老師如何透過協同行動研究發展多模態素養，以提高各程度學生的閱讀理解能力。資料搜集包含前後測、問卷調查、課堂錄像、學生訪談、教師反思、課堂教材等。整個研究遵循行動研究的週期，從計劃、行動、觀察到反思，歷時四個月。結果表明教師在每個週期中使用的多樣化模式，含語碼轉換、停頓、注視、空間移動和線上資源等，逐漸創造出一個互動學習環境，且增強學生的學習能動性以進行意義協商。老師不僅提高了學生的閱讀理解能力，還促進他們在詞彙、文法以及閱讀策略上的多模態練習。該研究進一步討論，儘管在多模態教學中採用多種模式，教師必須轉變思維方式並重新思考多模態的核心價值，也就是讓學生通過社會互動產生意義。文末提供一些教學啟示幫助英語授課教師創建以學生為中心的多模態課堂，例如適當地採用跨語言實踐來增強學生的學習。zh_TW
dc.description.abstract (摘要) Multimodal studies have gained attention in different learning phases, where a multiplicity of modes is applied to increase students’ literacy and reading comprehension, including but not limited to speech, gestures, postures, and classroom movements. However, previous research lacked investigation of EFL reading classrooms in Taiwan. This study illustrates how a Taiwanese high school English teacher developed her multimodal literacy through collaborative action research to improve all level students’ reading comprehension. The data was collected quantitively and qualitatively through pre- and post-tests, and a questionnaire, as well as videotaping the class, students’ interviews, the teacher’s reflections, and all the teaching materials. The entire research followed the action research cycle, from planning, action, observation, and reflection, which lasted four months. Results highlighted that the teacher’s diverse use of modes in each cycle, including code-switching, pausing, eye gazing, spatial movements, and online technology resources, gradually created an interactive learning environment that empowered learner agency for meaning-making negotiation. The teacher not only improved students’ reading comprehension but also promoted their multimodal practices in vocabulary, grammar, and reading strategies. The study further
discussed that despite applying various modes of multimodal teaching, teachers must transform their mindset and reconsider the core value of multimodality for students to make
meaning through social interactions. Pedagogical implications are provided to help EMI teachers create a student-centered multimodal classroom, such as employing translanguaging
practices appropriately to enhance students’ learning.		en_US
dc.description.tableofcontents Acknowledgements......................................iii
Chinese Abstract .................................... vi
English Abstract .................................... vii
Chapter 1 Introduction .............................. 1
Chapter 2 Literature Review ......................... 3
2.1 Multimodality ................................... 3
2.2 Reading Models and Reading Comprehension ........ 5
2.3 Multimodal Practices in Reading Classrooms ......11
2.4 Research Questions ............................. 14
Chapter 3 Methodology .............................. 15
3.1 Research Design ................................ 15
3.2 Context ........................................ 17
3.3 Participants.................................... 18
3.4 Data Collection ................................ 21
3.5 Procedure ...................................... 23
3.6 Data Analysis .................................. 27
Chapter 4 Results .................................. 31
4.1 Cycle 1: Pre-Reading Strategies ................ 31
4.2 Cycle 2: Language Learning Portfolio (Vocabulary and Grammar) ........................................... 38
4.3 Evaluation A: Vocabulary in Reading ............ 44
4.4 Cycle 3: Grammar Lesson on English Tenses ...... 45
4.5 Evaluation B: Grammar Tenses ................... 49
4.6 Cycle 4: Vocabulary, Clarifying, and Summarizing 50
4.7 Evaluation C: Reading Strategies ............... 60
Chapter 5 Discussion ............................... 67
5.1 From Monolingual Teacher-Centered to Multimodal Student-Centered ........................................... 67
5.2 Reading Improvement of Students in Different Proficiency Levels ......................................... 71
5.2.1 Vocabulary ............................... 71
5.2.2 Grammar .................................. 72
5.2.3 Reading Strategies ....................... 73
Chapter 6 Conclusions ................................ 75
References ........................................... 77
Appendixes ........................................... 85		zh_TW
dc.format.extent 18100959 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109551007en_US
dc.subject (關鍵詞) 多模態zh_TW
dc.subject (關鍵詞) 以英語作為外語的課堂zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 行動研究zh_TW
dc.subject (關鍵詞) Multimodalityen_US
dc.subject (關鍵詞) EFL Classroomen_US
dc.subject (關鍵詞) Reading Comprehensionen_US
dc.subject (關鍵詞) Action Researchen_US
dc.title (題名) 以英語作為外語的閱讀課堂之多模態應用：行動研究zh_TW
dc.title (題名) Multimodal Practices in EFL Reading Classroom: Action Researchen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Adami, E., & Kress, G. (2014). Introduction: Multimodality, meaning making, and the issue of “text”. Text & Talk, 34(3), 231-237.
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Amin, M. (2019). Developing reading skills through effective reading approaches. International Journal of Social Science and Humanities, 4(1), 35-40.
Anderson, N. J. (2014). Developing engaged second language readers. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a Second or Foreign
Language (4th ed.) (pp. 170-188). National Geographic Learning.
Asikcan, M., & Saban, A. (2021). An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students. Education and Science, 46(205), 19-48.
Baldry, A., & Thibault, P. J. (2006). Multimodal transcription and analysis: A multimedia toolkit and coursebook with associated on-line course. Equinox.
Bateman, J. A. (2011). The decomposability of semiotic modes. In K. L. O’Halloran & B. A. Smith (Eds.), Multimodal Studies: Multiple Approaches and Domains (pp. 17-38). Routledge.
Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and instruction, 2(2), 131-156.
Berg, A., Cressman, K. S., & Pfanz, T. (1998). Improving Reading Comprehension through Vocabulary.
Bezemer, J., & Jewitt, C. (2010). Multimodal analysis: Key issues. In L. Litosseliti (Ed.), Research methods in linguistics (pp. 180-197). Bloomsbury.
Bezemer, J., & Kress, G. (2015). Multimodality, learning and communication: A social semiotic frame. Routledge.
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of educational psychology, 88(1), 18-37.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.
Burns, A. (2005). Action research: An evolving paradigm?. Language teaching, 38(2), 57-74.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.
Büyükduman, İ., & Şirin, S. (2010). Learning portfolio (LP) to enhance constructivism and student autonomy. Procedia-Social and Behavioral Sciences, 3, 55-61.
Carrell, P. L. (1998). Can reading strategies be successfully taught?. Australian review of applied linguistics, 21(1), 1-20.
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for specific purposes, 16(1), 47-60.
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