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Title: 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
Authors: 林金燕
Lin, Chin-Yen
Contributors: 尤雪瑛
Yu, Hsueh-Ying
Lin, Chin-Yen
Keywords: 輔助式重複口語朗讀
Repeated reading
Oral reading fluency
Syntactic parsing
Assisted teaching activities
Prosodic reading
Reading motivation
Phonics instruction
Date: 2021
Issue Date: 2022-02-10 12:52:09 (UTC+8)
Abstract: 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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