政大學術集成


Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/49893


Title: 繪本共讀對EFL國小學童字彙學習的影響:圖文標指與引導問答之比較
Vocabulary learning with storybook reading in EFL elementary school: Labeling vs. questioning
Authors: 劉儒蓁
Contributors: 葉潔宇
Yeh, Leah C. Y.
劉儒蓁
Keywords: 繪本共讀
字彙學習
圖文標指法
引導問答法
學生英語程度
shared storybook reading
vocabulary learning
labeling technique
questioning technique
studentas' English proficiency
Date: 2009
Issue Date: 2010-12-09 12:22:14 (UTC+8)
Abstract: 字彙學習是語文能力重要的一環,許多教學也都是以提升孩童單字量之目的設計的,其中,故事閱讀活動就被推崇為是能以提供豐富情境的方式來增進孩童語文能力的有效策略。本研究主旨在探討繪本共讀對EFL國小學童字彙學習的影響,主要的研究方向有:(1) 圖文標指與引導問答教學對學童運用繪本學習字彙的影響; (2)不同教學引導方式對學生字彙保留量的影響; (3)不同教學引導方式對不同程度學生所產生的影響。
受試者為五十四位台北縣五年級國小學童,其字彙測驗成績則為資料分析來源。本研究主要發現有下列幾點。第一,圖文標指和引導問答教學對國小學童運用繪本學習字彙皆有助益。第二,圖文標指和引導問答教學對學童字彙保留量都有正面的影響。第三,英語學習高成就學生在運用繪本學習字彙上收穫比低成就學生多,其中,圖文標指教學對高成就以及低成就學生皆有助益;此外,總括來說,引導問答教學對高成就學生的字彙學習幫助最大。
最後,本文提供了教學者以及日後研究者相關建議,並期盼研究結果能帶給台灣英語老師一些字彙教學上的參考。
Vocabulary plays an important role in children’s emergent literacy. Many instructions were developed to build children’s word knowledge. Among them, storybook reading is promoted to be an effective strategy that enhances children’s literacy by providing rich contexts. The purpose of the present study aims to examine the effects of the techniques of labeling (L) and labeling plus questioning (L+Q) for vocabulary teaching with storybook reading in EFL elementary school. The study is mainly concerned with three aspects: (1) the effects of L and L+Q on student’s vocabulary learning during shared storybook reading; (2) student’s retention of learned vocabulary affected by the two techniques; (3) the influence of the two techniques on students with diverse English proficiency.
Participants were 54 fifth-grade elementary school students in Taipei County, and the data analysis was based on their performance of the Picture Vocabulary Test (PVT). The findings of the study are as follows. First, L and L+Q techniques were both beneficial for student’s receptive vocabulary learning during shared storybook reading. Second, both L and L+Q techniques were effective in retaining student’s word knowledge. Third, overall performance of students with high English proficiency (HEP) in PVT improved more significantly than that of students with low English proficiency (LEP). Besides, L technique was helpful for HEP and LEP’s receptive vocabulary learning, but not for HEP’s word retention. Moreover, HEP were most influenced by L+Q technique in vocabulary learning during shared storybook reading.
Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis.
Reference: Allor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72-79.
Beck, I. L., & McKeown, M. G. (2003). Taking advantage of reading-aloud to help children make sense of decontextualized language. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading book to children: Parents and teachers (pp. 159-176). Mahwah, NJ: Lawrence Erlbaum Association, Inc.
Beck, I. L., & MeKeown, M. G. (2001). Text talk: capturing the benefits of reading-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.
Bellon, M. L., & Oglftree, B. T. (2000). Repeated storybook reading as an instructional method. Intervention in School and Clinic, 36(2), 75-81.
Bloom, P. (2000). How children learn the meanings of words (3rd ed.). London: Massachusetts Institute of Technology.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White Plains, NY: Addison Wesley Longman, Inc.
Carter, R., & McCarthy. (1988). Vocabulary and language teaching (Vol. 4th). Harlow: Longman Group UK Limited.
Chu, C. W. (2008). The effects of memory strategy instruction on vocabulary learning: A study of elementary forth grade students. National Pingtung Institute of Commerce, Pingtung.
Collins, M. F. (2005). ESL preschoolers' English vocabulary acquisition from storybook reading. Reading Research Quarterly, 40(4), 406-408.
Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of different effects. EXCEPTIONALITY, 12(3), 145-162.
Crookes, G., & Davis, K. A. (1995). Young children becoming literate in English as a second language. TESOL Quarterly, 29(4), 767-774.
Daalen-Kapteijns, M. v., Elshout-Mohr, M., & Glopper, K. d. (2001). Deriving the meaning of unknown words from multiple contexts. Language Learning, 51(1), 145-181.
Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). MN: American Guidance Service.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51(supplement), 1-46.
Ewers, C. A., & Brownson, S. M. (1999). Kindergarteners' vocabulary acquisition as a function of active vs. passive storybook reading, prior vocabulary, and working memory. Journal Reading Psychology, 20, 11-20.
Ghoting, S. N., & Martin-Diaz, P. (2006). Early literacy storytimes @ your library. Chicago: American Library Association.
Halliday, M. A. K. (2004). The language of early childhood. New York, NY: Continuum.
Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early childhood Research Quarterly, 15(1), 75-90.
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. International Reading Association, 720-730.
Hiebert, E. H., & Raphael, T. E. (1998). Early literacy instruction. Fort Worth, TX: Harcourt Brace College Publishers.
Hsueh, H.-y. (2007). Relationships between picture book reading instruction and English learning motivation for elementary school EFL students. National Kaohsiung Normal University, Kaohsiung.
Just, M. A., & Carpenter, P. A. (1987). The psychology of reading and language comprehension. Massachusetts: Allyn and Bacon, Inc.
Justice, L. M. (2002). Word expose conditions and preschoolers' novel word learning during shared storybook reading. Reading Psychology, 23, 87-106.
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS, 36, 17-32.
Kung , W. C. (2004). An exploratory study on vocabulary learning strategies by Taiwanese EFL elementary school students. National Taipei University of Education, Taipei.
Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. International Reading Association, 668-675.
Lee, L. (2006). Effects of reading children's storybook aloud on vocabulary and reading comprehension of EFL elementary school students. National Kaohsiung Normal University, Kaohsiung.
Liang, S. E. (2005). The effect of small-group shared reading on English reading comprehension and English learning interests in Elementary-school EFL students. National Taipei University of Education, Taipei.
Lin, L. (2001). Taiwanese children’s EFL vocabulary learning strategies. National Tsing Hua University, Hsinchu.
Nieh, P. (2004). Elementary graduates' EFL proficiency in Taiwan: A factorial analysis. National Kaohsiung Normal University, Kaohsiung.
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-33.
Reese, E., & Cox, A. (1999). Quality of adult book reading affects children's emergent literacy. Developmental Psychology, 35(1), 20-28.
Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 37-57). Mahwah, NJ: Lawrence Erlbaum Associations, Inc.
Richard-Amato, P. A. (1996). Making if happen (2nd ed.). White Plains, NY: Addison-Wesley Publishing Group.
Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
Schickedanz, J. A. (1999). Much more than ABCs: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children.
Senechal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Child Lang, 24, 123-138.
Senechal, M., & Cornell, E. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 360-374.
Shieh, S. (2005). English teachers' understanding of word recognition skills and instructional practice in classroom. National Taipei University of Education, Taipei.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-401.
Strasser, J., & Seplocha, H. (2007). Using picture books to support young children's literacy. Childhood Education, 83(4), 219-224.
Taguchi, E. (1997). The effects of repeated reading on the development of lower identification skills of FL readers. Reading in a Foreign Language, 11(1), 97-117.
Tang, L.Y. (2004). Vocabulary learning strategy used in an EFL selected reading program. National Chung Cheng University.
Temple, J. D., & Snow, C. E. (2003). Learning words from books. In A. v. Kleeck, S. A. Stahl & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 16-36). Mahwah, NJ: Lawrence Erlbaum Association, Inc.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Walsh, B. A. (2008). Quantity, quality, children's characteristics, and vocabulary learning. Childhood Education, 84(3), 163--166.
Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33(4), 273-278.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, j. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., et al. (1988). Accelerating language development through picture book reading. Development Psychology, 24(4), 552-559.
Wu, R. (2006). A study of picture book teaching to English learning motivation. National Taichung University, Taichung.
Description: 碩士
國立政治大學
英語教學碩士在職專班
95951018
98
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0095951018
Data Type: thesis
Appears in Collections:[Department of English] Theses

Files in This Item:

File Description SizeFormat
101801.pdf100KbAdobe PDF941View/Open
101802.pdf64KbAdobe PDF960View/Open
101803.pdf71KbAdobe PDF908View/Open
101804.pdf117KbAdobe PDF1052View/Open
101805.pdf67KbAdobe PDF992View/Open
101806.pdf74KbAdobe PDF997View/Open
101807.pdf122KbAdobe PDF1395View/Open
101808.pdf171KbAdobe PDF1057View/Open
101809.pdf215KbAdobe PDF976View/Open
101810.pdf127KbAdobe PDF1087View/Open
101811.pdf79KbAdobe PDF1509View/Open
101812.pdf281KbAdobe PDF1040View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing