Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/49893
DC Field | Value | Language |
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dc.contributor.advisor | 葉潔宇 | zh_TW |
dc.contributor.advisor | Yeh, Leah C. Y. | en_US |
dc.contributor.author | 劉儒蓁 | zh_TW |
dc.creator | 劉儒蓁 | zh_TW |
dc.date | 2009 | en_US |
dc.date.accessioned | 2010-12-09T04:22:14Z | - |
dc.date.available | 2010-12-09T04:22:14Z | - |
dc.date.issued | 2010-12-09T04:22:14Z | - |
dc.identifier | G0095951018 | en_US |
dc.identifier.uri | http://nccur.lib.nccu.edu.tw/handle/140.119/49893 | - |
dc.description | 碩士 | zh_TW |
dc.description | 國立政治大學 | zh_TW |
dc.description | 英語教學碩士在職專班 | zh_TW |
dc.description | 95951018 | zh_TW |
dc.description | 98 | zh_TW |
dc.description.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。\n 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。\n 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。 | zh_TW |
dc.description.abstract | 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.\n 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.\n Based on the findings of the present study, pedagogical implications and suggestions for future study were provided at the end of the thesis. | en_US |
dc.description.tableofcontents | Acknowledgments.................................................................…………………………iii\nChinese Abstract....................................................................…………………………ix\nEnglish Abstract.....................................................................…………………………x\nChapter\n 1. Introduction.................................................................………………………..1\n Background and Motivation...........................................………………….1\n Purpose of the Study.......................................................................……….3\n Significance of the Study.......................................................................…..3\n 2. Literature Review..............................................………………………………5\n Children’s Vocabulary Development........………………………………..5\n Vocabulary and Early Literacy..........................................................5\n Relationship Between Vocabulary and Reading............................…6\nStorybook and Vocabulary Learning....................................................…...7\n How Storybook Supports Children’s Literacy...................................7\n Effective Vocabulary Instruction Through Storybook Reading.......10\nShared Storybook Reading..................................................………11\nLabeling and Questioning of Novel Words.....................................14\nResearch Question....................................................…………………….15\n 3. Methodology......................................................…………………………….16\nParticipants....................................................……………………………16\nInstruments....................................................……………………………17\nStorybooks....................................................……………………...17\nTaipei County Student English Proficiency Test-Grade 6........…...18\nPicture Vocabulary Test....................................................………...18\nProcedures....................................................…………………………….19\nWord Selecting Test for Word Selection.....................................….21\nEnglish Proficiency Test....................................................………..21\nPretest, Posttest, and Delayed Posttest............................................22\nShared Storybook Reading Sessions...............................................23\nData Analysis....................................................…………………………25\n 4. Results.......................................……………………………………………..27\nLabeling versus Labeling and Questioning of Novel Words and EFL Children’s Vocabulary Acquisition....................................................……27\nVocabulary Retention Affected by Labeling versus Labeling and Questioning....................................................…………………………...30\nLabeling, Labeling and Questioning and EFL Children’s English Proficiency....................................................……………………………31\nDevelopment of HEP and LEP’s Vocabulary Gain in Different Groups....................................................………………………….31\nComparison of HEP and LEP’s Vocabulary Gain Between Groups…………………………………………………………….36\n5. Discussion and Conclusion...........................………………………………..40\nInfluence of Different Techniques to Children’s Vocabulary Learning…40\nEffect of Different Techniques to Children’s Retention of Novel Words……………………………………………………………………44\nDifferent Techniques to Children of Diverse English Proficiency............44\nPedagogical Implications.......................................…………………...…47\nLimitations and Suggestions for Future Study...............................……...49\nReferences……………………………………………………………………………52\nAppendixes\n A. Picture Vocabulary Test Items............................................................………58\n B. Sample Picture Vocabulary Test: Joselina Piggy Cleans Her Room......…....59\n C. Sample Picture Vocabulary Test: Henry’s Wrong Turn......…..……………..60\n D. Sample Picture Vocabulary Test: Dancing Class......…..…………………...61\n E. Script for Joselina Piggy Cleans Her Room......…..………………………...62\n F. Script for Henry’s Wrong Turn......…..……………………….……………..63\n G. Script for Dancing Class......…..……………………….…………………...64\n H. Scores of PVT Tests of Individual Participants in CG (Labeling)………….65\nI. Scores of PVT Tests of Individual Participants in EG (Labeling +Questioning)………………………………………………………………...67 | zh_TW |
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dc.language.iso | en_US | - |
dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0095951018 | en_US |
dc.subject | 繪本共讀 | zh_TW |
dc.subject | 字彙學習 | zh_TW |
dc.subject | 圖文標指法 | zh_TW |
dc.subject | 引導問答法 | zh_TW |
dc.subject | 學生英語程度 | zh_TW |
dc.subject | shared storybook reading | en_US |
dc.subject | vocabulary learning | en_US |
dc.subject | labeling technique | en_US |
dc.subject | questioning technique | en_US |
dc.subject | studentas` English proficiency | en_US |
dc.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 | zh_TW |
dc.title | Vocabulary learning with storybook reading in EFL elementary school: Labeling vs. questioning | en_US |
dc.type | thesis | en |
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item.cerifentitytype | Publications | - |
item.openairetype | thesis | - |
item.grantfulltext | open | - |
item.languageiso639-1 | en_US | - |
item.fulltext | With Fulltext | - |
item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
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