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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/95387
DC FieldValueLanguage
dc.contributor.advisor葉潔宇zh_TW
dc.contributor.advisorYeh, Chieh Yueen_US
dc.contributor.author陳瑋琦zh_TW
dc.contributor.authorChen, Wei Chien_US
dc.creator陳瑋琦zh_TW
dc.creatorChen, Wei Chien_US
dc.date2009en_US
dc.date.accessioned2016-05-09T07:47:36Z-
dc.date.available2016-05-09T07:47:36Z-
dc.date.issued2016-05-09T07:47:36Z-
dc.identifierG0095951003en_US
dc.identifier.urihttp://nccur.lib.nccu.edu.tw/handle/140.119/95387-
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.description95951003zh_TW
dc.description.abstract本研究旨在了解台灣國小英語教師使用繪本進行英語教學之情形。透過自編的問卷探索(1)國小英語教師對於運用英語繪本教學的看法，(2)英語教師使用繪本的實際情況，以及(3)使用繪本時所遇到的困難與挑戰。同時，以教師的背景變項與學校的環境變項做分析，探討這些變項是否影響教師對於繪本使用的看法、使用繪本教學的頻率和教學時所面臨的挑戰。\r\n 研究對象為大台北地區385位國小英語教師 (156位為台北市教師，229位為台北縣教師)。所得資料經描述統計、變異數分析及交叉分析等統計方法，獲致結果如下:(1)多數英語教師對運用繪本於英語教學的看法正面，但是研究結果顯示，教師們因教學年資不同，在「語言發展」及「學習者」兩個面向上有顯著差異;(2)學校環境變項(班級大小、英語課時數、學校所在區域)及教師背景變項(性別、年齡、教學年資、英語教學資格)對教師使用繪本的頻率有顯著的影響;(3)多數英語教師在進行繪本教學時共同面臨的挑戰為:英語教學時數不足、班級人數多、多媒體設備不足、繪本教學準備費時及英語繪本預算不足等。最後，研究者根據研究發現提出數點建議及未來相關研究之研究方向。zh_TW
dc.description.abstractThe present study aimed to investigate the current situation of picture books applied in elementary school English teaching, based on a questionnaire survey conducted in the great Taipei area. The study focused on exploring (1) what are teachers’ perspectives toward picture book used in English teaching; (2) how teachers use picture book in English teaching; (3) challenges teachers encountered while using picture books. \r\n A total of 385 elementary school English teachers, 156 from Taipei City and 229 from Taipei County, responded to the questionnaire. The collected data were analyzed by descriptive statistics, variable analysis, and cross analysis. Results in this study showed: (1) teachers mostly had positive perspectives toward applying picture books in English teaching. However, there was a significant difference in their perception in dimension of language development and dimension of learner. Teachers’ teaching experiences was found to be the main factor to influence their perception; (2) school contexts (class size, average English periods, and school area) and teachers’ personal backgrounds (gender, age, teaching experiences, and English teaching certificates) significantly influenced the frequency of teachers’ use of picture books; (3) limited time of English courses, large class size, insufficiency of school multimedia equipment, time spent on preparing picture book instruction, and insufficient budget for picture books were the main challenges reported by teachers. \r\n Based on the findings of the study, pedagogical implications and suggestions for further research were included at the end of the thesis.en_US
dc.description.tableofcontentsAcknowledgments..............................................................……………………….…iii\r\nTable of Contents.....................................................................…….………………...iv\r\nList of Tables…………………………………………………………………..……..ix\r\nChinese Abstract....................................................................……..………………….x\r\nEnglish Abstract.....................................................................………..………………xii\r\nChapter\r\n 1. Introduction...............................................................…………………….…....1\r\nBackground and Motivation.....................................………………………..1\r\nPurpose of the Study................................................………….………….…3\r\n Significance of the Study........................................………….…….…….…3 Definition of Terms..............................................………………………….4\r\n 2. Literature Review........................................................…………………….….5\r\n Picture Books..........................................................………………….….…5\r\nDefinition of Picture Books............................……………………..…5\r\nCharacteristics of Picture Books ....................…………………….….6\r\nEducational Values of Picture Books.......................……………………….7\r\nPicture Books and Language Development..................................................9\r\nMotivation in Learning .........................................................................9\r\nMeaningful Context............................................................................ 10\r\nFour Skills of Language.......................................................................11\r\nCultural Awareness...............................................................................13\r\nPicture books and Language Teaching.........................................................13\r\nBook Selection Criteria..................................………………….….....14\r\nUse of Picture Books .........................…………………………….....15\r\nStudies on using picture books in EFL classrooms.......................….....….17\r\n 3. Methodology...................................................……………..……………..….19\r\nResearch Design...............................................………………………..….19\r\nParticipants.......................................................………………………...…19\r\nSampling Criteria..........................................…...……………………..….20\r\nInstruments.......................................................……………………………22\r\nDevelopment of the Questionnaire.......................…………….…..…22\r\nContent of the Questionnaire................................………………....…23\r\nData Collection Procedures............................................…………..…..….24\r\nPhase One: Contacting for the Approval...........................……...……24\r\nPhase Two: Submitting the Questionnaires..........................................25\r\nPhase Three: Retrieving the Questionnaires........................................26\r\nData Analysis...............................................................................................26\r\n 4. Results.......................................…………………………………..….……....27\r\nProfile of Teachers and Schools…..........................................................….27\r\n Background Information of Surveyed Teachers......................…...…..28\r\n Information of Sampled Schools.....................................………….....30\r\nPerspectives toward Using Picture Books in English Teaching.......……...31\r\nOverview of Teachers’ Perspectives toward Using Picture Books in English Teaching....................................................………………..…32\r\nVariable Analysis of Teachers’ Perspectives toward Using Picture Books in English Teaching..................…….…….………………...…34\r\nVariable Analysis of Teaching Dimension by Teachers’ Demographic Backgrounds........………………..…………....…36\r\nVariable Analysis of Learning Dimension by Teachers’ \r\nDemographic Backgrounds..........……………………………....37\r\nVariable Analysis of Language Development Dimension by \r\nTeachers’ Demographic Backgrounds………………...…....…...37\r\nVariable Analysis of Learner Dimension by Teachers’ \r\nDemographic Backgrounds........…………………..……..…..…39\r\nCurrent Use of Picture Books..........................................…………………40\r\nFrequency of Using Picture Books……...……………….…………...40\r\nFrequency of Using Picture Books in Primary Grade…….........40\r\n Frequency of Using Picture Books in Intermediate Grade……..40\r\n Frequency of Using Picture Books in Upper Grade……………41\r\n Cross Analysis of the Frequency of Using Picture Books…………...41\r\n Cross Analysis of the Frequency of Using Picture Books in \r\n Primary Grade…………………......……………….…………...42\r\n Cross Analysis of the Frequency of Using Picture Books in \r\n Intermediate Grade…………………...…………….…………...45\r\n Cross Analysis of the Frequency of Using Picture Books in \r\n Upper Grade…………………………………..………………...47\r\nRole of Picture Books…......................................................................49\r\nSource of Picture Books…...................................................................49\r\nPurpose of Using Picture Books…......................................................49\r\nCriteria of Selecting Picture Books...………………….......................50\r\nConcerning of Students................................…............................50\r\nConcerning of Teaching...............................…............................51\r\nConcerning of Picture Books.................................…..................52\r\nActivities during Picture Book Instruction…………….…..................52\r\nExtension Activities of Picture Book Instruction.................................52\r\nEvaluations of Picture Book Instruction………………......................53\r\nChallenges of Using Picture Books in Elementary Schools........................54\r\n Cross Analysis of Challenges by Background Variables......................57\r\nTime Limitation of English Courses…………………..……......57\r\nLarge Class Size...........................………………………..……..57\r\nOther Challenges.........................……….…………………...….58\r\nSummary…………..…………………………………………………....…58\r\n5. Discussion and Conclusion...........................………………………………..60\r\nMajor Findings…………………………………………...……...………...60\r\nTeachers’ Perspectives toward Picture Books in English Instruction………………………….….…………………………..…60\r\nCurrent Use of Picture Books……………………...………….…..…62\r\nFrequency of Use………………………………..………....…...62\r\nSchool Contexts…………………………………….......…62\r\nPersonal Backgrounds…………………………………......63\r\nRole of Picture Books………………………..……………...….65\r\nSources of Picture Books………………..………….…....……..66\r\n Purpose of Use…………………………………..…………..….66\r\n Selection of Picture Books………………………..………..…...67\r\n Activities and Evaluations of Picture Book Instruction…...........68\r\nChallenges in Picture Book Instruction………..……………………..69\r\n Limited Time of English Courses…………………..………...…70\r\n Large Class Size………………………………………..…….....70\r\n Insufficiency of Multimedia Equipments…………...……..........70\r\nTime Consumption on Preparation………………………....…...71\r\n Insufficient Budget for Picture Books….……………....….....…71\r\nImplications of Findings………………………………………………..…72\r\n For Teachers………………………………………………….….…...72\r\nFor Educational Authorities…………………………………….…....73\r\nFor Textbook Publishers…………………………………………..…74\r\nLimitations of the Present Study and Suggestions for Further Study..........75\r\nReferences……………………………………………………………………….…...77\r\nAppendix..…………………………………………………………………………....81\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\nList of Tables\r\nTable 4.1 Summary of Teachers’ Profile…....................................................……..…29\r\nTable 4.2 Summary of Schools’ Profile…....................................................…………31\r\nTable 4.3 Summary of Descriptive Results of Teachers’ Perspectives of Using \r\nPicture Books in English Teaching.. ………………………………………33\r\nTable 4.4 Variable Analysis Table of Teaching Dimension.. ……………………...…36\r\nTable 4.5 Variable Analysis Table of Learning Dimension.. ………………………...37\r\nTable 4.6 Variable Analysis Table of Language Development Dimension.. ………...38\r\nTable 4.7 Variable Analysis Table of Learner Dimension.. ………………………….39\r\nTable 4.8 Frequency of Using Picture Books in Three Grade Levels.. ……………...41\r\nTable 4.9 Cross Table of Frequency of Using Picture Books in Primary Grade..…....44\r\nTable 4.10 Cross Table of Frequency of Using Picture Books in Intermediate Grade............46\r\nTable 4.11 Cross Table of Frequency of Using Picture Books in Upper Grade...........48\r\nTable 4.12 Role, Sources of Picture Books, and Purposes of Using…...…………….50\r\nTable 4.13 Criteria of Picture Book Selection...………………………………..……51\r\nTable 4.14 Activities used in Picture Book Instruction...…………………………….52\r\nTable 4.15 Extension Activities of Picture Book Instruction………….……………..53\r\nTable 4.16 Evaluations of Picture Book Instruction.............................................……54\r\nTable 4.17 Challenges Encountered while Using Picture Books.............................…55\r\nTable 4.18 Cross Table of Challenges in Picture Book Instruction..........................…56zh_TW
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0095951003en_US
dc.subject國小英語zh_TW
dc.subject繪本zh_TW
dc.subjectelementary school Englishen_US
dc.subjectpicture booksen_US
dc.title國小英語教師對繪本教學之看法及使用現況調查研究zh_TW
dc.titleA survey of elementary school English teachers’ perceptions of and Practices in Using Picture Booksen_US
dc.typethesisen_US
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Children`s literature for adult ESL literacy. Washington: ERIC Digest. \r\nSmallwood, B. A. (2002). Thematic literature and curriculum for English language learners in early childhood education. Washington: ERIC Digests. \r\nTomlinson, C. M. & Lynch-Brown (1996). Essentials of children’s literature (2nd ed.). MA: Allyn and Bacon.\r\nWu, S. H. (2006). A study of Picture Book Teaching to English learning motivation. Unpublished master thesis. National Taitung University of Education, Taitung.\r\nYang, S. M. (2000). The applications of English children’s literature to the primary \r\nEnglish education. Consultation of Education, 39 (5), 8-14\r\nZheng, D. Y. & Lin, R. (2004). Children’s picture book teaching. Discussion of \r\nEducation, 45 (1), 95-101.\r\nZheng, J. G. (1990). How to select English children`s literature as the applications of English teaching and learning. English Teaching & Learning 24(2), 37-46.zh_TW
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