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題名 九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例
Affordance Of English Electronic Picture Books For The Ninth Graders - A Case Study In A Private High School In New Taipei City
作者 許瀞文
Hsu, Ching Wen
貢獻者 黃怡萍
Huang, Yi Ping
許瀞文
Hsu, Ching Wen
關鍵詞 可供性
英語電子繪本
分享閱讀
廣泛閱讀
affordance
electronic English picture books
shared reading
extensive reading
日期 2016
上傳時間 3-Aug-2016 13:29:26 (UTC+8)
摘要 本研究旨在探討九年級學生對於在英文課使用英語電子繪本的看法。本研究不僅探索學習者在閱讀英語電子繪本學習過程中認定的可供性，並縱向觀察學習者在時間軸下的英文認知和情意面項變化以及探究造成此變化背後原因，藉此以期盼提出適切的應用方法。
本研究採用質性個案研究。研究對象為新北市某私立中學兩名九年級學生。這兩名個案學生就讀研究者某一任教班級。教學研究者運用英語電子繪本為媒介進行每月一次為期四個月的閱讀課程。每次英文閱讀課程先後分成兩部分：（1）分享閱讀，教學者分別運用不同程度的多媒體英語電子繪本進行閱讀教學活動。（2）廣泛閱讀，教學者依照不同多媒體程度，提供學習者相關電子網站，讓學習者能自選閱讀材料。研究者透過問卷、半結構式訪談、刺激回憶法、自我回饋表、課室錄影觀察等蒐集資料。
研究結果顯示學習者藉由與教學者互動、與同儕互動、與閱讀材料和評量互動增進英語電子繪本教學閱讀。透過此三種可供性相互作用下，讓學習者在認知面向（包括聲韻覺識、聽覺衝擊、字彙建構、閱讀理解、跨界讀寫能力）以及情意面向（包含興趣、動機、自信和自主性）助於英語學習。雖然閱讀中不同多媒體程度的電子繪本帶給學習者在認知以及情意面相皆有正向及負向變化過程，但三項可供性仍持續運作並促進英語學習。因此本研究建議在課堂帶領學生運用英語電子繪本教學時，教學者須注意提供學習者鷹架後，視學生學習情形而轉換教學角色，讓學習者能自主閱讀與學習。此外，教學者須提供學習者更多課堂時間自我閱讀，並且可依造學習者英文能力和學習態度調整其座位。再者，教學者可活絡教學活動，增加使用英語電子繪本教學方法，例如小組討論、競賽遊戲、角色扮演、讀者劇場、戲劇演出等。此外，建議教學者能融入英語教學課程規劃，讓學習者能利用正規課堂更充裕時間去浸潤在英語電子繪本內學習英文，並提供貼近學生真實生活和程度的英語電子繪本，增加學生英文閱讀與學習機會。最後，本研究亦提供教師教學現場以及未來研究方向之建議。
This research aims to investigate how the ninth graders’ perspectives towards the implementation of English electronic picture books in English class. In particular, it explores not only the affordance perceived by learners in the process of reading electronic English picture books but also observes learners’ cognitive and affective changes of English learning across time.
Adopting a qualitative case study design, this research recruited two Taiwanese male ninth graders from one class in a private high school in New Taipei City taught by the teacher researcher. This class was taught how to read electronic picture books once a month for four months. Every reading class was divided into two parts: (1) in shared reading, the instructor guided reading through employing an electronic English picture book with distinct levels of multimedia features (a total of four picture books were used); (2) in extensive reading, the instructor provided leaners with websites where there were different electronic English picture books for learners to choose so that they could read materials autonomously. The data collected for the research included questionnaires, semi-structured interviews, stimulated recalls, student written feedback, and classroom observations.
The important findings are listed as follows. First, learners’ English was facilitated through interaction with the instructor, the peers, and the reading materials and assessment. Second, through the interdependent function of the three affordances, learners have changed in the presence of cognitive domain (phonological awareness, auditory impact, lexical development, and trans-literacy) and affective domain (interest, motivation, confidence and autonomy). Although there were positive and negative changes in the reading process of the implementation of electronic English picture books with different multimedia levels, the three affordances functioned consistently, fostering English learning.
Based on the research findings, six pedagogical suggestions are provided. First, the two participants advised to incorporate electronic picture books English reading into English curriculum so that learners would have more chances for being immersed in electronic English picture books when learning English in regular courses. Second, it is necessary for instructors to provide learners with electronic English picture books close to their real life and corresponding to their levels, which is helpful in increasing learners’ opportunities of English reading and learning as well. Third, the instructors were advised to change their roles according to learners’ learning conditions. Fourth, the instructors should provide learners more self-reading time in class. Fifth, they could arrange seats according to leaners’ English proficiency and learning attitude. Sixth, the instructors could activate teaching activities with electronic English picture books, such as small-group discussions, competitions, role-play, reader’s theater, and dramas.
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描述 碩士
國立政治大學
英語教學碩士在職專班
102951018
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951018
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi Pingen_US
dc.contributor.author (Authors) 許瀞文zh_TW
dc.contributor.author (Authors) Hsu, Ching Wenen_US
dc.creator (作者) 許瀞文zh_TW
dc.creator (作者) Hsu, Ching Wenen_US
dc.date (日期) 2016en_US
dc.date.accessioned 3-Aug-2016 13:29:26 (UTC+8)-
dc.date.available 3-Aug-2016 13:29:26 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2016 13:29:26 (UTC+8)-
dc.identifier (Other Identifiers) G0102951018en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99683-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 102951018zh_TW
dc.description.abstract (摘要) 本研究旨在探討九年級學生對於在英文課使用英語電子繪本的看法。本研究不僅探索學習者在閱讀英語電子繪本學習過程中認定的可供性，並縱向觀察學習者在時間軸下的英文認知和情意面項變化以及探究造成此變化背後原因，藉此以期盼提出適切的應用方法。
本研究採用質性個案研究。研究對象為新北市某私立中學兩名九年級學生。這兩名個案學生就讀研究者某一任教班級。教學研究者運用英語電子繪本為媒介進行每月一次為期四個月的閱讀課程。每次英文閱讀課程先後分成兩部分：（1）分享閱讀，教學者分別運用不同程度的多媒體英語電子繪本進行閱讀教學活動。（2）廣泛閱讀，教學者依照不同多媒體程度，提供學習者相關電子網站，讓學習者能自選閱讀材料。研究者透過問卷、半結構式訪談、刺激回憶法、自我回饋表、課室錄影觀察等蒐集資料。
研究結果顯示學習者藉由與教學者互動、與同儕互動、與閱讀材料和評量互動增進英語電子繪本教學閱讀。透過此三種可供性相互作用下，讓學習者在認知面向（包括聲韻覺識、聽覺衝擊、字彙建構、閱讀理解、跨界讀寫能力）以及情意面向（包含興趣、動機、自信和自主性）助於英語學習。雖然閱讀中不同多媒體程度的電子繪本帶給學習者在認知以及情意面相皆有正向及負向變化過程，但三項可供性仍持續運作並促進英語學習。因此本研究建議在課堂帶領學生運用英語電子繪本教學時，教學者須注意提供學習者鷹架後，視學生學習情形而轉換教學角色，讓學習者能自主閱讀與學習。此外，教學者須提供學習者更多課堂時間自我閱讀，並且可依造學習者英文能力和學習態度調整其座位。再者，教學者可活絡教學活動，增加使用英語電子繪本教學方法，例如小組討論、競賽遊戲、角色扮演、讀者劇場、戲劇演出等。此外，建議教學者能融入英語教學課程規劃，讓學習者能利用正規課堂更充裕時間去浸潤在英語電子繪本內學習英文，並提供貼近學生真實生活和程度的英語電子繪本，增加學生英文閱讀與學習機會。最後，本研究亦提供教師教學現場以及未來研究方向之建議。		zh_TW
dc.description.abstract (摘要) This research aims to investigate how the ninth graders’ perspectives towards the implementation of English electronic picture books in English class. In particular, it explores not only the affordance perceived by learners in the process of reading electronic English picture books but also observes learners’ cognitive and affective changes of English learning across time.
Adopting a qualitative case study design, this research recruited two Taiwanese male ninth graders from one class in a private high school in New Taipei City taught by the teacher researcher. This class was taught how to read electronic picture books once a month for four months. Every reading class was divided into two parts: (1) in shared reading, the instructor guided reading through employing an electronic English picture book with distinct levels of multimedia features (a total of four picture books were used); (2) in extensive reading, the instructor provided leaners with websites where there were different electronic English picture books for learners to choose so that they could read materials autonomously. The data collected for the research included questionnaires, semi-structured interviews, stimulated recalls, student written feedback, and classroom observations.
The important findings are listed as follows. First, learners’ English was facilitated through interaction with the instructor, the peers, and the reading materials and assessment. Second, through the interdependent function of the three affordances, learners have changed in the presence of cognitive domain (phonological awareness, auditory impact, lexical development, and trans-literacy) and affective domain (interest, motivation, confidence and autonomy). Although there were positive and negative changes in the reading process of the implementation of electronic English picture books with different multimedia levels, the three affordances functioned consistently, fostering English learning.
Based on the research findings, six pedagogical suggestions are provided. First, the two participants advised to incorporate electronic picture books English reading into English curriculum so that learners would have more chances for being immersed in electronic English picture books when learning English in regular courses. Second, it is necessary for instructors to provide learners with electronic English picture books close to their real life and corresponding to their levels, which is helpful in increasing learners’ opportunities of English reading and learning as well. Third, the instructors were advised to change their roles according to learners’ learning conditions. Fourth, the instructors should provide learners more self-reading time in class. Fifth, they could arrange seats according to leaners’ English proficiency and learning attitude. Sixth, the instructors could activate teaching activities with electronic English picture books, such as small-group discussions, competitions, role-play, reader’s theater, and dramas.		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
Chinese Abstract ix
English Abstract viii
CHAPTER ONE: INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 4
CHAPTER TWO: LITERATURE REVIEW 5
Electronic Picture Books 5
The Definition of Electronic Picture Books 5
Types of Electronic Picture Books 6
Significance of Electronic Picture Books 7
Cognitive Domain 8
Affective Domain 10
The Implementation of Electronic Picture Books in Teaching 12
Pre-teaching: How to Select a Quality Electronic Picture Book 12
In-teaching 14
Shared Reading 16
Extensive Reading 16
Post-teaching 17
The Framework of van Lier 17
CHAPTER THREE: METHODOLOGY 21
Context and Participants 21
Selection of Electronic Picture Books 23
Criteria for Electronic Picture Books Selection 23
Types and Quality of Electronic Picture Books 23
Free of Charge and Presented on the Internet 24
Students’ Interests 25
Difficulty Levels 25
Brief Introduction of the Digitalized Storybooks Implemented in the Classes 26
Teaching Procedures 27
Shared Reading 27
Extensive Reading 28
Data Collection 28
A Questionnaire for Background Information 29
Semi-Structured Interviews 29
Stimulated Recall 30
Student Written Feedback 30
Class Observations 31
Procedures for Data Collection 32
Data Analysis 33
CHAPTER FOUR: FINDINGS (CASE ONE: RAIN) 35
Rain’s Background Information 35
Interaction with the Instructor 36
Interaction with Peers 40
Interaction with Reading Materials and Assessment 43
An Overview of the Patterns Emerging from the Four Courses 47
In the First Class 48
Interaction with the Instructor 49
Interaction with Peers 52
Interaction with Reading Materials and Assessment 54
Summary 58
In the Second Class 59
Interaction with the Instructor 59
Interaction with Peers 62
Interaction with Reading Materials and Assessment 63
Summary 65
In the Third Class 66
Interaction with the Instructor 66
Interaction with Peers 67
Interaction with Reading Materials and Assessment 69
Summary 70
In the Fourth Class 71
Interaction with the Instructor 71
Interaction with Peers 72
Interaction with Reading Materials and Assessment 73
Summary 75
CHAPTER FIVE: FINDINGS (CASE TWO: PRINCE) 77
Prince’s Background Information 77
Interaction with the Instructor 77
Interaction with Peers 83
Interaction with Reading Materials and Assessment 85
An Overview of the Patterns Emerging from the Four Courses 89
In the First Class 91
Interaction with the Instructor 91
Interaction with Peers 92
Interaction with Reading Materials and Assessment 94
Summary 96
In the Second Class 96
Interaction with the Instructor 97
Interaction with Peers 98
Interaction with Reading Materials and Assessment 101
Summary 105
In the Third Class 105
Interaction with the Instructor 105
Interaction with Peers 106
Interaction with Reading Materials and Assessment 108
Summary 110
In the Fourth Class 110
Interaction with the Instructor 110
Interaction with Peers 112
Interaction with Reading Materials and Assessment 114
Summary 117
CHAPTER SIX: DISCUSSION AND CONCLUSION 119
Discussion 119
Interaction with the Instructor 120
Interaction with the Instructor vs. Reading Comprehension 120
Interaction with the Instructor vs. Auditory Impact and Trans-literacies 121
Interaction with the Instructor vs. Confidence 122
Interaction with Peers 124
Interaction with Peers vs. Reading Comprehension 124
Interaction with Peers vs. Phonological Awareness, Auditory Impact, Trans-literacies, and Confidence 125
Interaction with Peers vs. Lexical Development and Autonomy 126
Interaction with Reading Materials and Assessment 129
Interaction with Reading Materials and Assessment vs. Reading Comprehension, Motivation, and Autonomy 129
Interaction with Reading Materials and Assessment vs. Interest 131
Pedagogical Implications 135
Incorporating More Electronic English Picture Books into English
Curriculum 135
Arranging Seats According to Learners’ English Proficiency and
Learning Attitude 137
Switching the Role of the Instructor to a Facilitator 138
Providing Learners with More Independent Reading Time 138
Broadening the Selection of Electronic Picture Books with Diversity 139
Implementing Versatile Teaching Activities in Class 139
Limitations of the Present Study 140
Suggestions for Future Research 140
Conclusion 141
References 142
Appendix A: Questionnaire for Background Information 157
Appendix B: Consent Form 160
Appendix C: Criteria for Electronic Picture Books Selection 161
Appendix D: The Chart of the Four Electronic Picture Books Based on the Four Categories 162
Appendix E: Lesson Plan for the First to the Fourth Lesson 164
Appendix F: Worksheet for Shared Reading & Extensive Reading 166
Appendix G: Student Written Feedback for Shared Reading & Extensive Reading 168
Appendix H: The Protocol of Semi-Structured Interview Questions 170
Appendix I: The Protocol of Stimulated Recall 175
Appendix J: The Protocol of Class Observation 177
Appendix K: The Process of the Research 178
Appendix L: Coding Scheme for Data Analysis of Three Different Interactions 179
Appendix M: Coding Scheme for Data Analysis of Nine Categories 180		zh_TW
dc.format.extent 1821220 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951018en_US
dc.subject (關鍵詞) 可供性zh_TW
dc.subject (關鍵詞) 英語電子繪本zh_TW
dc.subject (關鍵詞) 分享閱讀zh_TW
dc.subject (關鍵詞) 廣泛閱讀zh_TW
dc.subject (關鍵詞) affordanceen_US
dc.subject (關鍵詞) electronic English picture booksen_US
dc.subject (關鍵詞) shared readingen_US
dc.subject (關鍵詞) extensive readingen_US
dc.title (題名) 九年級生使用英語電子繪本之可供性探究 - 以新北市一所私立中學為例zh_TW
dc.title (題名) Affordance Of English Electronic Picture Books For The Ninth Graders - A Case Study In A Private High School In New Taipei Cityen_US
dc.type (資料類型) thesisen_US
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