| dc.contributor.advisor | 林茂松博士 | zh_TW |
| dc.contributor.advisor | Mausung Lin | en_US |
| dc.contributor.author (Authors) | 胡碧桃 | zh_TW |
| dc.contributor.author (Authors) | Hu Bee-tao | en_US |
| dc.creator (作者) | 胡碧桃 | zh_TW |
| dc.creator (作者) | Hu Bee-tao | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 18-Sep-2009 16:38:38 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 16:38:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 16:38:38 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0089951001 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35964 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 89951001 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 國立政治大學英國語文學系碩士在職專班 論文提要 論文名稱 : 透過文學教英語 : 從讀者反應層面探討文學作品在英語教學上之應用 指導教授 : 林茂松 博士 研究生 : 胡碧桃 論文提要內容 : 本論文旨在探討藉由文學教學激發學習者學習英語的動機及對文學的興趣，進而提升其英文閱讀及寫作能力的可能性。 從二十世紀初以來，對於文學教法，學者先後提出各種理論，舉其盈盈大者：如傳統教學法、心理分析法、及新文評主義，對文學教學皆有著墨。近年來，以讀者為中心、重視讀者與文本間的互動、允許不同讀者對同一作品有不同詮釋的讀者反應理論已成為教師們在教授文學時樂於應用的教學法。 本研究採用以Rosenblatt 為首的學者的建議，先引導學生閱讀文學文本，由學生以書面方式，回答老師根據文本提出與學生知識經驗相關的美學問題，最後全班參與討論，分享感受。 受試者為國立三重高中二年級學生。測驗工具為取自全民英檢(1999及2003年)中級閱讀測驗及作文試題、自製英語學習動機問卷以及文學興趣問卷。實驗組於前測後，以六篇文學作品為其教科書外之補充教材；而控制組則給予六篇非文學類文章。實驗時間為時一學期 (自2002年九月至2003年一月) 。 經由問卷調查訪問及前後測實施結果分析，發現實驗組的學生，在接受讀者反應法的文學教學後，可提升其英文學習動機、文學興趣及閱讀能力。至於寫作部分，實驗組的學生使用的字彙量比控制組為多。 本研究結論發現若經過適當設計，文學作品可以做為合適的閱讀教材以提升英語學習動機、激發創造性及批判性思考，甚至培養出終身的文學讀者。 | zh_TW |
| dc.description.abstract (摘要) | Abstract This thesis aims to investigate the effects of using literature as supplementary reading material for senior high school students studying English as a foreign language. The study adopts reader response theories, whose critics focus on the reader and the interaction between the reader and the text. An experiment was run for five months on senior high school subjects. Following a pre-test, the experimental group used six literary texts as supplementary reading material and the control group six non-literary ones. After exploring each text, students in the experimental group were assigned to answer reader response questions and those in the control group were asked to answer synthesis /evaluation questions after exploring each text. In addition, a questionnaire was issued to the subjects to investigate whether they liked the texts or not. Oral interviews were also conducted with the subjects to further observe their reactions to each work. After the teaching experiment, a post-test was given to examine the performance differences between the two groups. Throughout the experiment, all class interactions were recorded, then transcribed, and analyzed. The results show that (1) after the experiment, more students in the experimental group liked English than in the control group, (2) literary texts triggerred more interest than non-literary ones, (3) the number of students interested in literature increased after using literary texts as supplementary reading material, and (4) the students given literary texts as supplementary reading material develop better English reading skills and a larger English writing vocabulary than those in the controlled group. In addition, the students in the experimental group were eager to share their ideas about the readings. Key words: reader response, literature instruction, literary text, supplementary reading material. | en_US |
| dc.description.tableofcontents | Table of contents Acknowledgements iii Chinese Abstract vii EnglishAbstract viii ChapterIntroduction 1-11 1.1 Motivation 1 1.2 Purpose of the study 6 1.3 Definition of Terms 7 1.4 Significance of the Study 10 1.5Organization of the Study 11 Chapter 2 Literature Review 2.1 Definition of Literature 13 2.2 Elements of Literature 13 2.3 Arguments for Using Literature in EFL Programs 16 2.4 Possible Dangers in Using Literary Texts for Language Teaching 19 2.5 Criteria for the Selection of Literary Texts as Language Materials 20 2.6 Pre-requisite for Using Literary Texts as Supplementary Reading Materials 22 2.7 Attitude of Teachers in Dealing with Literary Texts23 2.8 Reader Response and Other Related Approaches to Teaching Literature 24 2.9. Benefits of Reader Response Approaches to Literature 30 Chapter 3 Pilot Studies 3.1 Motivations 32 3.2 Pilot Study A 33 3.2.1 Subjects 33 3.2.2 Material 33 3.2.3 Purpose 34 3.2.4 Procedure 34 3.2.5 Analysis 34 3.2.6 Implications 37 3.3 Pilot Study B 38 3.3.1 Subjects 38 3.3.2 Material 38 3.3.3 Purpose 39 3.3.4 Procedure 39 3.3.5 Analysis 39 3.3.6. Implications 40 3.4 Conclusion 41 Chapter 4 Research Methods 4.1 Hypothesis 43 4.2 Subjects 44 4.3 Distribution of Time 44 4.4 Measurement Tools 44 4.5 Experiment Design 45 4.5.1 Materials for Both Groups 45 4.5.1.2 Materials Used for the Experimental Group 45 4.5.1.3 Materials for the Control Group 48 4.5.2 Curriculum and Teaching Plans 50 4.5.2.1 Curriculum and Teaching Plans for the Control Group 50 4.5.2.2 Curriculum and Teaching Plans for the Experimental Group 50 4.5.2.2.1 Activity 1 Teaching the Poem “The Red Wheelbarrow,” by William Carlos Williams 51 4.5.2.2.2 Activity 2 Teaching the Poem “Western Wind” (Anonymous) 52 4.5.2.2.3 Activity 3 Teaching the Fable “The Owl and the Eagle’s Daughter,” by Aesop 53 4.5.2.2.4 Activity 4 Teaching the Fable “The Moth and the Star,” by James Thurber 54 4.5.2.2.5 Activity 5 Teaching the story “Giving Tree,” by Shel Silverstein 54 4.5.2.2.6 Activity 6 Teaching the Play “Feathertop,” Adapted by George P. McCallum 55 4.5.3 Observations 55 4.5.4 Test 55 4.5.4.1 Pre-test 55 4.5.4.2 Post-test 56 4.5.5 Questionnaire Survey 56 4.5.6 Oral Interview 56 4.6 Data Collection 56 4.7 Data Analysis 57 Chapter 5 Results and Discussion 59 Chapter 6 Conclusion 6.1 Summary 76 6.2Implications 80 6.3 Pedagogical Difficulties and Problems 85 6.4Limitations 85 6.5Suggestions for Further Research 86 6.6 Conclusion 86 References 88-94 Appendix 95-141 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089951001 | en_US |
| dc.subject (關鍵詞) | reader response | en_US |
| dc.subject (關鍵詞) | literature instruction | en_US |
| dc.subject (關鍵詞) | literary text | en_US |
| dc.subject (關鍵詞) | supplementary reading material | en_US |
| dc.title (題名) | 透過文學教英語:從讀者反應層面探討文學作品在英語教學上之應用 | zh_TW |
| dc.type (資料類型) | thesis | en |
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