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題名 平衡閱讀教學對英語初學者字母知識、語音覺識 、及閱讀態度之影響－以台灣補習班
The impact of BRI on the letter knowledge, phonological awareness, and attitude of EFL beginners in a Taiwan cram school.
作者 王寶佳
SHIRLY
貢獻者 周祝瑛
Chou, Chuing P.
王寶佳
SHIRLY
關鍵詞 平衡閱讀教學
字母知識
語音覺識
閱讀態度
英語初學者
補習班
balanced reading instruction
letter knowledge
phonological awareness
reading attitude
EFL beginners
cram school
日期 2008
上傳時間 9-十二月-2010 09:21:11 (UTC+8)
摘要 視英語為第一外語的學習，一直是學生生活中一個重要的課題。英語的使用變的更為普遍，以位於東亞國家的台灣來說，就已經開始重視英語的教學。然而，大部分的家長仍不滿意孩子們的英語能力，因此，而產生了所謂的補習班。為了增進學生的閱讀能力與態度，任何一種有效的教學策略都是值得探討的。本研究的主要目的之一，便是了解平衡閱讀教學的出現，如何增進國小學生英語學習的效能。而實施行動研究的目的，主要是為了確認平衡閱讀教學的效果。在為期五個月的前導研究完成後，其研究成果便成為正式研究的基礎架構。本研究之對象為15位台北市國小一年級參加補習班的學童。研究結果顯示，平衡閱讀教學對於增進學生字彙的認知能力、語音覺識與技巧有所幫助，同時，也能大幅增進學生學習英語的自信心。除此之外，平時就有參加補習班的學童進步的程度也明顯大於未參加的學童。然而，為了增進教學的效能，系統化的發音教學範例在幫助教師制定更為合適的教學計畫與學習內容上，是極為必要的。

關鍵字:平衡閱讀教學、字母知識、語音覺識,閱讀態度,英語初學者。
English language learning as the first and foreign language has always been an important factor in a child’s life as a student. As the usage of the English language becomes ever more apparent, East Asian nation like Taiwan has started to place much focus on its teaching. However, many parents in Taiwan are still unsatisfied with their children’s English abilities where they gained from formal school, hence the so-called cram school. In order to improve student reading ability and attitude, any effective teaching strategies are worth exploring. The main objective of this study is to determine how balanced reading instruction will enhance English learning effectiveness among EFL beginners. An action study was done in order to identify teaching effects of a balanced reading instruction. A pilot study was first accomplished, which later served as the backbone of the formal study. Participants were fifteen first graders at an English cram school in Taipei. Data collections were gained from abecedarian reading assessment, reading attitude questionnaires, observations, interviews and recordings methods. Results showed that balanced reading instruction is helpful in enhancing students’ letter knowledge, phonological awareness and increasing the students’ reading attitude. In addition, students who attended class in the cram school regularly improved better than those who did not. However, in order to improve teaching efficiency, more systematic phonics teaching are needed in order to help teachers make appropriate teaching plans for the EFL beginners.

Keywords: balanced reading instruction, letter knowledge, phonological awareness, reading attitude, EFL beginners
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描述 碩士
國立政治大學
教育研究所
95152025
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095152025
資料類型 thesis
dc.contributor.advisor 周祝瑛zh_TW
dc.contributor.advisor Chou, Chuing P.en_US
dc.contributor.author (作者) 王寶佳zh_TW
dc.contributor.author (作者) SHIRLYen_US
dc.creator (作者) 王寶佳zh_TW
dc.creator (作者) SHIRLYen_US
dc.date (日期) 2008en_US
dc.date.accessioned 9-十二月-2010 09:21:11 (UTC+8)-
dc.date.available 9-十二月-2010 09:21:11 (UTC+8)-
dc.date.issued (上傳時間) 9-十二月-2010 09:21:11 (UTC+8)-
dc.identifier (其他 識別碼) G0095152025en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/49782-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 95152025zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 視英語為第一外語的學習，一直是學生生活中一個重要的課題。英語的使用變的更為普遍，以位於東亞國家的台灣來說，就已經開始重視英語的教學。然而，大部分的家長仍不滿意孩子們的英語能力，因此，而產生了所謂的補習班。為了增進學生的閱讀能力與態度，任何一種有效的教學策略都是值得探討的。本研究的主要目的之一，便是了解平衡閱讀教學的出現，如何增進國小學生英語學習的效能。而實施行動研究的目的，主要是為了確認平衡閱讀教學的效果。在為期五個月的前導研究完成後，其研究成果便成為正式研究的基礎架構。本研究之對象為15位台北市國小一年級參加補習班的學童。研究結果顯示，平衡閱讀教學對於增進學生字彙的認知能力、語音覺識與技巧有所幫助，同時，也能大幅增進學生學習英語的自信心。除此之外，平時就有參加補習班的學童進步的程度也明顯大於未參加的學童。然而，為了增進教學的效能，系統化的發音教學範例在幫助教師制定更為合適的教學計畫與學習內容上，是極為必要的。

關鍵字:平衡閱讀教學、字母知識、語音覺識,閱讀態度,英語初學者。		zh_TW
dc.description.abstract (摘要) English language learning as the first and foreign language has always been an important factor in a child’s life as a student. As the usage of the English language becomes ever more apparent, East Asian nation like Taiwan has started to place much focus on its teaching. However, many parents in Taiwan are still unsatisfied with their children’s English abilities where they gained from formal school, hence the so-called cram school. In order to improve student reading ability and attitude, any effective teaching strategies are worth exploring. The main objective of this study is to determine how balanced reading instruction will enhance English learning effectiveness among EFL beginners. An action study was done in order to identify teaching effects of a balanced reading instruction. A pilot study was first accomplished, which later served as the backbone of the formal study. Participants were fifteen first graders at an English cram school in Taipei. Data collections were gained from abecedarian reading assessment, reading attitude questionnaires, observations, interviews and recordings methods. Results showed that balanced reading instruction is helpful in enhancing students’ letter knowledge, phonological awareness and increasing the students’ reading attitude. In addition, students who attended class in the cram school regularly improved better than those who did not. However, in order to improve teaching efficiency, more systematic phonics teaching are needed in order to help teachers make appropriate teaching plans for the EFL beginners.

Keywords: balanced reading instruction, letter knowledge, phonological awareness, reading attitude, EFL beginners		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS 2
LIST OF TABLES 6
LIST OF FIGURES 7
LIST OF ABBREVIATIONS 8
ABSTRACT 9
CHAPTER ONE INTRODUCTION 10
1.1 Background and Motivation 10
1.2 Purpose of the Study 15
1.3 Research Questions 16
1.4 Definition of Terms 16
CHAPTER TWO LITERATURE REVIEWS 18
2.1 English as the Global Language 18
2.2 English Learning in Taiwan 20
2.3 Cram School and the English Language Learning 22
2.4 The Importance of Reading 26
2.4.1 Letter Knowledge 27
2.4.2 Phonological Awareness 28
2.4.3 Reading Attitudes 29
2.4.4 Letter Knowledge, Phonological Awareness and Reading Attitude 29
2.4.5 Children’s English Literature 30
2.5 Balanced Reading Instruction (BRI) 32
2.5.1 What is balanced Reading Instruction? 32
2.5.2 Whole Language and Phonics Approaches 33
2.5.3 The Principles and Design of the BRI 35
2.5.4 Related Studies on BRI 37
2.5.5 Synthesis of the previous BRI studies 40
2.6 Reading Assessment 40
2.6.1 Reading Assessment and the Abecedarian Reading Assessment Method 40
CHAPTER THREE RESEARCH METHODOLOGY 45
3.1 Research Design 45
3.2 Pilot Study 46
3.2.1 Participants 50
3.2.2 Phonemic Awareness test 56
3.2.3 Teaching materials setting: 58
3.4 Data Collection Methods 62
3.4.1 Observation 63
3.4.2 Interviews 64
3.4.3 Researcher’s Journals 64
3.4.4 Document Reviews 65
3.4.5 Running Records 66
3.4.6 The Pre-test and the Post-test Reading Attitude Questionnaires 66
3.4.7 Coding the Data 71
3.4.8 Prepare the data for analysis 72
3.4.9 Analysis Process 72
3.5 Research Process 74
3.5.1 Teaching methods and process 74
3.5.2 Action Research Cycle One 78
3.5.3 Action Research Cycle Two 82
3.5.4 Action Research Cycle Three 84
3.6 Teacher as an Action Researcher 87
3.6.1 Triangulation 89
CHAPTER FOUR RESULTS AND DISCUSSIONS 91
4.1 Result of the Abecedarian Reading Assessment 92
4.1.1 The results and discussion on letter knowledge 93
4.2.1 Results of The Pre and Post test of Reading Attitude Questionnaires 100
4.3 Interviews 106
4.3.1 The analyses of the Students interview 107
CHAPTER FIVE CONCLUSIONS AND RECOMMENDATIONS 119
5.1 Main Findings 119
5.2 Pedagogical Implications 122
5.3 Limitations and Suggestions for Future Researches 124
REFERENCES 126		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095152025en_US
dc.subject (關鍵詞) 平衡閱讀教學zh_TW
dc.subject (關鍵詞) 字母知識zh_TW
dc.subject (關鍵詞) 語音覺識zh_TW
dc.subject (關鍵詞) 閱讀態度zh_TW
dc.subject (關鍵詞) 英語初學者zh_TW
dc.subject (關鍵詞) 補習班zh_TW
dc.subject (關鍵詞) balanced reading instructionen_US
dc.subject (關鍵詞) letter knowledgeen_US
dc.subject (關鍵詞) phonological awarenessen_US
dc.subject (關鍵詞) reading attitudeen_US
dc.subject (關鍵詞) EFL beginnersen_US
dc.subject (關鍵詞) cram schoolen_US
dc.title (題名) 平衡閱讀教學對英語初學者字母知識、語音覺識 、及閱讀態度之影響－以台灣補習班zh_TW
dc.title (題名) The impact of BRI on the letter knowledge, phonological awareness, and attitude of EFL beginners in a Taiwan cram school.en_US
dc.type (資料類型) thesisen
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