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題名 上課閱讀圖畫故事書對台灣國中生的效益
Pleasure reading: the effect of reading picture books in class on junior high school students in Taiwan
作者 黃銀梅
Huang, Yin Mei
貢獻者 余明忠
Yu, Ming Chung
黃銀梅
Huang, Yin Mei
關鍵詞 悅讀
閱讀動機
閱讀能力
寫作能力
圖畫故事書
pleasure reading
reading motivation
reading ability
writing ability
picture books
日期 2009
上傳時間 4-Sep-2013 14:56:54 (UTC+8)
摘要 悅讀是指讀者自己挑選有趣的書籍，自發性地廣泛閱讀。本研究是要探討悅讀對國中生的閱讀動機，閱讀能力，和寫作能力的影響。本實驗邀請台北市某所國中61位的八年級生參加，分為實驗組(悅讀組)和對照組(傳統閱讀組)。本實驗共為期23週，在學生的英文閱讀課進行，每週一次，每次45分鐘。實驗期間， 實驗組在上閱讀課時只專心於閱讀自己所選的圖畫故事書，而對照組則繼續原來由老師所主導的傳統閱讀課程。實驗進行前後二組學生都接受全民英檢的閱讀和寫作能力測驗及閱讀動機評量。這些測驗資料由電腦進行量化處理與分析，個別訪談結果則用來輔助說明結果與討論。
結果顯示，經過悅讀的實驗，學生的整體閱讀動機提升了。此外，多面向的動機顯示，參與者的閱讀自信和閱讀成就與目地深受悅讀課程所影響，尤其是參與者從悅讀中產生很強的愉悅感，也增強了自信心。此結果證明了悅讀的最大功能—增進愉悅感。但是此研究並未發現悅讀能有效地改進參與者的閱讀和寫作能力。
因為小樣本及有限的資料，本實驗結果只能提供建議性而非決地性的結果，不過本實驗還是能提供一些教育性的建議。如悅讀能納入學校課程當作正規英文課的輔助。學校每天的早自習是讓學生悅讀的最佳時間。另外，賦予不同程度的學生不同的閱讀目標與配合適當的閱讀活動能增進他們的英語能力。爲了更深刻了解悅讀對國中生的效益，最好從校內全體的七年級生開始進行為期三年的悅讀課程，最後以高中入學的基本學力測驗英文科成績來檢驗其成效。期待面對繁重課業壓力的國中生能透過悅讀快樂地並有效地學習英文。
Pleasure reading refers to any reading in which self-motivated readers pick up books they are interested in and engage themselves in those books. Pleasure reading has long been recognized as a powerful tool for fostering reading interest and enhancing literacy development. This study aimed to investigate the impacts of pleasure reading on EFL junior high school students’ reading motivation, reading comprehension, and writing ability. Sixty-one eighth graders in a junior high school in Taipei were divided into the experimental group (pleasure reading group) and the control group (traditional reading group). This program was carried out during the English Reading class, once a week with 45 minutes for each period. During the 23-week reading program, the experimental group only focused on reading self-selected picture books without any instructions while the control group still received the skill-based reading approach. Before and after the program, their reading and writing ability were examined by the reading and writing tests of General English Proficiency Test (GEPT) and their reading motivation was measured by the Motivation for Reading Questionnaire (MRQ). The data collected were analyzed quantitatively and the interview data were utilized to interpret and support the findings.
The results revealed that the experimental group participants’ overall reading motivation was enhanced significantly after the program. As for the multifaceted motivation, the results showed that the participants’ “reading self-efficacy” and “reading achievement values and goals” were influenced strongly by pleasure reading. Among the 12 reading dimensions, “enjoyment” was the most significant factor. All the findings confirmed the main value of pleasure reading-- reading for enjoyment, and such enjoyment promoted students’ reading motivation very positively. With respect to the participants’ reading and writing ability, the results did not show significant improvement. Pleasure reading did not influence the participants’ language proficiency positively. However, both groups made some progress in the posttest in the gain score. Therefore, pleasure reading appeared to be at least as effective as the traditional reading approach. Pleasure reading was more interesting and enjoyable for junior high students.
Although the results may not be taken as conclusive because of limited data and small samples, this study still provides some pedagogical implications and suggestions. Pleasure reading can be implemented into school curriculum as a counterpart of regular English class, a kind of skill-based English class. The school’s morning session is a good time for students to read self-chosen materials. Moderate tasks should be set for students with different language levels to conquer. Appropriate reading activities can be integrated to help stimulate students’ reading. To get a clear picture of its effect on junior high level students, it is necessary to conduct the program for a longer duration and with larger samples. Therefore, it is suggested that further study can start with all the seventh graders in junior high schools and the study should last for three years. The entrance exam of senior high school, the Basic Competence Test can be adopted as the measurement of language proficiency. It is expected that junior high students under academic pressure can learn English happily and effectively.
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描述 碩士
國立政治大學
英語教學碩士在職專班
91951016
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0919510162
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 黃銀梅zh_TW
dc.contributor.author (Authors) Huang, Yin Meien_US
dc.creator (作者) 黃銀梅zh_TW
dc.creator (作者) Huang, Yin Meien_US
dc.date (日期) 2009en_US
dc.date.accessioned 4-Sep-2013 14:56:54 (UTC+8)-
dc.date.available 4-Sep-2013 14:56:54 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 14:56:54 (UTC+8)-
dc.identifier (Other Identifiers) G0919510162en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60033-
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) 91951016zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 悅讀是指讀者自己挑選有趣的書籍，自發性地廣泛閱讀。本研究是要探討悅讀對國中生的閱讀動機，閱讀能力，和寫作能力的影響。本實驗邀請台北市某所國中61位的八年級生參加，分為實驗組(悅讀組)和對照組(傳統閱讀組)。本實驗共為期23週，在學生的英文閱讀課進行，每週一次，每次45分鐘。實驗期間， 實驗組在上閱讀課時只專心於閱讀自己所選的圖畫故事書，而對照組則繼續原來由老師所主導的傳統閱讀課程。實驗進行前後二組學生都接受全民英檢的閱讀和寫作能力測驗及閱讀動機評量。這些測驗資料由電腦進行量化處理與分析，個別訪談結果則用來輔助說明結果與討論。
結果顯示，經過悅讀的實驗，學生的整體閱讀動機提升了。此外，多面向的動機顯示，參與者的閱讀自信和閱讀成就與目地深受悅讀課程所影響，尤其是參與者從悅讀中產生很強的愉悅感，也增強了自信心。此結果證明了悅讀的最大功能—增進愉悅感。但是此研究並未發現悅讀能有效地改進參與者的閱讀和寫作能力。
因為小樣本及有限的資料，本實驗結果只能提供建議性而非決地性的結果，不過本實驗還是能提供一些教育性的建議。如悅讀能納入學校課程當作正規英文課的輔助。學校每天的早自習是讓學生悅讀的最佳時間。另外，賦予不同程度的學生不同的閱讀目標與配合適當的閱讀活動能增進他們的英語能力。爲了更深刻了解悅讀對國中生的效益，最好從校內全體的七年級生開始進行為期三年的悅讀課程，最後以高中入學的基本學力測驗英文科成績來檢驗其成效。期待面對繁重課業壓力的國中生能透過悅讀快樂地並有效地學習英文。		zh_TW
dc.description.abstract (摘要) Pleasure reading refers to any reading in which self-motivated readers pick up books they are interested in and engage themselves in those books. Pleasure reading has long been recognized as a powerful tool for fostering reading interest and enhancing literacy development. This study aimed to investigate the impacts of pleasure reading on EFL junior high school students’ reading motivation, reading comprehension, and writing ability. Sixty-one eighth graders in a junior high school in Taipei were divided into the experimental group (pleasure reading group) and the control group (traditional reading group). This program was carried out during the English Reading class, once a week with 45 minutes for each period. During the 23-week reading program, the experimental group only focused on reading self-selected picture books without any instructions while the control group still received the skill-based reading approach. Before and after the program, their reading and writing ability were examined by the reading and writing tests of General English Proficiency Test (GEPT) and their reading motivation was measured by the Motivation for Reading Questionnaire (MRQ). The data collected were analyzed quantitatively and the interview data were utilized to interpret and support the findings.
The results revealed that the experimental group participants’ overall reading motivation was enhanced significantly after the program. As for the multifaceted motivation, the results showed that the participants’ “reading self-efficacy” and “reading achievement values and goals” were influenced strongly by pleasure reading. Among the 12 reading dimensions, “enjoyment” was the most significant factor. All the findings confirmed the main value of pleasure reading-- reading for enjoyment, and such enjoyment promoted students’ reading motivation very positively. With respect to the participants’ reading and writing ability, the results did not show significant improvement. Pleasure reading did not influence the participants’ language proficiency positively. However, both groups made some progress in the posttest in the gain score. Therefore, pleasure reading appeared to be at least as effective as the traditional reading approach. Pleasure reading was more interesting and enjoyable for junior high students.
Although the results may not be taken as conclusive because of limited data and small samples, this study still provides some pedagogical implications and suggestions. Pleasure reading can be implemented into school curriculum as a counterpart of regular English class, a kind of skill-based English class. The school’s morning session is a good time for students to read self-chosen materials. Moderate tasks should be set for students with different language levels to conquer. Appropriate reading activities can be integrated to help stimulate students’ reading. To get a clear picture of its effect on junior high level students, it is necessary to conduct the program for a longer duration and with larger samples. Therefore, it is suggested that further study can start with all the seventh graders in junior high schools and the study should last for three years. The entrance exam of senior high school, the Basic Competence Test can be adopted as the measurement of language proficiency. It is expected that junior high students under academic pressure can learn English happily and effectively.		en_US
dc.description.tableofcontents Acknowledgments……………………………………………………………………iii
Chinese Abstract……………………………………………………………………. vii
English Abstract………………………………………………………………………ix
Chapter One: Introduction 1
Background 1
Motivation 6
Purpose 8
Chapter Two: Literature Review 9
Theoretical Background 9
Input Hypothesis 9
Affective Filter Hypothesis and Pleasure Hypothesis 10
Bookstrap Hypothesis 11
The Concept of Pleasure Reading 12
Self-selection of Materials 13
Pleasant Feelings 14
Meaningful Learning 15
Pleasure Reading in L2 Classroom 15
The Value of Picture Books 16
Language Ability Development 17
Motivation Promotion 19
Cultural Awareness Inspiring 19
It is for All Ages 20
Pleasure Reading and Reading Comprehension 21
Pleasure Reading and Writing Ability 25
Pleasure Reading and Reading Motivation 28
Related Studies on Pleasure Reading 34
Need for Investigation 42
Charpter Three: Methodology 46
Participants 46
Instruments 48
Picture Books 48
Motivation Questionnaire 49
Pilot Study Motivation Questionnaire 50
Formal Motivation Questionnaire 52
General English Proficiency Test 53
Book Report and Book Log 54
Program Response Questionnaire and Personal Interview 55
Instructional Procedures 55
Data Analysis 59
Chapter Four: Results 64
Research Question 1: How Do the Experimental Group Participants Change in Their Reading Motivation Through the Pleasure Reading Program? 64
Results of Overall Reading Motivation 64
Results of Three Aspects of Reading Motivation 65
Results of Dimensions in the First Aspect of Reading Motivation 67
Results of Dimensions in the Second Aspect of Reading Motivation 68
Results of Dimensions in the Third Aspect of Reading Motivation 70
Research Question 2: To What Extent Do the Experimental Group Participants Improve Their Reading and Writing Ability When Compared to the Control Group Participants? 71
Results of Reading Comprehension Test in GEPT 71
Results of Writing Test in GEPT 72
Chapter Five: Discussion 74
Discussion of Research Question 1: How Do the Experimental Group Participants Change in Their Reading Motivation Through the Pleasure Reading Program? 74
Discussion of Research Question 2: To What Extent Do the Experimental Group Participants Improve Their Reading and Writing Ability When Compared to the Control Group Participants? 81
Summary of Discussion 92
Chapter Six: Conclusion 94
Summary of Findings 94
Pedagogical Implication 96
Limitation 99
Suggestions for Further Studies 100
References 102
Appendixes 123		zh_TW
dc.format.extent 1147068 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0919510162en_US
dc.subject (關鍵詞) 悅讀zh_TW
dc.subject (關鍵詞) 閱讀動機zh_TW
dc.subject (關鍵詞) 閱讀能力zh_TW
dc.subject (關鍵詞) 寫作能力zh_TW
dc.subject (關鍵詞) 圖畫故事書zh_TW
dc.subject (關鍵詞) pleasure readingen_US
dc.subject (關鍵詞) reading motivationen_US
dc.subject (關鍵詞) reading abilityen_US
dc.subject (關鍵詞) writing abilityen_US
dc.subject (關鍵詞) picture booksen_US
dc.title (題名) 上課閱讀圖畫故事書對台灣國中生的效益zh_TW
dc.title (題名) Pleasure reading: the effect of reading picture books in class on junior high school students in Taiwanen_US
dc.type (資料類型) thesisen
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