1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 歌謠韻文對台灣國小學童英語口說溝通態度之成效：個案研究
The Effects of Songs and Chants on a Young EFL Learner`s Attitudes toward Oral Communication: A Case Study
作者 張安瑜
Chang, An Yu
貢獻者 余明忠
Yu, Ming Chung
張安瑜
Chang, An Yu
關鍵詞 歌謠韻文
口說溝通
學習態度
songs and chants
oral communication
learning attitudes
日期 2013
上傳時間 6-Aug-2014 11:56:52 (UTC+8)
摘要 本個案研究旨在探討英語歌謠韻文對一位國小學童口說溝通態度之成效。資料收集與分析主要採取質性之資料收集及分析法，以期對於歌謠韻文教學之於國小學童口說溝通態度能有更深入的了解。參與本研究的學生為一位就讀於新北市大型公立國小三年級，從小未參與過任何課外英語課程的學童。研究期間自民國一百年八月至民國一百零一年二月，資料收集方式以半結構式訪談、課堂錄影觀察及教師日誌為主。
本個案研究以學習態度的三個面向來探討歌謠韻文教學對國小學童口說溝通態度之成效。研究結果顯示，無論在認知、情感及行為等面向，對話式的歌謠韻文對國小學童的口說溝通態度皆有正面成效。唯由於受試者之個性化差異，歌謠韻文教學的活動型態也可能對學童的態度產生不同影響。研究者根據這些發現，提出對歌謠韻文教學之於國小學童口說溝通態度的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。
This case study attempts to have a better understanding of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic picture of the young learner’s English learning at school. The participant was a third grader who studied in a large-sized public elementary school in New Taipei City. She had never taken any extracurricular English courses after school. The only instruction she received was the eighty-minute lesson per week from her school English teacher. Data was collected from August, 2011 to February, 2012. The teacher’s journals, video-recordings of classroom observation, and three semi-structured interviews were utilized to collect data for the analyses of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication.
The results revealed that the participant showed positive attitudinal changes while receiving the songs and chants related instruction. According to the participant’s cognitive responses, emotional states and behaviors, both verbally and nonverbally, the researcher suggested that songs and chants could motivate the young learner’s attitudes toward oral communication in English. However, the types of songs and chants related activities might affect the young learner’s willingness to speak. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped to provide some insights into the dynamics of songs and chants instruction as well as young EFL learners’ attitudes toward oral communication.
參考文獻 Abbott, M. (2002). Using music to promote L2 learning among adult learners. TESOL journal, 11(1), 10-17.
Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of Libyan secondary school students. Asian social science, 8(2), 119-134.
Alcock, S., Cullen, J., & George, A. S. (2008). Word-play and musike: Young children learning literacies while communicating playfully. Australian journal of early childhood, 33(2), 1-9.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. USA: National Institute for Literacy.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education.
Brown, H. D. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.
Butler, Y. G. (2009). How do teachers observe and evaluate elementary school students’ foreign language performance? A case study from South Korea. TESOL quarterly, 43(3), 417-444.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Chang, S. J. (2000). Great ideas for teaching English rhymes & songs. Taipei, Taiwan: East & West Book.
Chang, Y. L. (2001). Teaching children English in the whole language approach. Taipei, Taiwan: Caves Books.
Chang, W. C. (2006). English language education in Taiwan: A comprehensive survey. Journal of Educational Resources and Research, 65, 129-144. Taipei: National Academy for Educational Research.
Chang, W. C. (2007). A brief sketch of Taiwan’s English education at primary level. Primary innovations regional seminar: A collection of papers, 67-73. British Council.
Chen, H. C. (2009). A study of computer-assisted song listening tasks for EFL students. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.
Chen, Y. C. & Chen, P. C. (2009). The effect of English songs on learning motivation and learning performance. WHAMPOA – an interdisciplinary journal, 56, 13-28.
Cheng, L. L. (1987). Assessing Asian language performance: Guidelines for evaluating limited-English-proficient students. Maryland: Aspen Publication.
Chern, C. L. (2010). An overview of English language education at primary level in Taiwan. Retrieved January 17, 2011, from http://www.gavo.t.u-tokyo.ac.jp/L2WS2010/papers/L2WS2010_S-03.pdf
Crawford, J. (2001). Teacher perceptions of the primary English language program in Taiwan: From the outside looking in. Paper presented at the Applied linguistic association of Australia annual conference. Canberra University, Australia.
Danielson, E. (2000). The importance of nursery rhymes. Retrieved July 10, 2011, from EBSCOhost.
Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning 53 (Supplement 2), 3-32.
Douville, P. (2001). Tips for teaching: Using songs and chants as a source of predictable text. Preventing School Failure, 45(4), 187-88.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Fonseca-Mora, C., Toscano-Fuentes, C. & Wermke, K. (2011). Melodies that help: The relation between language aptitude and musical intelligence. Anglistik international journal of English studies, 22(1), 101-118.
Fonseca-Mora, C. (2000). Foreign language acquisition and melody singing. ELT journal, 54(2), 146-152.
Forster, E. (2006). The value of songs and chants for young learners. Encuentro: Journal of research and innovation in the language classroom, 16, 63-68.
Gardner, H. (2004). Frames of mind: The theory of multiple intelligences (20th-anniversary ed.). New York: Basic Books.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta linguarum 8, 9-20.
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
Graham, C. (2006). Creating chants and songs. New York: Oxford University Press.
Guba, E. G., & Lincoln. Y. S. (1989). Fourth generation evaluation. Newbury Park, Calif.: Sage.
Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Heinle.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex, England: Pearson Education Ltd.
Hill-Clarke, K. Y., & Robinson, N. R. (2004). It’s as easy as A-B-C and Do-Re-Mi: Music, rhythm, and rhyme enhance children’s literacy skills. Young children, 59(5), 91-95.
Hwang, S. R. (2007). Effects of an English rap program on oral performance and perception for potential English achievers in senior high school. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers. Unpublished master thesis, National Taipei University of Education, Taiwan.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rhyme awareness and learning motivation: A study of the second graders of Pingtung county. Unpublished master thesis, National Pingtung University of Education, Pingtung, Taiwan.
Liao, Y. H. (2009). An action study on using nursery rhymes for remedial teaching. Unpublished master thesis, Taipei Municipal University of Education, Taiwan.
Lightbown, P. M., & Spada, N. (1999) How language are learned (2nd ed.). Oxford: Oxford University Press.
Lo, M. L. (2002). The effects of teachers’ beliefs and musical intelligence on teaching songs and rhymes. Unpublished master thesis, National Taipei University of Education, Taiwan.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge: Cambridge University Press.
MacNaughton, G. & Williams, G. (2004). Teaching young children: Choices in theory and practice. Berkshire, England: Open University Press.
Maio, G. R. & Haddock, G. (2009). The psychology of attitudes and attitude change. London: Sage Publications Ltd.
Maley, A. (1987). Poetry and songs as effective language-learning activities. In W. M. Rivers (Eds.), Interactive language teaching (pp. 93-109). Melbourne, Australia: Cambridge University Press.
Masgoret, A., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language learning, 53, 123-163.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Medina, S. L. (1990). The effects of music upon second language vocabulary acquisition. Paper presented at the Annual meeting of the teachers of English to speakers of other languages. San Francisco.
Mihaljevic Djigunovic, J. (2012). Attitudes and motivation in early foreign language learning. CEPS Journal 2(3), S. 55-74. Retrieved July 1st, 2013, from http://www.pedocs.de/volltexte/2012/6787/pdf/cepsj_20012_3_MihaljevicDjigunovic_Attitudes_and_motivation.pdf.
Millington, N. T. (2011). Using songs effectively to teach English to young learners. Language education in Asia 2(1), 134-141. Retrieved February 18th, 2013, from http://dx.doi.org/10.5746/LEiA/11/V2/l1/A11/Millington.
Ministry of Education, Republic of China. (2008, May 23). The Guidelines of Grade 1 – 9 Integrated English Curriculum of Elementary and Junior High School. Retrieved July 10, 2011, from http://www.edu.tw/files/site_content/B0055/英語970526定稿(單冊).doc.
New Taipei City, Republic of China. (2008). The Guidelines of Integrated English Curriculum of Elementary and Junior High School in New Taipei City. Retrieved August 8, 2011, from http://tesag.ntpc.edu.tw/fdownload/fdlist.asp?a=1 &PageNo=2&id={ED16CB88-035D-428A-8766-D94F80B3EA06}.
Nunan, D. (1992). Research methods in language learning. New York: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2010). Teaching English to young learners: Theory, research and practice. Paper presented at the Nineteenth international symposium on English teaching. Taipei, Taiwan.
Omari, D. R. (2001). A comparison of foreign language teaching methods: Total physical response versus song/chants with kindergartners. Master of arts action
research project, Johnson Bible College, Tennessee, U.S.A.
Orlova, N. F. (2003). Helping prospective EFL teachers learn how to use songs in teaching conversation classes. The Internet TESL Journal. Retrieved August 1, 2012, from http://iteslj.org/Techniques/Orlova-Songs.html.
Pan, S. T. (2002). A study of English learning attitude of primary school students – based on Taipei metropolitan area. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
Paul, D. (1996). Songs and games for children. Oxford: Macmillan Publishers.
Petrides, J. R. (2006). Attitudes and motivation and their impact on the performance of young English as a foreign language learners. Journal of language and learning 4(1), 1-20.
Pien, T. M. (2008). The effects of using pictures in the English song instruction on English learning of third graders. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Read, C. (2007). 500 Activities for the primary classroom. Oxford: Macmillan Publishers.
Richard, W. (2006). Enhancing English among second language learners: the pre-school years. Early Years: An international journal of research and development, 26(3), 279-293.
Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal. Retrieved August 1, 2012, from
http://iteslj.org/Techniques/Saricoban-Songs.html
Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. Reading, Mass.: Addison-Wesley Publishing.
Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESL Journal. Retrieved August 1, 2012, from http://iteslj.org/Articles/Schoepp-Songs.html.
Sevik, M. (2011). Teacher views about using songs in teaching English to young learners. Educational research and reviews, 6(21), 1027-1035.
Sheldon, K. (2006). Sing along & learn. New York: Scholastic Inc..
Thain, L. A. (2010). Rhythm, music, and young learners: A winning combination. JALT2009 conference proceedings, 407-416. Tokyo: JALT.
Tseng, S. D. (2007). Effects of teaching of jazz chants on English speaking performance and attitudes for sixth-graders in southern Taiwan. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Ur, P. (1984). Teaching listening comprehension. Melbourne, Australia: Cambridge University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
van Lier, L. (1988). The classroom and the language learner. Essex, England: Longman.
Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign language annals, 45(S1), 98-117.
Wragg, E. C. (1994). An introduction to classroom observation. London: Routledge.
Wu, Y. C. (2007). The effects of nursery rhyme instruction on EFL remedial teaching in elementary schools. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.
Yalden, J. (1996). The communicative syllabus: Evolution, design, and implementation. Hertfordshire, UK: Phoenix ELT.
台北縣政府教育局 (2008)。台北縣提升學生英語口語表達能力之探究。台北縣
九十七年度教育研究成果報告。台北縣：台北縣政府教育局。
周中天（2001）。聽說教學與評量。國民中小學英語教學活動設計及評量指引。
台北市：教育部，頁217-252。
張武昌（2009）。臺灣英語教育政策之探討。臺灣英語教育政策之檢視：從小
學到大學。台北市：文鶴出版有限公司，頁13-46。
張春興（2007）。教育心理學—三化取向的理論與實踐（重修二版）。台北市：
東華書局。
張新銅、吳莉蓉（2004）。從教學中觀察學生語文學習態度之行動研究—以五結
國小六年級為例。2013年5月1日。取自http://cmc82.sivs.chc.edu.tw/93-research
描述 碩士
國立政治大學
英語教學碩士在職專班
98951008
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0989510081
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 張安瑜zh_TW
dc.contributor.author (Authors) Chang, An Yuen_US
dc.creator (作者) 張安瑜zh_TW
dc.creator (作者) Chang, An Yuen_US
dc.date (日期) 2013en_US
dc.date.accessioned 6-Aug-2014 11:56:52 (UTC+8)-
dc.date.available 6-Aug-2014 11:56:52 (UTC+8)-
dc.date.issued (上傳時間) 6-Aug-2014 11:56:52 (UTC+8)-
dc.identifier (Other Identifiers) G0989510081en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/68313-
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) 98951008zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本個案研究旨在探討英語歌謠韻文對一位國小學童口說溝通態度之成效。資料收集與分析主要採取質性之資料收集及分析法，以期對於歌謠韻文教學之於國小學童口說溝通態度能有更深入的了解。參與本研究的學生為一位就讀於新北市大型公立國小三年級，從小未參與過任何課外英語課程的學童。研究期間自民國一百年八月至民國一百零一年二月，資料收集方式以半結構式訪談、課堂錄影觀察及教師日誌為主。
本個案研究以學習態度的三個面向來探討歌謠韻文教學對國小學童口說溝通態度之成效。研究結果顯示，無論在認知、情感及行為等面向，對話式的歌謠韻文對國小學童的口說溝通態度皆有正面成效。唯由於受試者之個性化差異，歌謠韻文教學的活動型態也可能對學童的態度產生不同影響。研究者根據這些發現，提出對歌謠韻文教學之於國小學童口說溝通態度的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。		zh_TW
dc.description.abstract (摘要) This case study attempts to have a better understanding of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic picture of the young learner’s English learning at school. The participant was a third grader who studied in a large-sized public elementary school in New Taipei City. She had never taken any extracurricular English courses after school. The only instruction she received was the eighty-minute lesson per week from her school English teacher. Data was collected from August, 2011 to February, 2012. The teacher’s journals, video-recordings of classroom observation, and three semi-structured interviews were utilized to collect data for the analyses of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication.
The results revealed that the participant showed positive attitudinal changes while receiving the songs and chants related instruction. According to the participant’s cognitive responses, emotional states and behaviors, both verbally and nonverbally, the researcher suggested that songs and chants could motivate the young learner’s attitudes toward oral communication in English. However, the types of songs and chants related activities might affect the young learner’s willingness to speak. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped to provide some insights into the dynamics of songs and chants instruction as well as young EFL learners’ attitudes toward oral communication.		en_US
dc.description.tableofcontents Dedication…….…..………….……………………………………………………iii
Acknowledgments…………………………………………………………………iv
Table of Contents.………………………………………..……………………………v
Chinese Abstract…..………………………..……………………………………...viii
English Abstract….……………………………..…………………………………...ix
Chapter One: Introduction………………………………………………………..1
Background and Motivation…………………………………………………...1
Purpose of Study…….………………………………………………………….3
Significance of Study…………………………………………………………..4
Chapter Two: Literature Review………………………………………………….5
English Learning Attitudes……………………………………………………..5
Attitudes and Motivation………………………………………………….6
The Components of Learning Attitudes……………………………………7
Learners’ Attitudes toward Foreign Language Learning……9
Young Learners’ Attitudes toward Oral Communication in
English…..11
Oral Communicative Competence…………………………………………….12
Basic Types of Speaking Performance…………………………………...15
Micro- and Macro-skills of Oral Production…………………………..16
Communicative Functions of Speaking………………………………….17
Graded-activities for Macro-skills of Speaking and Oral
Interaction……17
The Instruction of Songs and Chants………………………………………….18
Focus on Forms……….……………………..…………………..……….19
Focus on Functions…...………………………..………………………20
Teachers’ Beliefs……...…………………….……………………………21
Learners’ Affective Factors………………………………………………21
Research Questions………………………………………………………23
Chapter Three: Methodology……………..…………………………………….25
The Participant and Context………...…………………………………………25
The Participant…………………………………………………………25
The Context…………………………………………………………….27
Materials……………………………………………………….…………….29
Instruments……………………………………………………….………….30
The Teacher’s Journals…………………………………………………..31
Video-recordings of Classroom Observation…………………………….32
Semi-structured Interviews…………………………………………….33
Procedures and Instruction…………………………………………………….36
The Instruction of Songs and Chants……….………………………….37
Data Analysis………………………………………………………………..38
Criteria of Learning Attitudes toward Oral
Communication in English…40
Criteria and Checklists of the Oral Performance………………40
Validity and Reliability…………………………………………………42
Chapter Four: Results…………………………………………………………..43
Cognitive Aspects...…………………………….……………..……………...43
The Participant’s Cognitive Responses before the Songs
and Chants Instruction………………………………………………………………..44
The Participant’s Cognitive Responses after the Songs
and Chants Instruction……………………………….……………………………..46
Affective States………………………………….…………………………….47
Behavioral Responses………………………………..………...…………...…51
Verbal Behaviors toward Oral communication…………………………..52
Summary of Three Oral Interviews……………………………………52
The Ability of Greeting & Asking and Answering about
Personal Information…………………………………………………………….54
The Ability of Describing Personal Appearances …………………56
The Ability of Asking and Answering about School
Things…………..58
General Comments……………………………………………………….60
In-class Oral Performance………………………………………………..62
Imitative Speaking……………………………………………………….64
Intensive Speaking……………………………………………………….65
Responsive Speaking……….………………………………………….66
Transactional Speaking…………………….…………………………...67
Nonverbal Behaviors toward the Instruction of Songs and
Chants……68
Chapter Five: Discussion………………………………………………………….77
Cognitive Aspects……………………………..…..………………………….77
Communicative Needs…………………………………………………...78
Affective States...…………………………………………….……………….79
Learner’s Aptitudes……………………………………………...……….79
Behavioral Responses………………………………………………..…….….81
Limited Length of Oral Performance……………………….……….…81
Implicit Speaking Strategies…………………………………………...83
Chapter Six: Conclusions and Implications……………….………………….…87
Summary of the Study………………………………………………….……87
Implications………………………..………………………………………...88
Limitations………………………………………………………….………..89
Suggestions for Future Research………………………………………..……90
References………………………………………………………………………....91
Appendixes
Appendix 1: Songs and Chants from the Textbook………………………99
Appendix 2: Songs and Chants from Supplementary
Materials…………… 100
Appendix 3: The Teacher’s Journal……………………………………...…101
Appendix 4: Semi-structured Interview (1st)………………………………104
Appendix 5: Semi-structured Interview (2nd)………………………………106
Appendix 6: Semi-structured Interview (3rd)………………………………108
Appendix 7: Criteria and Checklists of Classroom
Observation…………….110		zh_TW
dc.format.extent 2303725 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/#G0989510081en_US
dc.subject (關鍵詞) 歌謠韻文zh_TW
dc.subject (關鍵詞) 口說溝通zh_TW
dc.subject (關鍵詞) 學習態度zh_TW
dc.subject (關鍵詞) songs and chantsen_US
dc.subject (關鍵詞) oral communicationen_US
dc.subject (關鍵詞) learning attitudesen_US
dc.title (題名) 歌謠韻文對台灣國小學童英語口說溝通態度之成效：個案研究zh_TW
dc.title (題名) The Effects of Songs and Chants on a Young EFL Learner`s Attitudes toward Oral Communication: A Case Studyen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abbott, M. (2002). Using music to promote L2 learning among adult learners. TESOL journal, 11(1), 10-17.
Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ attitudes towards learning English language: The case of Libyan secondary school students. Asian social science, 8(2), 119-134.
Alcock, S., Cullen, J., & George, A. S. (2008). Word-play and musike: Young children learning literacies while communicating playfully. Australian journal of early childhood, 33(2), 1-9.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. USA: National Institute for Literacy.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education.
Brown, H. D. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.
Butler, Y. G. (2009). How do teachers observe and evaluate elementary school students’ foreign language performance? A case study from South Korea. TESOL quarterly, 43(3), 417-444.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Chang, S. J. (2000). Great ideas for teaching English rhymes & songs. Taipei, Taiwan: East & West Book.
Chang, Y. L. (2001). Teaching children English in the whole language approach. Taipei, Taiwan: Caves Books.
Chang, W. C. (2006). English language education in Taiwan: A comprehensive survey. Journal of Educational Resources and Research, 65, 129-144. Taipei: National Academy for Educational Research.
Chang, W. C. (2007). A brief sketch of Taiwan’s English education at primary level. Primary innovations regional seminar: A collection of papers, 67-73. British Council.
Chen, H. C. (2009). A study of computer-assisted song listening tasks for EFL students. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.
Chen, Y. C. & Chen, P. C. (2009). The effect of English songs on learning motivation and learning performance. WHAMPOA – an interdisciplinary journal, 56, 13-28.
Cheng, L. L. (1987). Assessing Asian language performance: Guidelines for evaluating limited-English-proficient students. Maryland: Aspen Publication.
Chern, C. L. (2010). An overview of English language education at primary level in Taiwan. Retrieved January 17, 2011, from http://www.gavo.t.u-tokyo.ac.jp/L2WS2010/papers/L2WS2010_S-03.pdf
Crawford, J. (2001). Teacher perceptions of the primary English language program in Taiwan: From the outside looking in. Paper presented at the Applied linguistic association of Australia annual conference. Canberra University, Australia.
Danielson, E. (2000). The importance of nursery rhymes. Retrieved July 10, 2011, from EBSCOhost.
Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning 53 (Supplement 2), 3-32.
Douville, P. (2001). Tips for teaching: Using songs and chants as a source of predictable text. Preventing School Failure, 45(4), 187-88.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Fonseca-Mora, C., Toscano-Fuentes, C. & Wermke, K. (2011). Melodies that help: The relation between language aptitude and musical intelligence. Anglistik international journal of English studies, 22(1), 101-118.
Fonseca-Mora, C. (2000). Foreign language acquisition and melody singing. ELT journal, 54(2), 146-152.
Forster, E. (2006). The value of songs and chants for young learners. Encuentro: Journal of research and innovation in the language classroom, 16, 63-68.
Gardner, H. (2004). Frames of mind: The theory of multiple intelligences (20th-anniversary ed.). New York: Basic Books.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta linguarum 8, 9-20.
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
Graham, C. (2006). Creating chants and songs. New York: Oxford University Press.
Guba, E. G., & Lincoln. Y. S. (1989). Fourth generation evaluation. Newbury Park, Calif.: Sage.
Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Heinle.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex, England: Pearson Education Ltd.
Hill-Clarke, K. Y., & Robinson, N. R. (2004). It’s as easy as A-B-C and Do-Re-Mi: Music, rhythm, and rhyme enhance children’s literacy skills. Young children, 59(5), 91-95.
Hwang, S. R. (2007). Effects of an English rap program on oral performance and perception for potential English achievers in senior high school. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.
Kuo, C. L. (2010). The effects of English song-teaching instruction on English vocabulary ability and English learning attitude of low English achievers. Unpublished master thesis, National Taipei University of Education, Taiwan.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press.
Lee, H. C. (2010). Applying English songs and rhymes to enhance EFL children’s rhyme awareness and learning motivation: A study of the second graders of Pingtung county. Unpublished master thesis, National Pingtung University of Education, Pingtung, Taiwan.
Liao, Y. H. (2009). An action study on using nursery rhymes for remedial teaching. Unpublished master thesis, Taipei Municipal University of Education, Taiwan.
Lightbown, P. M., & Spada, N. (1999) How language are learned (2nd ed.). Oxford: Oxford University Press.
Lo, M. L. (2002). The effects of teachers’ beliefs and musical intelligence on teaching songs and rhymes. Unpublished master thesis, National Taipei University of Education, Taiwan.
Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge: Cambridge University Press.
MacNaughton, G. & Williams, G. (2004). Teaching young children: Choices in theory and practice. Berkshire, England: Open University Press.
Maio, G. R. & Haddock, G. (2009). The psychology of attitudes and attitude change. London: Sage Publications Ltd.
Maley, A. (1987). Poetry and songs as effective language-learning activities. In W. M. Rivers (Eds.), Interactive language teaching (pp. 93-109). Melbourne, Australia: Cambridge University Press.
Masgoret, A., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language learning, 53, 123-163.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Medina, S. L. (1990). The effects of music upon second language vocabulary acquisition. Paper presented at the Annual meeting of the teachers of English to speakers of other languages. San Francisco.
Mihaljevic Djigunovic, J. (2012). Attitudes and motivation in early foreign language learning. CEPS Journal 2(3), S. 55-74. Retrieved July 1st, 2013, from http://www.pedocs.de/volltexte/2012/6787/pdf/cepsj_20012_3_MihaljevicDjigunovic_Attitudes_and_motivation.pdf.
Millington, N. T. (2011). Using songs effectively to teach English to young learners. Language education in Asia 2(1), 134-141. Retrieved February 18th, 2013, from http://dx.doi.org/10.5746/LEiA/11/V2/l1/A11/Millington.
Ministry of Education, Republic of China. (2008, May 23). The Guidelines of Grade 1 – 9 Integrated English Curriculum of Elementary and Junior High School. Retrieved July 10, 2011, from http://www.edu.tw/files/site_content/B0055/英語970526定稿(單冊).doc.
New Taipei City, Republic of China. (2008). The Guidelines of Integrated English Curriculum of Elementary and Junior High School in New Taipei City. Retrieved August 8, 2011, from http://tesag.ntpc.edu.tw/fdownload/fdlist.asp?a=1 &PageNo=2&id={ED16CB88-035D-428A-8766-D94F80B3EA06}.
Nunan, D. (1992). Research methods in language learning. New York: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2010). Teaching English to young learners: Theory, research and practice. Paper presented at the Nineteenth international symposium on English teaching. Taipei, Taiwan.
Omari, D. R. (2001). A comparison of foreign language teaching methods: Total physical response versus song/chants with kindergartners. Master of arts action
research project, Johnson Bible College, Tennessee, U.S.A.
Orlova, N. F. (2003). Helping prospective EFL teachers learn how to use songs in teaching conversation classes. The Internet TESL Journal. Retrieved August 1, 2012, from http://iteslj.org/Techniques/Orlova-Songs.html.
Pan, S. T. (2002). A study of English learning attitude of primary school students – based on Taipei metropolitan area. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
Paul, D. (1996). Songs and games for children. Oxford: Macmillan Publishers.
Petrides, J. R. (2006). Attitudes and motivation and their impact on the performance of young English as a foreign language learners. Journal of language and learning 4(1), 1-20.
Pien, T. M. (2008). The effects of using pictures in the English song instruction on English learning of third graders. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Read, C. (2007). 500 Activities for the primary classroom. Oxford: Macmillan Publishers.
Richard, W. (2006). Enhancing English among second language learners: the pre-school years. Early Years: An international journal of research and development, 26(3), 279-293.
Saricoban, A. & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal. Retrieved August 1, 2012, from
http://iteslj.org/Techniques/Saricoban-Songs.html
Savignon, S. J. (1983). Communicative competence: Theory and classroom practice. Reading, Mass.: Addison-Wesley Publishing.
Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The Internet TESL Journal. Retrieved August 1, 2012, from http://iteslj.org/Articles/Schoepp-Songs.html.
Sevik, M. (2011). Teacher views about using songs in teaching English to young learners. Educational research and reviews, 6(21), 1027-1035.
Sheldon, K. (2006). Sing along & learn. New York: Scholastic Inc..
Thain, L. A. (2010). Rhythm, music, and young learners: A winning combination. JALT2009 conference proceedings, 407-416. Tokyo: JALT.
Tseng, S. D. (2007). Effects of teaching of jazz chants on English speaking performance and attitudes for sixth-graders in southern Taiwan. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Ur, P. (1984). Teaching listening comprehension. Melbourne, Australia: Cambridge University Press.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
van Lier, L. (1988). The classroom and the language learner. Essex, England: Longman.
Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign language annals, 45(S1), 98-117.
Wragg, E. C. (1994). An introduction to classroom observation. London: Routledge.
Wu, Y. C. (2007). The effects of nursery rhyme instruction on EFL remedial teaching in elementary schools. Unpublished master thesis, National Chengchi University, Taipei, Taiwan.
Yalden, J. (1996). The communicative syllabus: Evolution, design, and implementation. Hertfordshire, UK: Phoenix ELT.
台北縣政府教育局 (2008)。台北縣提升學生英語口語表達能力之探究。台北縣
九十七年度教育研究成果報告。台北縣：台北縣政府教育局。
周中天（2001）。聽說教學與評量。國民中小學英語教學活動設計及評量指引。
台北市：教育部，頁217-252。
張武昌（2009）。臺灣英語教育政策之探討。臺灣英語教育政策之檢視：從小
學到大學。台北市：文鶴出版有限公司，頁13-46。
張春興（2007）。教育心理學—三化取向的理論與實踐（重修二版）。台北市：
東華書局。
張新銅、吳莉蓉（2004）。從教學中觀察學生語文學習態度之行動研究—以五結
國小六年級為例。2013年5月1日。取自http://cmc82.sivs.chc.edu.tw/93-research		zh_TW