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題名 任務型教學活動對國小學童英語閱讀理解之成效
The Effects of Task-Based Activities on Elementary Students` English Reading Comprehension
作者 陳瑛芬
Chen, Ying Fen
貢獻者 余明忠
Yu, Ming Chung
陳瑛芬
Chen, Ying Fen
關鍵詞 任務型教學
閱讀理解
英語學習態度
task-based teaching
reading comprehension
English learning attitudes
日期 2016
上傳時間 1-Mar-2016 10:55:42 (UTC+8)
摘要 本研究旨在探討任務型教學活動對國小學童英語閱讀理解以及學習態度的影響。本研究對象為五十位來自台北市某公立小學四年級學生。他們分為實驗組和對照組。兩組無論在人數、性別、先前正式英語課程學習經驗及實驗前的閱讀理解測驗表現和英語學習態度問卷結果皆相似。實驗組採用任務型教學而對照組實施傳統PPP教學。兩組學生接受每週八十分鐘的教學。經過十二週教學後，兩組學生皆實施閱讀理解測驗之後測和英語學習態度問卷之後測。所有自兩組學生蒐集到的閱讀理解測驗之分數以及學習態度問卷之後測分數皆以獨立樣本t檢定來進行統計分析。研究結果顯示實驗組學生和對照組學生在閱讀理解測驗及英語學習態度皆有顯著差異。接受任務型教學的實驗組學生之閱讀理解測驗成績明顯優於實施傳統PPP教學的對照組學生。另外，實驗組學生比對照組學生持有更正向的英語學習態度。希望此研究結果可以提供英語老師們一些如何使用任務型教學活動來增進國小學童的閱讀能力的實務上建議。 最後，也提供未來的研究一些方向和建議。
This study investigated the effects of task-based activities on elementary students’ English reading comprehension and their attitudes towards English learning.
The participants were fifty fourth-grade students from a public elementary school in Taipei. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English Learning Attitudes. The students in the experimental group received TBLT instruction while the students in the control group received PPP instruction. Both groups received 80 minutes instruction per week. After a twelve-week instruction, the post-test of the revised reading comprehension test (RRCTCYLE) and the post-study English Learning Attitudes Questionnaire (ELA) were administered to both groups. The mean scores gathered from the post-test of the RRCTCYLE test, and those of the post-study ELA questionnaire were analyzed through independent samples t-tests. The results showed the students in the experimental group performed significantly better on the post-test than the students in the control group. The experimental group also demonstrated more positive attitudes towards English learning than the control group. It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to use task-based activities to improve students’ reading abilities. Last, some suggestions for future research were also offered.
Keywords: task-based teaching, reading comprehension, English learning attitudes
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Allport, G.W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology. Worcester, Mass: Clark University Press.
Anderson, N. A. Teaching Reading as a Life Skill. The Reading Teacher, 42 (October 1988), 92.
Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp.67-86). New York: Mc.Graw Hill Publishers.
Astika G. (2005). A task-based approach to reading English for specialized purposes. EA Journal 22(2), 22-35.
Barnet, M. (1989). What do first language reading theory and research mean for foreign language readers. In M. Barnet, More Than Meets the Eye, pp 1-35.
Brewster, J. & Ellis G with Girard D. (2002). The Primary English Teacher’s Guide, Pearson Education Limited.
Brown, H. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK: Longman.
Cairney, T.H. (1990). Teaching reading comprehension: Meaning makers at work. Milton Keynes (UK): Open University Press.
Candlin, C. (2001). Afterword: taking the curriculum to task. In M. Bygate, P. Kehan, & M. Swain (Eds.), Researching pedagogic tasks: second language learning, teaching and testing (p229-243). Essex: Pearson Education.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.
Carless, D. R. (2002). Implementing task-based learning with young learners. English Language Teaching Journal, 56(4), 389-396.
Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary school. System, 31(4), 485-500.
Carless, D. R. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639-622.
Carless, D. R. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35 (4), 595-608.
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. English Language Teaching Journal, 62(4), 331-338.
Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language teaching, 19, 49-66.
Carless, D. (2012). TBLT in EFL settings: looking back and moving forward. In A. Shehadeh & C. Coombe (Eds.), Task-based Language Learning and Teaching in EFL Contexts: Research and Implementation. Amsterdam/Philadelphia: John Benjamins.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17, 553-73.


Chall, J.S. and Jacobs, V.A. (2003). Poor Children`s Fourth-Grade Slump. American Educator, Spring, 2003. Retrieved Oct. 24, 2007, from http://www.aft.org/pubs-reports/american_educator/spring2003/chall.html.
Chastain, K. (1988). Developing second-language skills theory and practice (3rd ed.). FL: Harcourt Brace Jovanovich.
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Chen, Y-F. (2004). Reading Module, Elementary English Teacher’s Resource Pack (Ed.), Taipei Education Bureau & British Council (pp. 9-48)
Chou, P-Y. (2007). A Research on Developing Young EFL Learners’ L2 Literacy through Task-Based Reading-to-Writing Instruction (Master’s thesis). National Cheng Kung University, Taiwan, R.O.C.
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Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323
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Gove, M. (1983) “Clarifying Teachers’ Beliefs About Reading.” The Reading Teacher, 37, 261-268.
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臺北市政府教育局(2011) 臺北市國民小學99年度基本學力檢測計畫成果報告書臺北市政府教育局中華民國100年7月編印
描述 碩士
國立政治大學
英語教學碩士在職專班
96951005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0096951005
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 陳瑛芬zh_TW
dc.contributor.author (Authors) Chen, Ying Fenen_US
dc.creator (作者) 陳瑛芬zh_TW
dc.creator (作者) Chen, Ying Fenen_US
dc.date (日期) 2016en_US
dc.date.accessioned 1-Mar-2016 10:55:42 (UTC+8)-
dc.date.available 1-Mar-2016 10:55:42 (UTC+8)-
dc.date.issued (上傳時間) 1-Mar-2016 10:55:42 (UTC+8)-
dc.identifier (Other Identifiers) G0096951005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/81601-
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) 96951005zh_TW
dc.description.abstract (摘要) 本研究旨在探討任務型教學活動對國小學童英語閱讀理解以及學習態度的影響。本研究對象為五十位來自台北市某公立小學四年級學生。他們分為實驗組和對照組。兩組無論在人數、性別、先前正式英語課程學習經驗及實驗前的閱讀理解測驗表現和英語學習態度問卷結果皆相似。實驗組採用任務型教學而對照組實施傳統PPP教學。兩組學生接受每週八十分鐘的教學。經過十二週教學後，兩組學生皆實施閱讀理解測驗之後測和英語學習態度問卷之後測。所有自兩組學生蒐集到的閱讀理解測驗之分數以及學習態度問卷之後測分數皆以獨立樣本t檢定來進行統計分析。研究結果顯示實驗組學生和對照組學生在閱讀理解測驗及英語學習態度皆有顯著差異。接受任務型教學的實驗組學生之閱讀理解測驗成績明顯優於實施傳統PPP教學的對照組學生。另外，實驗組學生比對照組學生持有更正向的英語學習態度。希望此研究結果可以提供英語老師們一些如何使用任務型教學活動來增進國小學童的閱讀能力的實務上建議。 最後，也提供未來的研究一些方向和建議。zh_TW
dc.description.abstract (摘要) This study investigated the effects of task-based activities on elementary students’ English reading comprehension and their attitudes towards English learning.
The participants were fifty fourth-grade students from a public elementary school in Taipei. They were divided into two groups. The two groups were similar regarding numbers, gender, prior experiences with formal English instruction, reading performance and English Learning Attitudes. The students in the experimental group received TBLT instruction while the students in the control group received PPP instruction. Both groups received 80 minutes instruction per week. After a twelve-week instruction, the post-test of the revised reading comprehension test (RRCTCYLE) and the post-study English Learning Attitudes Questionnaire (ELA) were administered to both groups. The mean scores gathered from the post-test of the RRCTCYLE test, and those of the post-study ELA questionnaire were analyzed through independent samples t-tests. The results showed the students in the experimental group performed significantly better on the post-test than the students in the control group. The experimental group also demonstrated more positive attitudes towards English learning than the control group. It is hoped that the findings of this present study could provide English teachers with some practical suggestions on how to use task-based activities to improve students’ reading abilities. Last, some suggestions for future research were also offered.
Keywords: task-based teaching, reading comprehension, English learning attitudes		en_US
dc.description.tableofcontents Table of Contents
Acknowledgements iii
碩士論文提要 x
Abstract xi
CHAPTER 1 INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 4
Significance of the Study 5
Definitions of Terms 5
Organization of the Study 8
CHAPTER 2 LITERATURE REVIEW 9
The Importance of Teaching Reading to L2 Young Learners 9
Theories of Reading 10
The Schema Theory 11
The Reading Models 12
Teaching Reading to Elementary Students in Taipei 13
Teaching Reading Skills and Strategies 13
Using a Balanced Approach to Teaching Reading 13
Learning attitudes 14
Task-based Language Teaching and Learning 15
Definitions of ‘a task’ 15
Theories of Task-based Language Teaching and Learning 18
Task-Based Language Teaching as an Approach 19
Classifications of Tasks 22
The Framework of Task-Based Language Teaching 27
The Overview of Previous Research on TBLT 29
CHAPTER 3 METHODOLOGY 33
Participants 33
Instruments 36
Procedure 41
The Teaching Process 44
Data Analysis 49
CHAPTER 4 RESULTS 51
Results of the post-test of the Reading Comprehension Test (RRCTCYLE) 51
Results of the English Learning Attitudes Questionnaire 52
CHAPTER 5 DISCUSSION 61
Research Question (1): 61
The Essential Features of a Task-Based Lesson 62
The Use of Reading Tasks 65
Research Question (2): 67
Encouraging Students to Use English 69
Creating Contexts for Students to Communicate 70
Engaging Students in the Learning Process 71
Making the Tasks Appropriate and Comprehensible to Students 72
Enhancing Classroom Interactions and Students’ Learning 73
CHAPTER 6 CONCLUSION 77
Summary of Major Findings 77
Pedagogical implications 80
Limitations of this Study 82
Suggestions for Future Research 83
REFERENCES 84
REFERENCES 94
Appendix A: Reading Comprehension Test 104
Appendix B: Replacing ‘Read and write’ section with ‘Read and Match’ section 108
Appendix C: Face Validity of the Revised Reading Comprehension Test of Cambridge Young Learners’ English Tests 109
Appendix D: English Learning Attitudes Questionnaire (English Version) 111
Appendix E: English Learning Attitudes Questionnaire (Chinese Version) 113		zh_TW
dc.format.extent 2312689 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0096951005en_US
dc.subject (關鍵詞) 任務型教學zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 英語學習態度zh_TW
dc.subject (關鍵詞) task-based teachingen_US
dc.subject (關鍵詞) reading comprehensionen_US
dc.subject (關鍵詞) English learning attitudesen_US
dc.title (題名) 任務型教學活動對國小學童英語閱讀理解之成效zh_TW
dc.title (題名) The Effects of Task-Based Activities on Elementary Students` English Reading Comprehensionen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) REFERENCES
Allport, G.W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of social psychology. Worcester, Mass: Clark University Press.
Anderson, N. A. Teaching Reading as a Life Skill. The Reading Teacher, 42 (October 1988), 92.
Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical English language teaching (pp.67-86). New York: Mc.Graw Hill Publishers.
Astika G. (2005). A task-based approach to reading English for specialized purposes. EA Journal 22(2), 22-35.
Barnet, M. (1989). What do first language reading theory and research mean for foreign language readers. In M. Barnet, More Than Meets the Eye, pp 1-35.
Brewster, J. & Ellis G with Girard D. (2002). The Primary English Teacher’s Guide, Pearson Education Limited.
Brown, H. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK: Longman.
Cairney, T.H. (1990). Teaching reading comprehension: Meaning makers at work. Milton Keynes (UK): Open University Press.
Candlin, C. (2001). Afterword: taking the curriculum to task. In M. Bygate, P. Kehan, & M. Swain (Eds.), Researching pedagogic tasks: second language learning, teaching and testing (p229-243). Essex: Pearson Education.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.
Carless, D. R. (2002). Implementing task-based learning with young learners. English Language Teaching Journal, 56(4), 389-396.
Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary school. System, 31(4), 485-500.
Carless, D. R. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639-622.
Carless, D. R. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35 (4), 595-608.
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. English Language Teaching Journal, 62(4), 331-338.
Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language teaching, 19, 49-66.
Carless, D. (2012). TBLT in EFL settings: looking back and moving forward. In A. Shehadeh & C. Coombe (Eds.), Task-based Language Learning and Teaching in EFL Contexts: Research and Implementation. Amsterdam/Philadelphia: John Benjamins.
Carrell, P. L. & Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL Quarterly, 17, 553-73.


Chall, J.S. and Jacobs, V.A. (2003). Poor Children`s Fourth-Grade Slump. American Educator, Spring, 2003. Retrieved Oct. 24, 2007, from http://www.aft.org/pubs-reports/american_educator/spring2003/chall.html.
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