政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/121722
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113656/144643 (79%)
造訪人次 : 51759874      線上人數 : 596
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/121722


    題名: 台灣國小英語教師對於選擇繪本作為教材之實務及觀點: 一個質性個案研究
    Taiwanese Elementary School English Teachers’ Practices and Views of Selecting Picture Books as Teaching Materials: A Qualitative Case Study
    作者: 鄭晟均
    Jheng, Cheng-Jyun
    貢獻者: 招靜琪
    Chao, Chin-Chi
    鄭晟均
    Jheng, Cheng-Jyun
    關鍵詞: 英語繪本
    閱讀教學
    分級閱讀
    English picture books
    Reading instruction
    Graded reading
    日期: 2018
    上傳時間: 2019-01-04 15:47:27 (UTC+8)
    摘要: 隨著英語繪本及分級閱讀在語言教育中越來越受重視，教師們亦努力尋找各種善盡學校圖書資源的可能性，以努力提升學生整體英語閱讀的能力。本研究目的主要在於探討三位經驗豐富之小學英語教師對於進行圖書館英語圖書分級，以及使用繪本在課室當中作為額外閱讀教材的實務及觀點。本研究中採用兩種訪談模式:團體焦點訪談及個別訪談，以蒐集教師們的口述資料。
    研究顯示出:
    (1)三位教師對於圖書館的英文圖書分級，多以「文字難度」作為分類基準，並適時輔以「學生適讀年齡」及「文化」作為考量，此外教師們也指出，若以書本「主題」做分類，則有助於教師找尋適合的課程輔助教材。
    (2)三位教師們選擇繪本作為上課教材的標準與過去文獻所指的項目符合，選書標準重於「文字寫作豐富性」、「文化元素」、「學生語言程度」及「主題」等。
    (3)基於各種因素，三位教師們認為採用Lexile 圖書分級架構雖有其益處，但於EFL環境使用之前仍須通盤考量。
    最後，三位教師在訪談中皆表示，曾在學校進行繪本教學的過程中受到了些困難及限制，有鑑於此，本研究試以「教師專業自主」的概念作為此議題的開端，期盼日後研究能結合課室觀察，深入探討本議題。
    As more and more attention is paid to the use of English picture books and graded reading instruction in language education, teachers are now seeking possibilities of making the best use of books resources in the school library in order to improve students’ English reading ability as a whole. The main purpose of this study is to investigate three experienced EFL elementary school teachers’ practices and views of grading English books for the school library and adopting picture books as additional teaching materials in their classroom. In this study, two forms of interview, including focus-group interview and individual interview were conducted to collect their narrative data.
    The study indicated that:
    (1) The three teachers graded the English books in the library based mainly on “text difficulty”, taking “age-appropriateness” and “culture” into consideration for some situations. Besides, they indicated that categorizing books by “themes” is going to greatly help teachers find suitable books as supplementary teaching materials.
    (2) The three teachers’ criteria on selecting books as teaching materials are consistent with previous studies, focusing on the “richness and variation in writing styles”, “cultural elements”, “students’ language ability” and “themes”.
    (3) Based on various reasons, the three teachers considered that although Lexile Framework for Reading has it benefits, a thorough examination is necessary before adopting the framework in the EFL context.

    Last but not least, it is indicated by the three teachers that they all encountered difficulties and limitations during the process of using picture books. In light of this, the present study attempts to deal with the issue with the concept of “Teacher Autonomy”. It is hoped that classroom observations can be included into future studies to explore the issue further.
    參考文獻: Adams. M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
    Birketveit, A. & Rimmereide, H. E. (2013). Using Authentic Picture Books and Illustrated Books to Improve L2 Writing among 11-year-olds. The Language Learning Journal, 45(1), 100-116.
    Birketveit, A. (2015). Picture Books in EFL: vehicles of visual and verbal literacy. Nordic Journal of Modern Language Methodology, 3(1), 1-27.
    Burke, E. M. (1990). Literature for the Young Child. (2nd ed.). Boston: Allyn and Bacon.
    Carreira, J. K., Shigyo, T. (2013). Reading picture books using ICT in EFL: Preparation for letter learning. Journal of Humanities and Natural Sciences, 134, 23-30.
    Chang, S. L. (2017). Incorporating Picture Books in English Teaching to Improve Junior High School Students’ English Learning Motivation and Reading. Unpublished Master’s Thesis, National Taiwan Normal University, Taiwan.
    Chang, S. Y. (2002). Picture books: Alternative materials for teaching EFL children at elementary school. Journal of Humanities and Arts, 1, 157-189.
    Chen, W. C. (2009). A Survey of Elementary School Teachers’ Perceptions of and Practices in Using Picture Books. Unpublished Master’s Thesis, National Chengchi University, Taiwan.
    Chen, W. T. (2014). Research on the Grade Level Appropriateness of English Leveled Picture Books Selected and Used by Elementary Schools. Unpublished Master’s Thesis, University of Taipei, Taiwan.
    Chien Y. C. (2006). Impacts of English Vocabulary Learning Strategy Instructions to 5th Grade Elementary School Students. Unpublished Master’s Thesis, National Taipei University of Education, Taiwan.
    Chuang, L. L. (2014). Effectiveness of Storytelling with Differentiated Instruction on Taiwanese Fifth Graders’ Reading Comprehension. Unpublished Master’s Thesis, National Changhua University of Education, Taiwan.
    Cress, J. W., Plano Clark, V. L. (2011). Designing and conducting mixed method research. Thousand Oaks, CA: Sage.
    Cullinan, B. E. & Galda, L. (1998). Literature and the child (5th ed.). Fort Worth: PA: Harcourt Brace College Publishers.
    Dolch, E. W. (1936). A Basic Sight Vocabulary. The Elementary School Journal, vol. 36, no. 6, pp.456-460.
    Duff, P. (2008). Case study research in applied linguistics. New York, NY: Lawrence Erlbaum/Taylor & Francis.
    Duff, P. & Anderson, T. (2015). Case Study Research. In JD Brown & C. Coombs (Eds.), Cambridge guide to language research. Cambridge, UK: Cambridge University Press.
    Education Bureau of Taichung City Government. (2018). Assessment of Elementary School Student Achievement in 2018.
    Ellis, G. & Brewster, J. (2014). Tell It Again! The New Storytelling Handbook for Primary English Language Teachers. United Kingdom: British Council.
    Ellis, G. (2002). Learning English through children’s literature. Retrieved April 11, 2018, from https://www.teachingenglish.org.uk/article/learning-english-through-childrens-literature
    Fountas, I. C & Pinnell, G. S. (1999). Matching Books to Readers: Using Leveled Books in Guided Reading, K-3. Portsmouth, NH: Heinemann.
    Fountas, I. C & Pinnell, G. S. (2010). Research base for guided reading as an instructional approach (White paper). New York: Scholastic.
    Ghosen, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56 (2), 172-179.
    Glazer, J. I. (1997). Introduction to Children’s Literature. (2nd ed). NJ: Prentice Hall.
    Han, L. (2017). The Connotations of Language Teacher Autonomy. English Language Teaching, (10), 134-139.
    Hsueh, H. Y. (2007). Relationships Between Picture Book Reading Instruction And English Learning Motivation for Elementary School EFL Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
    Huang, J., & Benson, P. (2007). Research on teacher autonomy in second language education. Foreign Languages and Their Teaching, (2), 33-37.
    Huck, Kiefer, et al. Children’s literature in the elementary school. New York: McGraw Hill, 2003. Print.
    Hung, Y. H. (2007). Effects of an Integrated Reading-Writing with Picture Books on English Literacy Development of Elementary School Students. Unpublished Master’s Thesis. National Kaohsiung Normal University, Taiwan.
    Kao, Y. M., Tsai, C. C., Liu, C. Y., Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computer & Education, 100(0), 56-57.
    Khaiyali, A. T. S. A. (2014). ESL elementary teachers’ use of children’s picture books to initiate explicit instruction of reading comprehension strategies. English Language Teaching, 7(2), 90-102.
    Kochiyama, A. (2015). Using picture books to enhance motivation and language learning of remedial EFL learners. Indonesian EFL Journal, 1(1), 11-18.
    Krashen, S. (1985). The Input Hypothesis. London: Longman.
    Krueger, R. A. & Casey, M. A. (2015). Focus Groups: A Practical Guide for Applied Research, 5th edition. Thousand Oaks, CA: Sage Publications.
    Langer, J. A. (1981). From theory to practice: A prereading plan. Journal of Reading, 5 (1), 152-156.
    Lennon, C., & Burdick. H. (2014). The Lexile Framework as an Approach for
    Reading Measurement and Success. Retrieved from https://cdn.lexile.com/cms_page_media/135/The%20Lexile%20Framework%20for%20Reading.pdf
    Liaw, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
    Liaw, M. L. (1998). American children’s literature: An alternative choice for EFL instruction. The Proceedings of the Seventh International Symposium on English Teaching, 683-695.
    Lin, H. L. (2003). Integrating English children’s picture books with teaching children English as a foreign language in Grade 1-9 curriculum for elementary school. English Teaching & Learning, 27 (4), 15-30.
    Lin, J. & Cheng, C. K. (2008). Using extensive reading to improve the learning performance and attitude of elementary school remedially students. English Teaching & Learning, 32 (4), 41-83.
    Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
    Liu, Y. L. (2007). Exploring EFL teachers’ beliefs and classroom practices of using picture books in elementary classrooms. Unpublished Master’s Thesis, Providence University, Taiwan.
    Lynch-Brown, C., & Tomlinson, C.M. (1999). Essentials for children’s literature. (3rd ed). Needham Heights, Massachusetts: Allyn & Bacon.
    McGrath, I. (2000). Teacher autonomy. In B. Sinclair, I. McGrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 100-110). Harlow: Longman.
    Menyuk. P., & Brisk, M. E. (2005). Language development and education: Children with varying language experiences. New York: Palgrave Macmillan.
    Mermelstein, A. D. (2015). Reading Level Placement and Assessment for ESL/EFL Learners: The Reading Level Measurement Method. ORTESOL Journal, volume 43, 44-55.
    MetaMetrics, Inc. (2008). The Lexile Framework for Reading: A System for Measuring Reader Ability and Text Complexity. Available at
    http://teacher.scholastic.com/products/sri_reading_assessment/Lexile_Framework.htm.
    M. Chalhoub-Deville. (1999). Issues in Computer-adaptive Testing of Reading Proficiency. Cambridge: Cambridge University Press.
    Ministry of Education. (2014). 12-year Curriculum Guidelines. Retrieved from The Handbook of The Division of English Education, Compulsory Education Advisory Group of Taichung City.
    Nair, S. M., Yusof, N. M., & Hong, S. C. (2014). Comparing the Effects of the Story Telling Method and the Conventional Method on the Interest, Motivation and Achievement of Chinese Primary School Pupils. Procedia-Social and Behavioral Sciences, 116, 3989-3995.
    Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd ed). Thousand Oaks, CA: Sage Publications.
    Schulz, R. A. (1983). From Word to Meaning: Foreign Language Reading Instruction after the Elementary Course. The Modern Language Journal, 67(2), 127-134.
    Teng, H. Y. (2014). Exploring the Use of Picture Books in Elementary EFL Class. Unpublished Master’s Thesis, National Chung Cheng University, Taiwan.
    Tyan, N. C. & Shen, Y. P. (2003). An action research: How a primary school teacher uses English picture story books to facilitate students’ English learning. Proceedings of the Twelfth International Symposium on English Teaching (pp. 561-569). Taipei: Crane Publishing Company.
    Webb, S. & Macalister, J. (2013). Is text written for children useful for L2 extensive reading? TESOL Quarterly, 47(2), 300-322.
    Wodinsky, M. & Nation, P. (1988). Learning from Graded Readers. Reading in a Foreign Language. Vol 5. pp. 155-161.
    Yin, R.. K. (2014). Case study research: Design and methods (5th ed.). Thousands Oaks, CA: Sage.
    描述: 碩士
    國立政治大學
    英國語文學系
    104551017
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0104551017
    資料類型: thesis
    DOI: 10.6814/THE.NCCU.ENG.007.2018.A09
    顯示於類別:[英國語文學系] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    101701.pdf6226KbAdobe PDF20檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋