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Title:	以英語作為外語的閱讀課堂之多模態應用：行動研究 Multimodal Practices in EFL Reading Classroom: Action Research
Authors:	黃品雯 Huang, Pinwen
Contributors:	劉怡君 Yichun Liu 黃品雯 Huang, Pinwen
Keywords:	多模態以英語作為外語的課堂閱讀理解行動研究 Multimodality EFL Classroom Reading Comprehension Action Research
Date:	2023
Issue Date:	2023-03-09 18:24:07 (UTC+8)
Abstract:	多模態研究已經在不同的學習階段受到關注，其中多種模式的應用能夠增強學生的識字能力和閱讀理解，這些模式不僅限於言語、手勢、姿勢及課堂動線。然而，過往的研究缺乏對台灣英語閱讀課堂的調查。本研究描述一位台灣高中英文老師如何透過協同行動研究發展多模態素養，以提高各程度學生的閱讀理解能力。資料搜集包含前後測、問卷調查、課堂錄像、學生訪談、教師反思、課堂教材等。整個研究遵循行動研究的週期，從計劃、行動、觀察到反思，歷時四個月。結果表明教師在每個週期中使用的多樣化模式，含語碼轉換、停頓、注視、空間移動和線上資源等，逐漸創造出一個互動學習環境，且增強學生的學習能動性以進行意義協商。老師不僅提高了學生的閱讀理解能力，還促進他們在詞彙、文法以及閱讀策略上的多模態練習。該研究進一步討論，儘管在多模態教學中採用多種模式，教師必須轉變思維方式並重新思考多模態的核心價值，也就是讓學生通過社會互動產生意義。文末提供一些教學啟示幫助英語授課教師創建以學生為中心的多模態課堂，例如適當地採用跨語言實踐來增強學生的學習。 Multimodal studies have gained attention in different learning phases, where a multiplicity of modes is applied to increase students’ literacy and reading comprehension, including but not limited to speech, gestures, postures, and classroom movements. However, previous research lacked investigation of EFL reading classrooms in Taiwan. This study illustrates how a Taiwanese high school English teacher developed her multimodal literacy through collaborative action research to improve all level students’ reading comprehension. The data was collected quantitively and qualitatively through pre- and post-tests, and a questionnaire, as well as videotaping the class, students’ interviews, the teacher’s reflections, and all the teaching materials. The entire research followed the action research cycle, from planning, action, observation, and reflection, which lasted four months. Results highlighted that the teacher’s diverse use of modes in each cycle, including code-switching, pausing, eye gazing, spatial movements, and online technology resources, gradually created an interactive learning environment that empowered learner agency for meaning-making negotiation. The teacher not only improved students’ reading comprehension but also promoted their multimodal practices in vocabulary, grammar, and reading strategies. The study further discussed that despite applying various modes of multimodal teaching, teachers must transform their mindset and reconsider the core value of multimodality for students to make meaning through social interactions. Pedagogical implications are provided to help EMI teachers create a student-centered multimodal classroom, such as employing translanguaging practices appropriately to enhance students’ learning.
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Description:	碩士國立政治大學英國語文學系 109551007
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0109551007
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

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