标题: | 重复聆听故事及词义解释对国小低年级学生英语单字学习的影响 Effects of Repeated Listening to a Story and Word Meaning Explanations on Vocabulary Learning of EFL Children in Taiwan |
作者: | 林律君 LIN LU-CHUN 国立交通大学英语教学研究所 |
关键字: | 国小英语;英语能力;聆听故事;故事重述;非刻意单字学习;词汇习得;词汇衍生;EFL;language proficiency;story listening;retelling;incidental vocabulary learning;vocabulary growth;vocabulary word generalization |
公开日期: | 2010 |
摘要: | 对大多數学童而言,听故事是寻常且有趣的活动,许多研究也证实听故 事可以增长儿童词汇及讀写能力。相关的文献指出,聆听或阅讀故事时, 儿童可自然而然地习得词汇。本研究旨在检视重复聆听故事及词义解释对 国小低年级学生英语单字学习的影响,并进一步辨别受试者既有的英语能 力,探讨不同能力学童从聆听故事中,所呈现之词汇学习能力。 本研究以班级为单位进行施测,随机将三十位參加全美语课后安亲班的 国小二年级学生分配到不同的实验情境,一为重复聆听故事并辅以词义解 释、另一组单纯重复聆听故事而无释义。为确保受试者先前从未接触过研 究用故事书及目标单字,本研究将新编故事并绘制图画书。故事中将有八 个新创字(pseudowords)做为目标单字。 本研究采准研究实验设计,依变數为聆听次數(一次、三次、四次)、 词义解释(有、无)以及英语能力(低、高)。受试学童将先完成英语能 力评量。一位以英语为母语并受过相关训練的研究生将念故事给兩组学生 听;为确保组别间及念故事的各阶段的一致性,研究人员将遵照规划好的 念故事脚本及研究程序。为了解聆听次數对单字学习的影响,在第一、第 三及第四次听完故事后,学童将接受单字测验。在听完第四次故事后一星 期,学童个别重述故事,以了解他们运用目标单字的情况。 研究结果能帮助英语教师及父母更加了解念故事给孩子听对词汇学习 的影响;英语教师亦可根据本研究发现,设计相关课堂活动,增进课堂聆 听故事教学的效能。 Listening to stories is a common and most enjoyable activity for children. It also provides opportunities for children to develop decontextualized language skills and has been suggested to contribute to vocabulary growth and language development. The extant literature has suggested that incidental vocabulary learning occurs as language learners read or listen to stories. The present proposed study, extending from the findings of Penno, Wilkinson, and Moore (2002) and others on English-only children, is designed to estimate the effects of repeated story listening and the additive effects of word meaning explanations on novel word learning among EFL children in Taiwan. In addition, the present study also attempts to identify whether subject-related factor, namely children’s entering English proficiency, interacts with the previous two text-related factors. Thirty second-grade children from an English-immersion after-school program in Taipei will be recruited and randomly assigned to either of the two treatment groups: a repeated story-listening with word meaning explanation (WME) and a repeated story-listening without word meaning explanation (NWME). A wordless picture book will be created for the present study to ensure that the possibility of participants’ prior exposure to the stimulus book is minimized. Eight pseudowords will be embedded in the story as target novel words to assure a true zero word knowledge for all participants. The present study will use a quasi-experimental design to examine the effects of repeated story listening and to further compare the possible additive effects of teacher explanation of novel words to children’s word learning. An English language proficiency test will first be administered to both groups of children before the story listening sessions. A trained graduate student who is a native speaker of English will serve as the main reader of the story for both groups. A scripted story-reading protocol and possible responses to children’s questions during each reading will be provided to the reader to ensure procedural fidelity across different reading sessions and both treatment conditions. For both conditions, the same story will be read to the participants four times over two weeks. To understand children’s gains in vocabulary knowledge, at the end of the first, third, and fourth story listening session, the multiple-choice vocabulary posttests will be administered. One week later, all participants will be invited to individually retell the story to measure the children’s use of the target and generalization words. Results of the present proposed study on the effects of repeated story listening and related activities may provide useful information about reading stories to children for parents and English teachers in Taiwan. English teachers can also be informed and inspired to provide effective instructional practices that consider associated factors when using storybook reading in their classroom. |
官方说明文件#: | NSC99-2410-H009-065 |
URI: | http://hdl.handle.net/11536/100340 https://www.grb.gov.tw/search/planDetail?id=2125388&docId=340543 |
显示于类别: | Research Plans |