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Desarrollo profesional de maestros de educación especial a través de la narración digital
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 71, 2022 (Ejemplar dedicado a: Discursos de odio en comunicación: Investigaciones y propuestas), pags. 93-104 (2022)
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El relato digital (digital storytelling) como proyecto de ELE en inmersión: aprendizajes, dificultades y cambios
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 173-192 (2022)
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Message in the Smoke: Spirit Acts of Transfer, Liminality, and Embodied Relationships in Contemporary Powwow
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A Tale of Five Case Studies: Reflections on Piloting a Case-Based, Problem-Based Learning Curriculum in English Composition
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In: Library Faculty & Staff Publications (2022)
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O MUNDO PRECISA DE HERÓIS: A narrativa transmidiática no jogo eletrônico Overwatch
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In: VERBUM. CADERNOS DE PÓS-GRADUAÇÃO. ISSN 2316-3267; v. 11 n. 1 (2022): Discursos Lusófonos: historiografia e ensino; 142-156 ; 2316-3267 (2022)
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How Hermeneutic Spirals may reduce Complexity to Narrative Schemata - expanding on "Complexity and the Userly Text"
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In: https://hal.archives-ouvertes.fr/hal-03254233 ; 2021 (2021)
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Discourse Processes between Reason and Emotion
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In: https://hal.univ-lorraine.fr/hal-03470338 ; Palgrave Macmillan, 2021, 978-3-030-70091-1. ⟨10.1007/978-3-030-70091-1⟩ ; https://link.springer.com/book/10.1007/978-3-030-70091-1#about (2021)
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Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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Динамика рассказов детей-билингвов: проблемы и практика ... : Dynamics of Stories of Bilingual Children: Problems and Practice ...
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| 11 |
Integration into Canadian Society: Immigration, Language and Sense of Belonging ...
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南臺灣家長陪伴孩童參與公共圖書館英語說故事活動之調查研究 ; Parents' Involvement in English Storytelling Activities for Children in Public Libraries in Southern Taiwan
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Abstract:
本研究目的在調查南台灣的家長對於陪伴孩童參與公共圖書館英語說故事活動的想法。先前研究對於兒童文學能幫助孩童語言學習以及台灣公共圖書館之中文說故事活動已進行探討；然而，對於近年來台灣公共圖書館開始舉辦之英語說故事活動的調查仍未討論。因此，本研究欲著重在英語說故事活動，包含現今在台灣家長帶孩童去參與英語說故事活動的狀況，家長帶孩童參與英語說故事活動的原因，以及家長在英語說故事活動中的行為包含在活動前是否有做與英語說故事活動相關的學習活動、活動間家長的參與行為以及在聽完之後，家長對於英語說故事活動之看法為何，最後是家長的意見在參與英語說故事活動的前後，是否有差異。 在本研究中，參與者為來自台南與高雄的58位家長，研究者於參與英語說故事活動之前先將問卷發下，家長可先填寫至第27題；在活動結束後，再請家長完成剩下的問卷；在活動結束後，研究者透過問卷資料向有願意接受訪談意願的家長進行電話訪談。本研究的分析資料以量化方式進行分析，並透過訪談內容深入說明家長對於英語書說故事活動之想法。所蒐集的資料以描述統計次數分配以及成對樣本ｔ檢定統計方法加以分析來回答四個研究問題並透過電話訪談的目的則是在確認家長的想法與問卷調查中勾選的答案是否相符以及探討勾選的原因。 研究結果顯示，大多為女性家長帶孩童參與英語說故事活動，而大多皆為學齡前孩童，二至四歲的孩童為多數;家長較喜歡於假日時間帶孩童參與公共圖書館之說故事活動，而會帶孩童參與英語說故事的家長普遍也都會帶孩童參與中文說故事活動;過半數的家長也都曾參與過超過三次的英語說故事活動，但亦有家長在研究當天為第一次參與，在參與過後大部分對於英語說故事活動皆為正向態度，表示願意再次帶孩童前往參與英語說故事活動。家長帶孩童參與英語說故事的原因普遍為希望能透過英語說故事活動培養孩童學習英語的興趣、提升孩童的學習英文的動機、加強孩童的英語聽說能力，以及增進親子關係。而大部分家長不願帶孩童參與英語說故事的原因為家長沒有太多時間以及在2021年新冠肺炎之影響，減少去公共場所的次數。在英語說故事活動中，家長通常不會為孩子做事前的學習活動;在故事活動中，家長普遍會陪伴孩子參與活動且有時會一起聆聽故事，或是當孩子有問題時會向孩童解釋故事內容，但大多數皆不會干預故事活動進行亦不會做與故事活動無關的行為。在故事活動結束後家長通常會與孩童討論故事內容或是向圖書館借書與孩童再重新念一次故事，但較少做有關於英語文法句型的學習活動。而家長再參與英語說故事活動前後的意見想法並沒有顯著的差異，普遍對英語說故事活動皆抱持著正向的態度。他們大部分皆認為英語說故事活動能培養孩子學習英語的興趣以及提升孩子的英語聽說的能力，但他們對於培養孩子獨立思考以及英語寫作、閱讀的能力較不那麼贊同。 根據本研究結果，研究者建議未來研究可對於曾來過或從未來過圖書館參與說故事活動的所有家長進行更普及的調查，且圖書館也可對於家長所注重的這些面向去調整其英語說故事活動，可於英語故事活動中融入更多可以提升英語閱讀以及寫作的活動。因為本研究使用問卷去進行調查較無法深入探討家長的真實內心想法，未來研究亦可對家長做更深入的質性訪談以了解其內心確切想法。最後因為本項研究的聆聽英語說故事的對象通常皆為孩童，故未來研究亦可將孩童的想法融入研究當中，更能有效地提升英語說故事活動之品質。 ; This study aims to investigate Taiwanese parents' opinions toward English storytelling activities in public libraries. Among the previous studies, some had investigated that the children's literature could help children's language learning. Some were focused on Chinese storytelling activities in public libraries; however, there is a lack of studies on parents' opinions of English storytelling activities in public libraries. Thus, this study focuses on the English storytelling activities, including the current situation of Taiwanese parents who brought their children to participate, why parents want to bring their children to it, parents' involvement in it, and parents' opinions. In this study, the subjects are 58 parents who come from Tainan and Kaohsiung. The researcher gave them the questionnaire before the activity and collected the questionnaire after the activities. The researcher called some parents who are willing to be interviewed. This study utilized quantitative analysis and deeply explained parents' opinions toward English storytelling activities through the interview. The descriptive analysis and paired-samples t-test was employed to answer the four research questions; the researcher confirms whether parents' opinions were similar to their answers on the questionnaire by telephone interviews. The finding shows that most participants were female parents who brought children to participate in English storytelling activities. Most of their children were preschool children around two to four years old; parents prefer to bring children to participate in English storytelling activities on the weekend. Parents who brought their children to participate in English storytelling activities would also go to the Chinese one. Half subjects participated in English storytelling activities more than three times, but some subjects participated in an English storytelling activity for the first time on the day they joined this research. Parents brought their children to participate in English storytelling activities because they thought English storytelling activities could cultivate children's habit of learning English, improve their children's English listening and speaking abilities, and enhance their parent-children relationship. However, parents would not bring children to participate in English storytelling activities if they did not have time, and due to the COVID-19, they avoided going to public libraries. Parents rarely had preparation before the English storytelling activities. During the activity, parents usually accompanied their children and listened to the story as well. After the activity, parents would discuss the story with children or reread the story with them. However, parents' opinions toward English storytelling were no significantly different between before and after. Most of them thought English storytelling activities could cultivate children's habit of English learning and enhance their English listening and speaking ability. Nevertheless, they did not strongly agree that English storytelling activities could cultivate children's independent thinking and English writing and reading abilities. Based on the results, the researcher suggests that future studies could investigate the perceptions of the parents who have participated in English storytelling activities and who have never participated. According to parents' opinions, public libraries can also base on parents' opinions to adjust their English storytelling activities, such as adding some reading and writing activities. In this study, the questionnaire is the main instrument, and it is hard to explore the honest opinion in parents' minds. Therefore, future studies could explore their honest thoughts through qualitative interviewing. The main participants in storytelling activities are children; therefore, future studies could explore children's opinions in the research to improve the quality of English storytelling activities.
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Keyword:
parents;English storytelling activities; 家長;英語說故事活動
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URL: http://140.127.82.166/handle/987654321/20821
http://140.127.82.166/bitstream/987654321/20821/1/109NPTU0238003-001.pdf
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| 13 |
ВИЗУАЛИЗАЦИЯ, НАГЛЯДНОСТЬ И ВИЗУАЛЬНЫЙ НАРРАТИВ НА ЛЕКЦИЯХ ПО ЛИНГВОСТРАНОВЕДЕНИЮ ... : THE USE OF VIZUALIZATIONS, VISUAL AIDS AND VISUAL NARRATIVES AT THE LECTURES ON LANGUAGE AND COUNTRY STUDIES ...
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Н.В. Иванова. - : Иностранные языки в контексте межкультурной коммуникации, 2021
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| 14 |
Creating a theoretical framework to underpin discourse assessment and intervention in aphasia
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In: Research outputs 2014 to 2021 (2021)
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| 15 |
Observations of children with disability during arts-based multisensory story and rhyme activities: Is it all just chimes and perfumes?
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In: Research outputs 2014 to 2021 (2021)
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| 16 |
Prototyping Mobile Storytelling Applications for People with Aphasia
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In: Sensors; Volume 22; Issue 1; Pages: 14 (2021)
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| 17 |
Ohén:ton Karihwatéhkwen and Kanien’kehá:ka Teachings of Gratitude and Connection
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In: Genealogy ; Volume 5 ; Issue 3 (2021)
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| 18 |
Supporting Sign Language Narrations in the Museum
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In: Heritage; Volume 5; Issue 1; Pages: 1-20 (2021)
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The MELLIE Project: Intercultural Collaborative Storytelling
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In: Studies in Arts and Humanities ; 4 ; 2 ; 123-133 (2021)
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| 20 |
Dinner at Dinosaurland: Invention, Dialogue, & Solidarity in the Early Childhood Classroom
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In: Journal of Childhood Studies; Vol. 46 No. 2 (2021): Journal of Childhood Studies; 66-77 ; 2371-4115 ; 2371-4107 (2021)
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