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融合英語童謠教學在國小二年級學生的音韻覺識及學習動機上的行動研究 ; An Action Research of English Nursery Rhymes Instruction on Phonological Awareness and Learning Motivation among Elementary Second Grade Students
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運用英語童謠教學提升學童音韻覺識與字彙學習保留之研究 ; Integrating English Nursery Rhymes into Instruction to Improve Phonological Awareness and Vocabulary of Learning Retention
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Abstract:
為順應地球村時代，英語成為國內主要學習之外國語言，教學現場出現英語能力雙峰現象，英語學習成效不彰，在國小英語學習中，學生之音韻覺識能力不足與字彙能力低落之現象，在教學現場中甚為普遍。本研究欲探究音韻覺識與字彙之學習保留能力，是否能藉由英語童謠融入教學得以提昇與學生對於英語童謠融入教學之學習態度與看法，以高雄市某補習班十位三年級學童為研究對象，本研究採用行動研究法，學生接受為期二十週的英語童謠教學，每週二節，每節四十分鐘。研究者運用測驗、訪談、回饋單、教室觀察、錄音錄影記錄等方式搜集資料。所有資料並經三角校正來確認其可靠性；並以相依樣本t考驗與質性敘述，對所獲得的資料進行分析與討論。主要的研究結論與發現如下：第一， 英語童謠融入教學能有效提升國小學童音韻覺識學習保留之能力。第二， 英語童謠融入教學能有效提升國小學童字彙學習保留之能力。第三， 學生對於英語童謠融入教學之學習態度是正向且支持的。第四，結合生活經驗的童謠教學，可以協助學生瞭解童謠所蘊含的概念，對上課內容能 有較深刻的印象，有旋律、重複性高的童謠較易達到教學效果。最後，研究者根據研究結果提出教學及研究方向之建議，供有志以童謠作國小英語教學及研究者之參考。 ; With the development of the global village, English has become the primary foreign language. However, the double-peak phenomenon of English learning situation has become the main problem among elementary schools and the effectiveness of learning English was not as expected. The purpose of this study was to explore the effects of integrating English nursery rhymes into instruction to enhance learners’ phonological awareness and vocabulary. This study also investigated learners’ responses and perceptions of the effects of integrating English nursery rhymes of learning retention into instruction. Ten participants were recruited from the third graders of a cram school in Kaohsiung City. In this study an action research method was introduced and the data were systematically collected through qualitative and quantitative techniques, including test, interview, feedback questionnaire, site observation, video recording, tape recording and teaching notes taking. Triangulation was adopted in order to improve the validity and reliability of the study. The pretest and posttest data were analyzed with descriptive statistics and paired sample t-test. The qualitative data were analyzed and interpreted with due care. The findings of this study were stated as follows: First, the integration of English nursery rhymes into English instruction significantly enhanced the participants’ phonological awareness of learning retention. Second, the integration of English nursery rhymes into English instruction significantly improved the participants’ vocabulary recognition of learning retention. Third, most of the students’ responses and perceptions on the effects of integrating English nursery rhymes into instruction were positive and supportive. Fourth, The findings from the study indicated that with rhythm and repetition, nursery rhymes related to children’s life experience can make it easier for the young learner to learn numerous aspects of the language.Based on the findings and results from this study, the researcher suggested that English teachers and homeroom teachers make the best of nursery rhymes to develop pupils’ English phonological awareness and vocabulary of learning retention.
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Keyword:
English Nursery and Rhymes;Phonological Awareness;Vocabulary;Learning Retention; 英語童謠;音韻覺識;字彙;學習保留
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URL: http://140.127.82.166/bitstream/987654321/18507/1/104NPTU0212020-001.pdf
http://140.127.82.166/handle/987654321/18507
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應用英語兒歌提升台灣國小學童聲韻覺識及學習動機之研究 ; Application of English Songs and Nursery Rhymes on Developing Taiwanese Children’s Phonological Awareness and Learning Motivation
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Children’s Poetry in Sign Languages : visuo-gestural versus auro-oral modality ; POESIE ENFANTINE DANS LES LANGUES DES SIGNES : MODALITE VISUO-GESTUELLE VERSUS MODALITE AUDIO-ORALE
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In: https://halshs.archives-ouvertes.fr/tel-03419965 ; Linguistique. Université François Rabelais, Tours, 2000. Français (2000)
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Bietigheimer Wörterbuch : die Mundart an der fränkisch-alemannischen Sprachgrenze ; mit Kinderreimen, Redensarten, allerlei Geschichten, Liedern, Necknamen und einem Mundartvergleich
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BDSL
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BLLDB
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UB Frankfurt Linguistik
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Elemente einer Pragmatik des Kinderliedes und des Kinderreimes : aufgrund autobiographischer Texte und einer Befragung von Zürcher Schulkindern im Jahr 1985
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UB Frankfurt Linguistik
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