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來源資料
頁籤選單縮合
題 名 | Picture Books: Alternative Materials for Teaching EFL Children at the Elementary School=繪本:國小英語教學教材的另類選擇 |
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作 者 | 張淑儀; | 書刊名 | 人文藝術學報 |
卷 期 | 1 2002.03[民91.03] |
頁 次 | 頁157-189 |
分類號 | 523.418 |
關鍵詞 | 小學; 繪本; 英語教學; 教師即研究者; 教材; 教法; Elementary school; Picture books; EFL; Researcher-teacher; Teaching materials; Teaching instruction; |
語 文 | 英文(English) |
中文摘要 | 教科書往往是英語老師主要的教材,然而,教科書真是唯一的選擇嗎?許多研究兒童第一語言習得及學習英語為第二語言的報告指出兒童藉由與童書的接觸可增進其語文的發展。不過,在有關學習英語為外語的領域當中鮮見這方面的研究報告。 因此,我身兼研究者及教學者,到國小進行了一個使用童書為主要教育的英語教學研究,嘗試如何將童書應用在國小英語教學以及其對學習的影響。本研究發童書提供了一個讓學童集中注意力的良好媒介,使用童書佐以不同的教學策略以及多樣的相關活動,經過一個學期,雖祭學童尚無驚人的語言成果表現,但他們對英語的學習持續保有正面的態度或可為從事國小英語老師帶來些許啟示以及鼓勵更多這方面的研究。 |
英文摘要 | Traditionally, many EFL teachers in Taiwan used used textbooks as their primary teaching materials. This same practice may continue to be used in may elementary schools where EFL classes have become mandatory since 2001. However, numerous studies have demonstrated the advantages of using authentic materials to help children’s language and literacy development in first language learning contexts. Presently, more scholars agree that children’s literature is valuable and helpful to ESL learners as well. However, little research has been done in the EFL context to demonstrate similar effects. In this project, inspired by the effect of using children’s books in language teaching, I conducted a study on how picture books could be used in an elementary EFL classroom to assist 35 third graders in English learning. As the researcher-teacher, I was responsible for selecting materials, modifying and/or simplifying materials, designing activities, and teaching a class twice a week for an entire semester. The primary purpose of the study was to investigate the feasibility of using picture books as primary materials and how they could be used in elementary EFL classrooms. I found that picture books could indeed serve as an incentive for students’ language learning. Appropriate instructional strategies were also needed to support students’ language learning. Additionally, since students normally have few opportunities to practice and use the language outside the classroom, it was essential to provide diverse activities, in addition to story reading, for them to use English in different contexts in the classroom setting. In this study, I provided students with an environment where they could learn language in a meaningful context where language was used for different purposes. However, more longitudinal studies on the topic of picture book-based program are needed in order to further understand the related issues regarding the use of picture books in elementary EFL settings. |
本系統中英文摘要資訊取自各篇刊載內容。