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中文論文名稱 學生自製故事對於單字和故事內容記憶及學習英文態度的影響之研究
英文論文名稱 A Study of the Effects of Students' Self-made Stories on Retention of Vocabulary, Story Contents and Attitudes toward Learning English
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 96
學期 2
出版年 97
研究生中文姓名 張祖璨
研究生英文姓名 Tsu-Tsan Chang
學號 693010570
學位類別 碩士
語文別 英文
口試日期 2008-06-19
論文頁數 79頁
口試委員 指導教授-黃月貴
委員-朱錫琴
委員-張雅慧
中文關鍵字 語言經驗法  自製故事 
英文關鍵字 Language experience approach  self-made stories 
學科別分類 學科別人文學語言文學
中文摘要 研究者根據語言經驗學習法實行了一個活動,對象是一班七年級的學生,共三十六人。在該活動中,同學們必須以小組合作的方式創作自己的故事。活動之後,研究者做了一項研究來調查該活動對學生在單字、故事內容記憶及對英語學習態度上的影響。研究工具包括單字測驗、故事內容測驗、問卷和口頭訪談。單字測驗結果顯示比起課本上所學的單字,學生能夠認得更多他們曾用來創作自己故事的單字。故事內容測驗結果顯示比起課本上的一篇漫畫,學生們對自己及他組同學的故事之記憶更佳。問卷調查結果發現大部分的同學對此次活動抱持正面態度。他們認為該活動不但能幫助英文能力之發展,也能提升對英語學習之動機。此外,問卷及訪談結果均顯示學生們相當喜歡團體合作的活動,因為這讓他們更有安全感。大多數的學生希望以後還能參予更多類似的活動。該實驗結果建議英語教師可將語言經驗法則為根據的自製故事活動融入課堂當中。
英文摘要 The study involved a LEA-based activity, in which a class of 36 seventh graders worked in groups to create their own stories. After the activity, the researcher employed a study aiming to investigate the efficacy of the activity in terms of retention of 1) vocabulary, 2) story contents and 3) attitudes toward learning English. The instruments used in this study include vocabulary test, content test, questionnaires, and oral interviews. The results of the vocabulary tests indicate that students could recognize more words they used to create their own stories than words they encountered in the textbook. The results of the content tests show that students could remember more about their own group’s and other groups’ stories than the comic strip in the textbook. Affectively, the result of the questionnaires point out that the majority of the participants held positive attitudes towards the activity. They thought the activity could not only facilitate their development of English but also heighten their motivation to learn English. In addition, the result of both the questionnaire and interview indicated that students welcomed learning in groups because it made them feel comfortable and secure. Most subjects would like to have more of such activity in future classes. Finally, the study suggests that LEA-based story making activities are worth implementing in EFL English classrooms.
論文目次 TABLE OF CONTENTS

ACKNOWLEDGEMENT …………………………………………………………i
CHINESE ABSTRACT ……………………………………………………………ii
ENGLISH ABSTRACT ……………………………………………………………iii
TABLE OF CONTENTS …………………………………………………………..iv
LIST OF TABLES …………………………………………………………….…...vi
LIST OF FIGURES ………………………………………………………………..vii

CHAPTER ONE INTRODUCTION……………………………………………….1

1.1 Background of Study……………………………………..…………………….1
1.2 Statement of Problems……………………………………….…….…………...3
1.3 Purpose of Study……………………………………………….….……………5
1.4 Significance of Study……………………………………………..…………….6
1.5 Research Questions………………………………………………..……………7

CHAPTER TWO REVIEW OF LITERATURE……………………………………8

2.1 Language Experience Approach………………..…………………….………….8
2.1.1 The Definitions of LEA……………………………………………………8
2.1.2 Overview of LEA Research……………………………………………….10
2.1.3 The Positive Effects of LEA………………………………………………12
2.1.4 The Implementation of LEA………………………………………………16
2.1.5 Limitations of LEA………………………………………………………..17
2.2 Self-made Stories and Picture Books………………………..………………….18
2.3 Vocabulary Acquisition …………………………………………………….…...21
2.3.1 What It Means to Learn a Word…………………………………………21
2.3.2 Studies on Vocabulary Acquisition/Learning……………………………23
2.3.3 The Role of Memory in Vocabulary Acquisition…………………….…..27
2.4 Skill-Integration…………………………………………………………………30
2.5 Learning in Groups ……………………………………………..…………..…..31
2.6 Motivation and its Relation with LEA…………………………………….…….34

CHAPTER THREE METHODOLOGY……………………….…………………...36

3.1 Research Design………………………………………………..………….……36
3.2 Participants………………………………………………………..……….……36
3.3 Procedures of Activity………………………………………………………...37
3.4 Instruments……………………………………………………………………41
3.4.1 Questionnaires……………………….………………………………….41
3.4.2 Vocabulary Tests…………………….…………………………………..43
3.4.3 Content Tests……………………….…………………………………...43
3.4.4 Oral Interviews…………………….……………………………………45
3.5 Data Analysis…………………………….……………………………………..45

CHAPTER FOUR RESULTS………………….……………………………….…..47

4.1 Results of the Vocabulary Tests…………………………………………..……..47
4.1.1 Results of Vocabulary Tests in Terms of Distribution of Scores…..……..48
4.1.2 T-test Results of Vocabulary Tests………………………………..………49
4.2 Results of Content Tests…………………………………………………..……...50
4.2.1 Results of Comparison between CTMG and CTT………………………..51
4.2.2 Results of Comparison between CTOG and CTT………………………...53
4.3 Results of Questionnaire on Feelings and Thoughts………………………..…....55
about LEA-based Activity
4.4 Results of Oral Interview…………………………………………………….…..58
4.5 Summary of Findings ………………………………………………………..….59

5. DISCUSSION AND CONCLUSION…………………………………………..60

5.1 Imlications………………………………………….…………………………...60
5.2 Discussions about Results……………………………..…………………….….63
5.3 Limitations…………………………………………….………………………..64
5.4 Recommendations for Future Research………………….……………………..65
5.5 Conclusions………………………………………………….………………….65

REFERENCES…………………………………………………………………..….68

APPENDIX A: Questionnaire of English Learning Background……………………75
APPENDIX B: Questionnaire of Feelings and Thoughts about the Project…………76
APPENDIX C: Vocabulary Tests of Words in One’s Own Group’s Stories…………77
APPENDIX D: Vocabulary Tests of Words in Other Groups’ Stories……………….78
APPENDIX E: Vocabulary Tests of Words in the Textbook…………………………79

LIST OF TABLES

Table page

Table 3.1 Group Role and Responsibility……………………………………………38
Table 4.1 Distribution of Scores of Vocabulary Tests………………………………..48
Table 4.2 T-test Results of VTMG and VTT…………………………………………49
Table 4.3 T-test Results of Comparing the VTOG and VTT…………………………50
Table 4.4 Number of Students Each Category Includes……………………………...51
in the CTMG and the CTT
Table 4.5 T-test Results of Comparison between Scores of CTMG and CTT……….52
Table 4.6 Number of Students Each Category Includes in the CTOG and CTT…….53
Table 4.7 T-test Results of Comparison between the CTOG and CTT………………54
Table 4.8 Feelings and Thoughts about the Project………………………………….55
Table 4.9 Mean Scores of the Questionnaire………………………………………...56









LIST OF FIGURES

Figure page

Figure 2.1 Dimensions of a Word …………………………………………………21
Figure 2.2 The Dynamics and Dimensions of Word Meanings …………………...22

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參考書目(中文部份)
梁彩玲 (1999)。後文法時期的國中英語該怎麼敎。 英語教學,台北:文鶴出版社,第24卷第1期。
梁彩玲 (2003)。英語教學7大迷思。 台北:經典傳訊出版
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