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。

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.

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

Akrofi, A. (2004). English literacy in Ghana: The reading experiences of ESOL first graders. TESOL Journal, 12(2), 7-12
Allen, R. V. (1961). The language experience approach to reading instruction. Boston, Ma: Ginn and Co.
Allwright, R. (1977). “Language Learning Through Communicative Practice.” ELT Documents, v. 76, n. 3. Reprinted in Brumfit & Joghson (eds.). (1979). The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Arnaud, P.J.L & Bejoint, H. (1992). Vocabulary and Applied Linguistics. Basingstoke, Hants: Macmillan. 
Atkinson, R. C. & Shiffrin, R.M. (1968). Human Memory : a proposed system and its control processes. The Psychology of Learning and Motivation, Vol.2, Academic Press
Atkinson, R. C. & Shiffrin, R.M. (1971). The Control of short-term memory. Scientific American, 225, 82-90.
Bachman, L. F. & Palmer, A.S. (1996). Language testing in practice. New York: Oxford University Press.
Becky, John T. (1970). Language experience approach in job corps reading lab. Journal of Reading, 13, 281-284.
Bialystok, E. and M. Sharwood Smith. (1985). Interlanguage is not a state of mind: An evaluation of the construct for second language acquisition. Applied Linguistics, 6, 2.
Brown, H. D. (2000). Principles of Language Learning and Teaching. London: Longman group, Ltd.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Pearson Education.
Calvert, John D. (1973). Exploratory study to adapt the language experience approach to remedial seventh and tenth grade Mexican-American pupils. (Doctoral Dissertation, Arizona State University). Dissertation Abstracts International.
Cameron, L. & Low, G. (1999). Researching and Applying Metaphor. Cambridge: Cambridge University Press. 
Canale, M., & Swain, M. (1980). Theoratical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1. 1-47.
Carter, R. (1998). Vocabulary: Applied Linguistic Perspectives. London: Routldge.
Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.
Cazden, C. B. (1992). Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
Celce-Murcia, M. (1997). Teaching English as a Second or Foreign Language. New York: Newberry House.
Celce-Murcia, M. & Olshtain E. (2000). Discourse and context in language teaching:
A guide for language teacher. Cambridge: Cambridge University Press.
Chen, H. (1998). The performance of junior college students studying English through
cooperative learning. Paper from The Proceedings of the Seventh International
Symposium on English Teaching, 231-240.
Cruse, D. A. (1986). Lexical Semantics. Cambridge: Cambridge University Press.
Donald, D., Condy, J.& Forrester, J. (2003). Literacy development: Lessons learned from a pilot project in South Africa. The Reading Teacher, 56, 484-92.
Dornyei, Z. & Csizer, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching, 2-3, 203-29.
Dornyei, Z. (1990) Conceptualizing motivation in foreign language learning. Language Learning, 40, 1, 45-78.
Dorr, R. (2006). Something old is new again: Revisiting language experience. The Reading Teacher, 60, 138-146.
Feeley, J. T. (1976). A workshop tried and true: Language experience for bilinguals. Journal of Reading, 57, 25-27.
Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K.M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp.88-115). N.Y. : Cambridge.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: E. Arnold.
Garvie, E. (1990). Story as vehicle. Great Britain: WBC Print, Bristol.
Ghiso, M. (2007). "I talk them through it": Teacher Mediation of Picturebooks with Sparse Verbal Text during Whole-Class Readalouds. Reading Research and Instruction, 46, p.341-361.
Hadley, A. O. (1993). Teaching Language in Context. Boston: Heilne & Heilne Publishers.
Hall, N. (1987). The emergence of literacy. Portsmouth, NH: Heinemann Educational Books, Inc.
Hancock, M. R. (2004). A celebration of literature and response: Children, books, and teachers in K-8 classrooms (2nd ed.). Ohio: Pearson Education.
Huang, S. C. (1998). Senior high school students’ EFL learning beliefs: A site study. In the Proceedings of the Seventh International Symposium on English Teaching (pp. 477-485). Taipei: Crane.
Hsu, H. J. (2004). The application of picture books in English education of young children. Unpublished Master Thesis, Chao-yan University of Technology, Taichung.
Ivey, G., & Fisher, D. (2006). Creating literacy-rich schools for adolescents. Alexandria, VA: Association for Supervision and Curriculum Development.
Jhao, H. M. (2004). An action research on the application of picture books in a
parent-child English co-learning program. Unpublished Master Thesis, National Taiwan Normal University, Taipei.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Cooperative Learning in theClassroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Joyce, W. B. (2001) The daily news. The Reading Teacher v. 54 no. 7 p. 658-9
Kaider, S. (2006) Meeting Readers: Using Visual Literacy Narratives in the Classroom. Voices from the Middle, v14, 13-19
Katzenberg, J. (2001). In Their Own Words: The Language Experience Approach: A Method to Reach Reluctant or Struggling Readers. Retrieved August 22, 2007 from http://www.nald.ca/readsask/pubs/news/2007feb/6.htm.
Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford: Pergamon.
Krashen, S. (1985). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
Larsen-Freeman, D. (2003). Techniques and Principles in Language Teaching. Oxford: Oxford University Press
Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. London: Language Teaching Publications. 
Lin, L. H. (2002). The implementation of English teaching in elementary schools in Taipei City. The United Daily News . Retrieved April 18, 2002 from
http://be1.udnnews.com/2002/4/18/NEWS/FOCUSNEWS/EDU/785374.shtml
Marco, M. J. L. (1999). Procudural vocabulary: lexical signaling of conceptual relations in discourse. Applied Linguistic, 20/1, 1-21.
Mallett, G. (1977). Using language experience with junior high native Indian students. Journal of Reading, 59(10), 25-28.
Moon, R. (1997). Vocabulary Connection: Multi-word items in English. Vocabulary: Description, Acquisition, and Pedagogy, 40-63. Cambridge: Cambridge Express University. 
Nation, I. S. P. (1990). Teaching and learning vocabulary. Rowlely, MA: Newbury House.
Oller, J.W. (1979). Language tests at school: A pragmatic approach. London: Longman.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: three communicative strands in the language classroom. Modern Language Journal, 81(4), 443-456.
Padak, N.D & Bardine, B.A. (2004). Engaging Readers and Writers in Adult Education Contexts. Journal of Adolescent and Adult Literacy, v48 n2, 126-137. 
Perez, S. A. (2000). Teaching second language learners in the regular classroom. Reading Improvement v. 37 no. 1,  p. 45-8
Peng, I. N. (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Published master’s thesis. National Taiwan Normal University. Taiwan, Taipei.
Perry, L. A. (1997). Using wordless picture books with beginning readers. Teaching Exceptional Children, 29, 68-69.
Pergjini, V. (1999). The visual arts as therapeutic process for young children. ERIC: ED.431523.
Richards, J. (1976). The Role of Vocabulary Teaching. TESOL Quarterly, 10, 77-89.
Richards, J. and Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press
Rigg, P. (1991). Whole Language in TESOL. TESOL Quarterly 25 (3): 521-542
Roach, V. A. ,& Allen C. (1966). An introduction to a language experience program. Chicago: Encyclopedia Brintannica Press.
Roe, B. D., Stoodt-Hill, B. D., & Burns, P. C. (2007). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin.
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25, 261-277.
Sheu, H. C. (2008). The Value of English Picture Story Books. ELT Journal, 62, 47-55.
Slavin, R. E. (1990). Comprehensive cooperative learning methods: embedding cooperative learning in the curriculum and the school. In S. Sharan (ed.), Cooperative Learning: Theory and Research (pp. 261-284). NY: Praeger Publishers.
Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Boston: Allyn & Bacon.
Stauffer, R. G. (1980). The language experience approach to the teaching of reading. New York, New York: Harper & Row.
Van Allen, R., and Allen, C. (1967). Language experience activities. Boston, Mass.: Houghton Mifflin.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wang, T. L. (2003). Language Experience Approach: A Pilot Study on Its Effects on Taiwanese Junior High School Students' Reading Ability. Published master’s thesis. National Taiwan Normal University. Taiwan, Taipei.
Warden, C. A. & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annuals, 33, 5, 535-47.
Wei, C. L., & Chen, Y. M. (1993a). Cooperative learning: A study of English teaching pedagogy— the perspectives of college students in Taiwan. In W. P. Li et al. (Eds), Papers from the Tenth Conference on English Teaching and Learning in the Republic of China, pp. 175-191. Taipei: The Crane Publishing Company, Ltd.
Wei, C. L., & Chen, Y. M. (1993b). The implementation of cooperative learning to guide English teaching. English Teaching and Learning, 17 (3), 10-19.
Widdowson, H. (1990). Aspects of language teaching. Oxford: Oxford University Press.
Wilkins, (1976). Notional syllabuses. Cambridge: Cambridge University Press.

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