國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	施伯憲 Shih, Po-Hsien
論文名稱：	以漫畫為教學題材對台灣國中生英語閱讀流暢性之效益研究 The Effects of Manga on the Reading Fluency of EFL Junior High Students in Taiwan
指導教授：	李宜倩 Lee, Yi-Chien
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2017
畢業學年度：	106
語文別：	英文
論文頁數：	71
中文關鍵詞：	漫畫、閱讀流暢度
英文關鍵詞：	Manga, reading fluency
DOI URL：	https://doi.org/10.6345/NTNU202203144
論文種類：	學術論文
相關次數：	點閱：176 下載：44
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

過去幾十年來，視覺輔助長時間被運用在語言教學上，且在文本理解以及延長記憶有著正向的效果。閱讀書籍(例如：漫畫)在臺灣十分普遍並且一直深受青少年的歡迎。多數學者亦指出漫畫在教導學生閱讀敘事類文本及增進學生閱讀能力方面是項有效的題材。實施漫畫教學對青少年是合適的；然而，雖然先前的研究已指出漫畫對學習者的閱讀能力有正向的效果，卻極少提及在臺灣的國中教學環境中，以漫畫的視覺輔助來幫助英文外語的學習者的閱讀流暢度之可行性及實用性。受到目前閱讀興趣及視覺輔助相關議題的激勵，本研究旨在探討以漫畫為教學題材對臺灣國中生英語閱讀流暢性之效益研究。研究對象為北臺灣一所國中的兩班共三十九名學生，實驗為期八週，以每週一節實施；其中十七名是程度相對較高之學習者，另二十二名為較低成就學習者。研究者將能力較低班級作為實驗組實施英語漫畫閱讀，程度較高的班級則為對照組閱讀無視覺輔助的改編漫畫文本，並施以前、後測來瞭解漫畫題材是否有助於增進學習者的閱讀流暢度。
研究結果顯示：實驗組及對照組閱讀流暢度均有顯著的進步，從實驗組學生整體令人滿意的評量回饋可推知漫畫題材融入教學是可行的，研究者建議英語教師可整合不同類型並有趣的英文漫畫融入學期課程或補救教學中，進以提升學習者長期的語言學習並且增進其閱讀習慣。

Over the past few decades, visuals have been used in language teaching for a long time and are believed to have the facilitative effects on text comprehension and retention (Glenberg Langston et al., 1992). Reading materials like Manga (Japanese comic books) have been common and popular with many teenagers in Taiwan (Huang, 2006; Tong, 2002). Aliyah (2013) also indicated that Manga is an effective media to teach reading narrative texts to improve students’ reading ability. The implementation of Manga is suitable for teenagers or adolescents. Nevertheless, though previous studies have suggested the positive effect of Manga on learners’ reading proficiency, little research mentioned the feasibility and practicality of the visual aspect of Manga to facilitate EFL learners’ reading fluency in Junior High settings in Taiwan. With the inspiration of current interest and issues in reading comprehension and visual aids, this study aimed at examining the effectiveness of using Manga on reading fluency of junior high school students in Taiwan.
The participants were 39 ninth graders from two classes (17 for higher-proficiency class; 22, lower-proficiency class) in a junior high in Northern Taiwan. The researcher used the lower-proficiency class as the experimental group with English Manga and higher-proficiency class as the control group reading adapted texts without visual aids within eight periods of classes. Pre-test and post-test were conducted to examine if the integration of Manga facilitated the reading fluency of the participants.
The analyses demonstrated that students from both groups improved in terms of reading fluency. The overall satisfactory outcomes of evaluation of the intervention from the experimental group represent the feasibility of incorporating Manga. The researcher suggests that more teachers utilize interesting Manga of English version as part of the makeup course or even main course to promote long-term language learning and reading habit.

List of Tables    v
List of Figures    vi

Chapter One:  Introduction    1
1.1 The Need to Investigate the Effect of Manga    2
1.2 The Need to Assess Students’ Reading Fluency    5
1.3 Purpose of the Study    5
1.4 Research Questions:    6
1.5 Significance of the Present Study    6
1.6 Organization of the Study    7
1.7 Definitions of Terms    7

Chapter Two : Literature Review    10
2.1 Related Learning Theories about Manga Instruction    10
2.1.1 Dual Coding Theory    10
2.1.2 Multimodalities    11
2.1.3 Repetition Hypothesis    12
2.1.4 Mental Model Theory    13
2.1.5 Visual Input Enhancement    13
2.2 Studies on Visual Aid    14
2.3 The Effects of Visual Aids on Reading    14
2.3.1 Different Types of Visual Aids in Reading    16
2.4 Manga Reading    20
2.5 Reading Fluency    23
2.6 Reading Fluency Instruction    26
2.7 Assessment of Reading Fluency    30
2.8 Relationship Between Repeated Reading and Reading Fluency    32
2.9 Summary    33

Chapter Three: Methodology    34
3.1 Participants    34
3.2 Material Selection    34
3.2.1 Comparison of Readability of Selected Manga and Textbook    35
3.3 Procedure of the Main Study    37
3.3.1 Instrumentation    39
3.3.2 During the Program    40
3.4 Data-Collection Procedure    45
3.5 Data Analysis    45
Chapter Four: Results And Discussion    47
4.1 Overview    47
4.2 Results    47
4.2.1 Reading Rates    47
4.3 Discussion    50

Chapter Five: Conclusion    52
5.1 Limitation:    52
5.2 Directions for future research:    54
5.3 Pedagogical implications:    55
5.4 Conclusions:    56

References:    58
Appendix A: Comic Section from the Textbook    61
Appendix B: Reading Materials for the Treatment    62
Appendix C: Pre-test passage from GEPT    65
Appendix D: Adapted Reading Materials for the Control Group    66
Appendix E Onomatopoeia Acitvity Worksheet    68
Appendix F: Oral Fluency Assessment Roster    70
Appendix G: Manga Reading Worksheet    71

List of Tables
Table 1. Reading Rates of pre- and post-test of the experimental group   48
Table 1.1. Paired Samples Correlations of Experimental Group    48
Table 2. Reading Rates of pre- and post-test of the control group    49
Table 2.2 Paired Samples Correlations of Control Group    49
Table 3. Mean Scores for Pre-Posttest and Gains on Reading Fluency    49

List of Figures
Figure 1 : Schedule of the Manga Reading Program    38
Figure 2. Comparison of  pre- and post-reading rates in WCPM    49
                                

Aliyah, L. N. (2013). THE USE OF MANGA TO TEACH READING NARRATIVE
TEXT TO TENTH GRADERS OF SMAN 1 CERME. Jurnal Mahasiswa Teknologi
Pendidikan, 1(2).
Braden, R. A. (1993). Twenty-Five Years of Visual Literacy Research.
Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning
from text. Educational psychology review, 14(1), 5-26.
Chang, C. Y. (2009). The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size. Unpublished master’s thesis. National Taiwan Normal University, Taiwan.
Chard, B. J. T. D. J. (2000). Focus on Inclusion: Using Readers Theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. Reading & Writing Quarterly, 16(2), 163-168.
Chou, M. J., Hsu, Y. H., & Chen, C. C. (2015). Will Aesthetics English Comic Books Make Junior High School Students Fall in Love with English Reading?. Universal Journal of Educational Research, 3(10), 671-679.
Didcoct, D. H. (1973). COMPARISON OF THE COGNITIVE AND AFFECTIVE RESPONSES OF COLLEGE STUDENTS TO SINGLE-IMAGE AND MULTI-IMAGE AUDIO-VISUAL PRESENTATIONS.
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific studies of reading, 5(3), 239-256.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.
Hughes‐Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban
adolescents. Journal of Adolescent & Adult Literacy, 51(1), 22-33.
Ishikura, N. (2013). The impact of Japanese popular culture and motivation on language learning: Exploring the use of manga for teaching Japanese culture and reading (Doctoral dissertation, Purdue University).
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. Reading in a Foreign language, 20(1), 70.
Koskinen, P. S., & Blum, I. H. (1986). Paired repeated reading: A classroom strategy for developing fluent reading. The Reading Teacher, 40(1), 70-75.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and
assessment of reading fluency: Automaticity, prosody, and definitions of
fluency. Reading Research Quarterly, 45(2), 230-251.
Kunai, I., & Ryan, C. (2007). Manga as a Teaching Tool: Comic Books without Borders. California Teachers of English to Speakers of Other Languages.
Kuo, Y. J. (2010). Using Picture Cues in EFL Junior High School Reading: Effects on
Reading Recall and Text-perceptions”. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension. TESOL
quarterly, 38(2), 225-243.
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instructions. Journal of educational psychology, 88(1), 49.
Reutzel, D., Jones, C. D., Fawson, P. C., & Smith, J. A. (2008). Scaffolded silent reading: A complement to guided repeated oral reading that works!. The Reading Teacher, 62(3), 194-207.
Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37-50.
Samuels, S. J. (2002). Reading fluency: Its development and assessment. What research has to say about reading instruction, 3, 166-183.
Newark. DE: International Reading Association.
Schwartz, A., & Rubinstein‐Ávila, E. (2006). Understanding the manga hype: Uncovering the multimodality of comic‐book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40-49.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. J. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70.
Taiwan, P. I. S. A. (2011). National Center as National University of Taiwan.(2011). Taiwan PISA 2009 short report.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and special education, 25(4), 252-261.
Thompson, J. (2012). Manga: The complete guide. Del Rey.
Whiteside, H. C. (1987). Can multi-image presentations be affective and effective in education. Visible and viable: the role of images in instruction and communication. Commerce, TX: International Visual Literacy Association.
Wu, H. J. (2006). The Effects of Comic Strip and the Sequencing of Its Presentation on the Reading Recall and Inference Generation of EFL Junior High Students in Taiwan. Unpublished master’s thesis. National Taiwan Normal University, Taiwan, 1-104.

簡易檢索 / 詳目顯示

相關論文