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研究生：	張嘉雯 Chang Jia-wen
論文名稱：	高中英詩教學：美術班英詩教學活動之研究 Teaching English Poetry in Senior High School: A Case Study of Art Students
指導教授：	莊坤良 Chuang, Kun-Liang
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2007
畢業學年度：	96
語文別：	英文
論文頁數：	135
中文關鍵詞：	英詩教學
英文關鍵詞：	teaching english poetry
論文種類：	學術論文
相關次數：	點閱：160 下載：32
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中文摘要
本研究旨在探索如何透過課堂活動與學習單等，來引導高中美術班學生學習英詩。本研究採用學習單、朗誦比賽、課堂活動、討論等，引導學生有效閱讀英詩，且以簡易英詩創作提升學習成就感；所謂「詩中有畫，畫中有詩」，鼓勵美術班學生以美術作品來呈現他們學習英詩的共鳴。實驗後並探討這些活動對提昇英文學習成效是否具有正面效果與影響。
本研究的對象是三十位宜蘭高中第六屆美術班學生，所有受試學生在老師所設計的英詩課程中欣賞並練習創作英詩。本實驗在教材選擇上以主題式教學，挑選符合青少年背景及經驗，並配合時節及龍騰版教科書內容的英詩，盼能引發受試學生對英詩學習的興趣，進一步對英文學習產生更多動力。在資料分析方面，針對受試者填寫問卷結果、學習單、訪談內容及研究者觀察紀錄等來加以分析。
本研究的主要發現如下：
1. 研究中的教學活動提昇了學生對英詩的興趣，該班大部分學生表示閱讀英詩啟發他們作深度思考並提升對西方文化的了解。
2. 大部分的學生表示英詩教學活動對增進英文能力有幫助，尤其是在閱讀能力方面。
3. 大部分學生喜歡或感受深刻的英詩，是與他們生活經驗有關的，或是有關西方文化的內容。
4. 大部分學生對本研究的英詩教學活動抱持肯定的態度，他們表示這些活動幫助他們理解英詩，此外，學生們認為教室的學習氣氛愉快且教室佈告欄與寫學習單提供他們更多學習英詩的機會。
5. 大部分學生表示生字是他們在閱讀英詩時遇到最大的困難，絕大部分的學生會以查字典或請教老師同學的方式解決。
6. 大部分學生肯定學習單及畫出心中的英詩，能幫助自己反省學習過程。
根據以上研究結果，本研究者提出以下有關高中英詩教學的建議：
1. 高中英語教師可以將符合學生興趣及程度的英詩納入日常的英語課程中。
2. 高中英語教師可以透過設計活動及學習單來提升學生對英詩學習的理解與認同。
3. 高中英語教師可以為學生營造依各有利的英詩學習環境，結合學生的專長與優點，幫助學生融入英詩的學習。
此研究有許多不足、可改進的地方，但研究結果確實可看出高中英詩教學的可行性及正面效果。

ABSTRACT

The purpose of this study is to investigate the effects of poetry teaching in senior high school. Specifically, the students’ attitude toward poetry reading and writing, their growth of the four language skills, and their responses to the poetry classes were investigated.
Thirty first graders of I-lan Senior High School in I-lan County were recruited in this study. Data were collected from the researcher’s observation records, students’ questionnaires, interviews and worksheets. Based on the analyses of both quantitative and qualitative data, the findings of the study are as follows:

1. The activities in this study helped motivate the art students to learn English poems. Most of them became more interested in English poems at the end of the study.
2. Most of the art students confirmed that their four language skills improved after the project.
3. The poems that most students took interest in were related to their lives or about western cultures.
4. Most of the students held positive attitudes toward the activities in poetry classes. They revealed that the activities helped them understand the poems better. Moreover, they thought the classroom atmosphere was pleasant, and the classroom bulletin board provided them with more learning opportunities.
5. Most students in this project considered the biggest problem they encountered in reading poems was that they had small vocabulary. Most of them would consult the dictionary or the teacher to solve the problem.
6. Most of the students thought the worksheets could help them reflect on their learning process.

Based on the study findings, it is suggested that the English teachers in senior high schools bring English poems into reading curricula. Additionally, English teachers can implement well-designed activities and worksheets to enhance students’ English reading comprehension of poetry. Finally, English teachers can try their best to create a favorable and friendly environment for students to immerse themselves in English poetry learning as well as incorporating students’ talents or strengths with their poetry learning. Though there is still a lot to be desired in this study, the results of this project provide English teachers with confidence and confirmation that it is possible and it helps to apply poetry lessons in the instruction of English in senior high schools in Taiwan.

TABLE OF CONTENTS

Chapter One Introduction……..…………………………………………………..1
1.1    Background and Motivation……………………………………………….1
1.2    Statement of the Problems…………………………………………………3

Chapter Two Literature Review…………………………………………………...6
   2.1 Poetry in Language Teaching and Learning……………………………...6
   2.1.1 Poetry: function and elements…………………………………………...6
   2.1.2 Proponents of poetry teaching…………………………………………...7
   2.2 From Reading to Writing………………………………………………….14
   2.2.1 Poetry teaching and four language skills……………………………….14
   2.2.2 Poetry instruction and writing…………………………………………. 15
   2.3 Poetry Teaching in EFL Classes in Taiwan……………………………….17
   2.4 Classifying Questions in EFL Settings……………………………………20

Chapter Three Methodology………………………………………………………23
   3.1 Subjects……………………………………………………………………..23
   3.2 Materials for one school year’s poetry teaching…………………………24
   3.3 Students’ worksheet………………………………………………………..26
3.4 Reading aloud………………………………………………………………27
   3.5 Poetry writing………………………………………………………………27
   3.6 Observation…………………………………………………………………29
3.7 Pre-questionnaires and post-questionnaires……………………………...30
3.7.1 Questionnaires administered prior to instruction……………………...30
3.7.2 Questionnaires administered after instruction…………………………31
3.8 Interview…………………………………………………………………….31

Chapter Four Results………………………………………………………..…….33
   4.1 Background Information about the Subjects and the classroom……….33
   4.1.1 Subject teachers interviewed……………………………………………33
   4.1.2 Subject students………………………………………………………….33
   4.1.3 The classroom and the English Corner on the bulletin board………...34
   4.1.4 In the class………………………………………………………………. 34
4.2 Analysis of the subject teachers’ responses to poetry teaching……….....36
4.2.1 Poetry and poetry teaching ……………………………..………………36
   4.2.2 Feedbacks, responses and comment from teachers interviewed …...…37
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4.3  Results of the Comparison of the Pre- and Post-instructional Questionnaires: Students’ attitude and personal feelings…...…………...39
   4.3.1 Difficulties students encounter when studying poetry…...…………….39
   4.3.2 Students’ responses in Pre-and Post-instructional Questionnaires …..40
   4.4 Students’ attitude toward class activities of poetry teaching………….…51
   4.5 Poetry learning and students’ personal growth shown in the post-questionnaires………………………………………...………………61
   4.5.1 Attitudes toward Learning English Poems……………………………..61
   4.5.2 Students’ Perception of Their Language Development………………...63
   4.5.3 Students’ response to the class atmosphere, learning environment and worksheets…………………………………………………………………65
   4.5.4 Students’ response to group discussion……………………………….…67
   4.5.5 Students’ response to grammar instruction and teacher’s questions…68
   4.5.6 Students’ response to poetry recitation & their willingness to interact and express reflections……………………………….………………….69
   4.5.7 Students’ poetry writing …………………….…………………………...71
   4.6 Students’ talents for art …………………….……………………………...73

Chapter Five Conclusion……..……………………………………………………75
5.1    Findings…………………….……………………………………………….75
5.2    Implications…….………….………………………………………………..78
5.3    Limitations of the study and suggestions for further studies……………81

References…………………………………………………………………………..84
Appendix 1 Pre-instructional Questionnaire……………………………………..89
Appendix 2 Students’ worksheet…………………………………………………..90
Appendix 3 Students’ worksheet II………………………………………………..92
Appendix 4 Students’ worksheet III……………………………………………....95
Appendix 5 Students’ worksheet III……………………………………………....97
Appendix 6 A Mini-Contest for English Poetry Recitation……………………....98
Appendix 7 Worksheet in presenting and discussing two poems about love…..101
Appendix 8 Two of students’ works………………………………………………104
Appendix 9 Students’ worksheet V……………………………………………….105
Appendix 10 A poem by e. e. cummings………………………………………….107
Appendix 11 Students’ worksheet VI…………………………………………….108
Appendix 12 Post-instructional Questionnaire………………………………….112
Appendix 13 Students’ art works…………………………………………………115
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The Teaching of English Poetry to Students whose Native Language is not English
BOTTRALL ELT J.1953; VIII: 39-44.

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