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：	盧筱玲 Hsiao-ling Lu
論文名稱：	故事文法教學對台灣高中生看圖說故事觀感及能力影響之行動研究 An Action Research on the Effects of Story Grammar Instruction on Taiwanese Students’ Perceptions and Ability of Telling Picture-based Stories
指導教授：	常紹如 Chang, Shau-Ju
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2010
畢業學年度：	98
語文別：	英文
論文頁數：	163
中文關鍵詞：	故事文法、看圖說故事
英文關鍵詞：	story grammar, picture-based storytelling
論文種類：	學術論文
相關次數：	點閱：108 下載：17
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

本行動研究目的在探討故事文法教學對台灣高中生看圖說故事觀感及能力之影響。其重點在探討：(1)故事文法教學是否能增進學生用英文看圖說故事的能力，(2)學生對於故事文法教學的觀感以及教師該如何做才能有效的應用故事文法教學來訓練英語演講比賽的參賽者，及(3)故事文法教學如何影響學生對看圖說故事的態度。共有七位金門高中高一學生參與這項歷時五週的研究。在此過程中，學生們完成前測看圖說故事觀感問卷調查、看圖說故事前測、故事文法教學、看圖說故事後測、後測看圖說故事觀感問卷調查及一對一訪談，並就學生之前後測差異做質和量的分析。本研究主要發現如下：
(1)故事文法教學能幫助學生說出較長的故事、增加故事要素的質和量、以及增進看圖說故事時的流暢度。
(2)學生在前後測中所認為看圖說故事最困難的部分改變了。在前測時為內容之擬定，而後測時則為單字不足。
(3)要幫助學生從看簡單的圖說出一個故事過渡到看複雜的圖說出一個故事，最好的方就是給學生較多的示範。
(4)故事文法教學除了讓學生相信自我看圖說故事能力有所增進外，並能減低學生看圖說故事時之焦慮，提升其看圖說故事之自信，及增進其參與看圖說故事活動之興趣。

This action research aims to investigate the effects of the story grammar instruction on Taiwanese students’ perception and ability of telling English picture-based stories. The focus of the study is to examine: (1) How the story grammar instruction functions to improve students’ ability to tell a story based on a picture in English, (2) how students react to the story grammar instruction and what the teacher can do to make it more effective to apply the story grammar instruction to training participants in a speech contest, and (3) how the story grammar instruction affects students’ attitude toward picture-based storytelling. Seven freshmen in National Kinmen Senior High School participated in the study, which lasted for 5 weeks. During the study the participants completed a pre-instruction questionnaire, took a picture-based storytelling pretest, underwent the story grammar instruction, took a picture-based storytelling posttest, responded to the same questionnaire and received an individual interview after completing the instruction. The data were analyzed both quantitatively and qualitatively, mainly by comparing the participants’ storytelling performance and perceptions before and after the story grammar instruction. Major findings of the study are as follows:
(1)The explicit story grammar instruction helped students tell longer stories, increase the number and enhance the quality of the story elements, and improve their fluency in the picture-based storytelling performance,
(2)The most difficult aspect students considered about picture-based storytelling before and after the story grammar instruction changed. Before the instruction, the most difficult aspect was “content,” but after the story grammar instruction it was “vocabulary,”
(3)To help students transit from finding telling a story from a simple picture to telling a story from a complicated picture, the most effective method was to give students more modeling, and
(4)The story grammar instruction helped improve students’ self-perceived ability, reduce their apprehension, enhance their confidence and increase their interest in telling a story from a picture.

CHAPTER ONE: INTRODUCTION
1.1 Background and Purpose of the Study    1
1.2 Research Questions    4
1.3 Significance of the Study    6

CHAPTER TWO: LITERATURE REVIEW
2.1 Teaching of Storytelling    8
2.1.1 Importance and advantages of learning storytelling    8
2.1.2 Explicit vs. implicit teaching    9
2.2 Story Grammar    10
2.2.1 Definition of story grammar    11
2.2.2 Elements of a story    11
2.2.3 Benefits of learning story grammar    15
2.2.3.1 Reading ability    17
   2.2.3.2 Writing ability    20
2.2.4 Teaching of story grammar    24
2.3 Picture Description    25
2.4 Summary    28

CAHPTER THREE: METHDOLOGY
3.1 Participants    30
3.2 Design and Procedure    31
3.2.1 Definition and purpose of action research    31
3.2.2 Process of action research    32
3.2.3 Research design and procedure    34
3.3 Story Grammar Instruction    40
3.3.1 Instructor’s introduction of story grammar    41
3.3.2 Instructor’s modeling story grammar from stories    41
3.3.3 Participants’ story grammar practice from stories    43
3.3.4 Instructor’s modeling storytelling from pictures    44
3.3.5 Participants’ storytelling from pictures    45
3.4 Data Types    47
3.4.1 Picture-based storytelling performance    47
3.4.2 Questionnaire    48
3.4.3 Group feedback    49
3.4.4 Teaching log    50
3.4.5 Individual interviews    50
3.5 Data Analysis    51
3.5.1 Quantitative analysis    52
3.5.2 Qualitatively analysis    55

CAHPTER FOUR: RESEACH PROCESS AND REFLECTIONS
4.1 Story Grammar from Narratives    56
4.1.1 Instructional process- week 1    56
4.1.2 Results of the group interview and my observation-week1    58
4.1.3 Reflections and modification of the practice- week1    58
4.2 Story Grammar from Simple Pictures    59
  4.2.1 Instructional process- week 2    59
4.2.2 Results of the group interview and my observation- week 2    60
4.2.3 Reflections and modification of the practice- week 2    63
4.2.4 Instructional process- week 3    65
  4.2.5 Results of the group interview and my observation- week 3    67
  4.2.6 Reflections and modification of the practice- week 3    70
4.3 Story Grammar from Complicated Pictures    72
  4.3.1 Instructional process- week 4    73
4.3.2 Results of the group interview and my observation- week 4    74
  4.3.3 Reflections and modification of the practice- week 4    77
  4.3.4 Instructional process- week 5    79
  4.3.5 Results of the group interview and my observation- week 5    80
  4.3.6 Reflections of the practice- week 5    84
4.4 Summary    86

CAHPTER FIVE: RESULTS AND DISCUSSION
5.1 Effects of Story Grammar Instruction on Students’ Picture-based
Storytelling Performance    94
  5.1.1 Story grammar instruction and story length    95
  5.1.2 Story grammar instruction and content of story elements    96
  5.1.3 Story grammar instruction and speech fluency    99
5.2 Students’ Perceptions of Picture-based Storytelling    103
  5.2.1 Most difficult aspect and story elements in telling a picture-based story    104
5.2.2 Self-perceived ability in picture-based storytelling    107
  5.2.3 Apprehension in picture-based storytelling    109
  5.2.4 Confidence in picture-based storytelling    110
  5.2.5 Interest in picture-based storytelling    112

CAHPTER SIX: CONCLUSION
6.1 Summary of the Study    114
6.2 Suggestions for Future Studies    117

REFERENCES    121

APPENDIX
Appendix A1: Pictures for Pretest Picture-based Storytelling    128
Appendix A2: Pictures for Modeling and Practicing Picture-based Storytelling    129
Appendix A3: Pictures for Posttest Picture-based Storytelling    133
Appendix B: 英語故事文法教學問卷調查表    134
Appendix C: Questions for Individual Interview    136
Appendix D: Stories for Modeling Story Grammar    137
Appendix E: Instructor’s Modeling Story Grammar from Stories    143
Appendix F: A Scale for Scoring the Inclusion and Quality of the Parts of a Story    146
Appendix G: The Blank Format of Story Grammar Form    149
Appendix H: Stories for Practicing Story Grammar    150
Appendix I: The Story Grammar of the Selected Pictures…155
Appendix J: Samples of Students’ Pretest and Posttest Storytelling Performance    160

LIST OF TABLES
Table 1 Different Viewpoints of Story Elements    14
Table 2The Summary of the Story Grammar Instruction    46
Table 3 The Corresponding Pairs and the Issues Addressed    49
Table 4 Instructional Process in Week 1    57
Table 5 Instructional Process in Week 2    59
Table 6 Instructional Process in Week 3    65
Table 7 The List of Conjunctional Adverbs    66
Table 8 Instructional Process in Week 4    73
Table 9 Instructional Process in Week 5    79
Table 10 The Problems Students Encountered and Modifications I Incorporated
into Each Phase of the Instructional Process    86
Table 11 The Story Elements Mentioned in Each Practice    89
Table 12 Word Count in the Pre- and Posttest Storytelling    95
Table 13 The Score of Story Elements in the Pre- and Posttest Storytelling    97
Table 14 The Raw Speech Rate in the Pre- and Posttest Storytelling    99
Table 15 The Pruned Speech Rate in the Pre- and Posttest Storytelling    101
Table 16 Extended Pauses in the Pre- and Posttest Storytelling    102
Table 17 The Most Difficult Aspect in Telling Picture-based Stories    105
Table 18 The Most Difficult Story Elements in Telling Picture-based Stories    106
Table 19 The Mean Score of Self-perceived Ability in Telling Picture-based
Stories    108
Table 20 The Mean Score of Apprehension in Telling Picture-based Stories    110
Table 21 The Mean Score of Confidence in Telling Picture-based Stories    111
Table 22 The Mean Score of Interest in Telling Picture-based Stories    112

                                

Abdel, S. A. El-Koumy. (1999). Effect on in story grammar on the narrative writing of EFL students. Egypt: Suez Canal University
Albertson, L. R., & Billingsley, F. F. (1997). Improving Young Writers’ Planning and Reviewing Skills while Story-Writing. Paper presented at the Annual Meeting of the American Educational Research Association.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, England: Cambridge University Press.
Beck, I. L., & McKeown, M. G. (1981). Developing questions that promote comprehension: The story map. Language Arts, 58(8), 913-918.
Black, J. B., & Wilensky, R. (1979). An Evaluation of Story Grammars. Cognitive Science 3, 213-230.
Brewer, W. F., & Lichtenstein, E. H. (1982). Stories are to entertain: A structural-affect theory. Journal of Pragmatics, 6, 473-486.
Cortazzi, M. (1994). Narrative analysis. Language Teaching, 27, 157-170.
Dillingham, B. (2005). Teaching Tips: Performance Literacy. The Reading Teacher, 59(1), 72-80.
Davis, Z. T. & McPherson, M. D. (1989). Story map instruction: A road map for reading comprehension. The Reading Teacher, 43(3), 232-240.
Davis, Z. T. (1994). Effects of Prereading Story Mapping on Elementary Readers’ Comprehension. Journal of Educational Research, 87(6), 353-360.
Derwing, T. M., Rossiter, M. J., Murray, J. M. & Ron I. T. (2004). Second Language Fluency: Judgments on Different Tasks. Language Learning, 54(4), 655-679.
Dreher, M. J., & Singer, H. (1980). Story grammar instruction unnecessary for intermediate-grade students. The Reading Teacher, 34, 261-268.
Ellis, S. (2003). Story-writing, planning and creativity. Reading literacy and language, April, 2003, 27-31.
Felber, S. E. (1989). Using children’s literature. The Reading Teacher, 43, 90-91.
Ferrance, E. (2000). Action research. Providence: Brown University.
Fitzgerald, J., & Teasley, A. B. (1986). Effects of Instruction in Narrative Structure on Children’s Writing. Journal of Educational Psychology, 78(6), 424-432.
Fitzgerald, J. W. (1981). Story Grammar and Reading Instruction. The Reading Teacher, April, 1981, 762-771.
Fitzgerald, J. (1984). The relationship between reading ability and expectations for story structures. Discourse Process, 7, 21-41.
Golden, J. M. (1984). Children’s concept of story in reading and writing. The Reading Teacher, 37, 578-584.
Gordon, C. J., & Braun, C. (1983). Using story schema as an aid to reading and writing. The Reading Teacher, November, 116-121.
Gordon, C. J., & Pearson, P. D. (1983). The effects of instruction in metacomprehension and inferencing in children’s comprehension abilities (Tech. Rep. No. 277). Urbana: University of Illinois, Center for the Study of Reading.
Harris, K. R., & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris, & J. G. Gurthrie (Eds.), Promoting academic competence and literacy in schools. New York: Academic Press.
Hendrickson, J. M. (1992). Storytelling for foreign language learners
Huang, C. Y. (2006). The effects of story-mapping instruction on picture writing for EFL senior high school students in Taiwan.
Jones, R. E. (2001). A consciousness-raising approach to the teaching of conversational storytelling skills. ELT Journal, 55(2), 155-163.
Kemmis, S. (1993). Action research. In M. Hammersley (ed.). Educational research: Current issues. London: Paul Chapman with the Open University.
Labov, W., & Waltezky, J. (1967). Narrative analysis: oral version of personal experience. In J. Helm (Ed.), Essay on the verbal and visual arts. Seattle: University of Washington Press.
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46.
MacArthur, C. A., Schwartz, S. S., & Graham, S. (1991). A model for writing instruction: Integrating word processing and strategy instruction into a process approach to writing. Learning Disabilities Practice, 6, 230-236.
Magee, M. A., & Sutton-Smith, B. (1983). The art of storytelling: How do children learn it? Young Children, 38(4), 4-12.
Mandler, J. (1978). A code in the node: The use of a story schema in retrieval. Discourse Processes, 1, 14-35.
Mandler, J., & Johnson, N. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
McNiff, J.,& Whitehead, J. (2002). Action research: Principles and practice (2nd ed.). London: RoutledgeFalmer.
Muriel, K. R. (1984). Story schema: Theory, research and practice. The Reading Teacher, January, 1984, 377-382.
Pankau, D. J. (1992). Will reading aloud and story mapping improve students’ writing? Classroom Research by Classroom Teachers, 2, 106-109.
Peck, J. (1989). Using Storytelling to Promote Language and Literacy Development. The Reading Teacher, 43, 138-141.
Pesola, C. A. (1991). Culture in the Elementary Foreign Language Classroom. Foreign Language Annals, 24(4), 331-346.
Reutzel, D. R. (1984). Story mapping: An alternative approach to comprehension. Reading World, 24(2), 16-25.
Reutzel, D. R. (1985). Story maps improve comprehension. The Reading Teacher, 38(4), p400-404.
Sarkar, S. (1978). The use of pictures in teaching English as a second language. English Language Teaching Journal, 32(3), 175-80.
Smith, C. B. (1990). Story map: Setting, plot, mood, theme. The Reading Teacher, 44(2), 178-179.
Sorrell, A. L. (1990). Three reading comprehension strategies: TELLS, story mapping, and QARs. Academic Therapy, 25, 359-368.
Staal, L. A. (2000). The Story Face: An adaption of story mapping that incorporates visualization and discovery learning to enhance reading and writing. The Reading Teacher, 54(1), 26-31.
Stein, N. L. (1979). How children understand stories: A developmental analysis. In L. G. Ketz (Ed.), Current Topics in Early Childhood Education, 12. Hillsdale, N.J.: Ablex.
Stein, N., & Glenn, C. (1977). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), Discourse Processing: Multidisciplinary Perspectives in Discourse Comprehension. Hillsdale, N.J.: Ablex
Teng, H. C. (2008). A Study of Task Type for L2 Speaking Assessment. In M. Mantero, P. C. Miller, & J. L. Watzke (Eds.), ISLS readings in language studies (pp. 433-446 ). St. Lois, MO: International Society for Language Studies.
Thorndyke, P. W. (1977). Cognitive structure in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
Tori, B., Cecil, F. III., Shanna, H. B., and Mack, D. B. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27, 105-121.
Vallecorsa, A. L., & deBettencourt, L. U. (1997). Using a Mapping Procedure to Teach Reading and Writing Skills to Middle Grade Students with Learning Disabilities. Education and Treatment of Children, 20(2), 173-188.
Vipond, D. (1980). Micro- and macroprocesses in text comprehension. Journal of Verbal Learning and Verbal Behavior, 19, 276-198.
Whitehead, J. (1985). An analysis of an individual’s educational development: The basis for personally oriented action research. In M. Shipman (ed.). Educational Research: Principles, Policies and Practice. London: Falmer.
Wills, D., & Willis, J. (1996). Consciousness-raising activities in the language classroom’ in J. Willis and D. Willis (eds.). Challenge and Change in Language Teaching. Oxford: Heinemann.
Weir, C. J., & Wu, J. R.W. (2006). Establishing test form and individual task comparability: a case study of a semi-direct speaking test. Language Testing, 23(2), 176-197.
許佩甄 (譯) (2005)。J. B. Heaton著。看圖寫作基礎篇(Beginning composition through pictures)。台北市：台灣培生教育。
許佩甄 (譯) (2008)。J. B. Heaton著。看圖寫作進階篇(Composition through pictures)。台北市：台灣培生教育。

簡易檢索 / 詳目顯示

相關論文