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

Abstract

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.