圖像組織法教學對於台灣七年級生英語故事重述之效益研究

Abstract

本研究旨在探討使用「圖像組織法教學」對於國中七年級生英文故事重述能力之影響。實驗對象為台北市某公立國中七年級兩個班級共54名的學生。其中27名學生為實驗組，而另27名學生為對照組。研究時間約持續八個星期。教學前所有受試者皆接受全民英檢初級口試測驗以確認英文口語程度，然後才進行英語故事重述前測。在教學階段，實驗組接受為期四週的「圖像組織法教學」，而對照組則接受傳統的問與答的講述上課方式。在教學階段之後，兩組分別接受英語故事重述的後測。最後，實驗組的受試者填寫與「圖像組織法教學」內容相關的問卷以及接受訪談。 本研究結論為： (1) 圖像組織法教學雖無法增加重述故事之長度，但可減少重覆及重啟開頭語。 (2) 圖像組織法教學與問與答教學法同樣能增進原始語速，但唯有圖像組織法能增加刪除重覆及重啟開頭語後的語速。 (3) 圖像組織法能增進英文故事口語重述中故事成分所包含的數量以及內容。 (4) 圖像組織法能提升英文故事口語重述的整體表現。 (5) 多數實驗組受試者認為圖像組織法教學對於他們來說稍有難度，而最簡單的故事成分是「角色」，最困難的是「事件 」。所有實驗組受試者一致認為圖像組織法教學對於故事重述是有幫助的，他們並對圖像組織法採正向態度予以肯定。The present study aims to investigate the effects of the graphic organizer map instruction (the GO map instruction) on EFL seventh graders’ oral English story retelling. Participants were 54 seventh graders from two classes of students in a public junior high school in Taiwan. There were 27 participants in the experimental group (EG) and 27 in the control group (CG). The treatment lasted for 8 weeks. Prior to the instructions, all the participants first took the speaking test of the elementary GEPT to ascertain their oral English proficiency and then took the pretest. During the instructional phase, the participants in EG received a 4-week GO map instruction while those in the CG the traditional Q& A instruction. After the instructions, they took the posttest. Last, a questionnaire was administered to the participants in the EG. Some of the participants were interviewed to clarify their responses on the questionnaires. The findings of the study are summarized as follows: (1) Although the GO map instruction failed to increase the length of the retold stories effectively, it was effective in significantly reducing the number of false starts and repetitions. (2) Although both the GO map instruction and the traditional Q& A instruction significantly reduced the length of retelling time and improved the original speech rate, only the GO map instruction was effective in significantly facilitating the pruned speech rate. (3) The GO map instruction was effective in the inclusion of more story elements and in the enhancement of the story element content. (4) The GO map instruction was effective in elevating the holistic story retelling performances of the participants in the EG. (5) Most of the participantsin the EG found the GO map instruction difficult and regarded “Character” as the easiest element and “Events” the hardest one for them to master. Additionally, all the participants considered the GO map instruction beneficial to the posttest story retelling and held a positive attitude toward it.