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

Abstract

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.