英語無字繪本對於台灣國小學生英語寫作發展之影響

Abstract

本研究旨在探討使用無字書對於台灣第二外語英語初學者寫作發展與故事寫作發展之影響。此外，本研究也記錄了學生對於本無字書寫作課程的看法以及教師在發展及執行本課程的學習心得。本研究提出三個問題：〈一〉使用無字書對於台灣第二外語英語初學者整體寫作發展之影響為何？〈二〉使用無字書對於台灣第二外語英語初學者故事寫作發展之影響為何？〈三〉在本研究中，台灣第二外語英語初學者對於本無字書寫作課程的看法為何？〈四〉在本研究中，教師在發展及執行本課程的過程中得到的學習心得為何？ 在本研究中的九位參與者為新北市國小五至六年級生以及一位二十六歲的教師，他們在課後參與本無字書寫作課程。本課程每星期舉行一次，一次九十分鐘，共達六個月。為了提高本研究結果之可信度，本研究採用學生寫作分析、訪談、教室觀察、以及教師反思紀錄等多種資料蒐集方式。 本研究結果顯示，使用無字書不僅在學生們的整體寫作發展上有所助益，也對學生們故事寫作能力有所幫助。此外，學生們認為此課程很有趣，並有助於發展寫作技巧、激發創造力且幫助攝取單字及文法知識。在寫作課程之後，學生們也對於英語寫作更有信心及動機。最後，教師在發展及執行此寫作課程中得知，為協助學生的學習發展，創造一個友善的寫作環境以提供學生英語輔助及情感支持是極為重要的；此外，設計多項閱讀、寫作及有意義的學習活動也是不可或缺的。然而，最後教師也對於無字書選擇有限、課程時間及組成教師學習團隊的必要性提出建議。 本研究在最後根據研究結果提出此研究的限制、對於教師、教育者、學校及行政單位的建議，並提出未來相關研究的方向。This study aims to explore the use of wordless picture books on Taiwanese young EFL learners’ overall writing development and their story writing skills. Besides, the students’ self-perception of the writing program and the teacher’s learning and reflection from the development and implementation process are provided. Four research questions were addressed: (1) How does the use of wordless picture books influence Taiwanese young EFL learners’ writing development in English? (2) How does the use of wordless picture books influence Taiwanese young EFL learner's story writing development in English? (3) How do Taiwanese young EFL learners perceive the use of wordless picture books in their experience of learning story writing in English? (4) What is the teacher’s learning and reflection on the experience of developing and implementing the wordless picture book writing program? In the present study, the participants were nine elementary school students in New Taipei City and a twenty-six-year-old teacher. The study lasted for six months, and the writing sessions were held once a week, ninety minutes per session. Data from various sources were collected to validate the result, including students’ pretest and the writing samples, three semi-interviews, classroom observations, and the teacher’s reflexive journals. Findings showed that the students improved on their overall writing development as well as their story writing skills with the use of the wordless picture books for writing. In addition, the participants considered the writing program interesting and useful for their writing development, creativity, and vocabulary and grammar acquisition. They also believed that they enhanced their confidence and motivation toward English writing after the writing program. Finally, the teacher researcher learned that it was essential that the teacher should create a friendly writing environment by provide both linguistic scaffold and emotional support in the writing program. Besides, designing a variety of reading and writing activities as well as meaningful activities to facilitate the learning process was also indispensible. Finally, a wider range of book selection, a longer time for each session, and a need to build a learning community for interested teachers were also recommended. In the light of the present study, limitations of the present study, pedagogical implications for practitioners and schools or educational authorities, and suggestions for the future research are discussed.