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題名：The Effectiveness of Bilingual Environmental Print in an Elementary School: A Case Study
書刊名：Taiwan Journal of TESOL
作者：Yeh, Chieh-yue／Teng, Chia-wen
出版日期：2011
卷期：7:2
頁次：頁45-75
主題關鍵詞：Bilingual environmental print；Elementary school English；EFL
原始連結：連回原系統網址new window
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在台灣，幾乎在每一所小學裡都可以看到不同種類的中-英雙語環境之印刷佈置物，譬如用在不同地方的標語，以及與英語學習相關的海報。本研究旨在了解這些校園英語環境印刷佈置物的設計與成效，以及如何有效運用這些英語教學資源。本研究對象來自於北台灣一所國小九位教職員以及622位三到六年級的學童。資料蒐集主要來源為訪談及問卷。訪談資料是採用質化加以分析；問卷調查的資料則是採以量化的統計分析。本研究主要的發現為：（1）校園英語環境印刷佈置物之設計規劃，主要由教育主管機關以及學校行政人員決定和負責。（2）英語教師參與校園英語環境印刷佈置物之設計規劃的程度，會影響她/他們是否使用這些英文印刷品進行教學的意願。（3）80%以上的受訪學生都注意到校園中的英語環境印刷佈置物，也顯示高度的學習意願。但是由於多數英語教師未使用這些佈置物於教學上，所以這些佈置物對於學生的英語學習幫助並不明顯。4. 大部分的受訪者贊同校園中英語環境印刷佈置物存在的必要性；而且師生們都建議應該要有更多的人參與雙語情境內容的設計。
In Taiwan, different kinds of Chinese-English bilingual environmental print (BEP), such as signs for different places and English learning related posters, can be seen in nearly every elementary school. The purpose of the present study is to investigate the design of the elementary school bilingual environmental print and its effect in language learning and teaching. Participants in the study were nine members of staff and 622 students sampled from the third grade to the sixth grade in an elementary school in northern Taiwan. Two sets of interviews and questionnaires were employed to collect data. Both qualitative analysis of interviews and quantitative statistical analysis of the questionnaire were employed for data analysis. The findings indicate that (1) the design of the BEP was primarily a top-down process, i.e., the educational authority and the school‟s administrative staff directed the design of the BEP; (2) the teachers‟ degree of the involvement in the design of the BEP influenced their willingness to conduct the BEP instruction; (3) although more than 80% of the students noticed the existence of the BEP and showed a high interest in learning the content of the BEP, the effectiveness of the BEP in students‟ language learning was not obvious without instruction from the English teachers; and (4) most students appreciated the existence of the BEP, and both students and teachers suggest that more English teachers and students be involved in the design of the BEP.
期刊論文
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3.Roskos, K. A.、Neuman, S. B.(2001)。Environment and its influences for early literacy teaching and learning。Handbook of early literacy research，281-294。  new window
4.Neuman, S. B.、Roskos, K.(1993)。Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks。American Educational Research Journal，30，95-122。  new window
5.Tao, L.、Robinson, H.(2005)。Print rich environments: Our pre-service teachers' report of what they observed in their field experiences。Reading Horizons，45，349-366。  new window
6.Kuby, P.、Aldridge, J.(1997)。Direct versus indirect environmental print instruction and early reading ability in kindergarten children。Reading Psychology，18，91-104。  new window
7.Littlewood, W.(1996)。Autonomy: An anatomy and a framework。System，24(4)，427-435。  new window
8.Kirkland, L., Aldridge, J.,、Kuby, P.(1991)。Environmental print and the kindergarten classroom。Reading Improvement，28，219-222。  new window
9.Kuby, P.,、Aldridge, J.(2004)。The impact of environmental print instruction on early reading ability。Journal of Instructional Psychology，31，106-114。  new window
10.Kuby, P., Kirkland, J.,、Aldridge, J.(1996)。Learning about environmental print through picture books。Early Childhood Education Journal，24，33-36。  new window
11.Maloch, B.(2005)。Becoming a “wow reader: Context and continuity in a second grade classroom。Journal of Classroom Interaction，40(1)，5-17。  new window
12.Manning, M.(2004)。A world of words.。Teaching Pre K-8,，34(7)，78-79。  new window
13.Short, K., Kaufman, G., Kaser, S., Kahn, L.,、Crawford, K.(1999)。Teacher watching:Examining teacher talk in literature circles。Language Arts，76，377-385。  new window
14.Kirkland, L., Aldridge, J.、Kuby, P.(1991)。Environmental print and the kindergarten classroom。Reading Improvement，28，219-222。  new window
15.Kuby, P.、Aldridge, J.(2004)。The impact of environmental print instruction on early reading ability。Journal of Instructional Psychology，31，106-114。  new window
16.Kuby, P.、Kirkland, J.、Aldridge, J.(1996)。Learning about environmental print through picture books。Early Childhood Education Journal，24，33-36。  new window
17.Maloch, B.(2005)。Becoming a “wow reader”: Context and continuity in a second grade classroom。Journal of Classroom Interaction，40(1)，5-17。  new window
18.Manning, M.(2004)。A world of words。Teaching Pre K-8，34(7)，78-79。  new window
19.Short, K.、Kaufman, G.、Kaser, S.、Kahn, L.、Crawford, K.(1999)。Teacher watching: Examining teacher talk in literature circles。Language Arts，76，377-385。  new window
20.Usuki, M.(2002)。Learner autonomy: Learning from the student’s voice。Centre for Language and Communication Studies (CLCS) Occasional Paper，60，1-29。  new window
研究報告
1.Rieber, L. P.(1990)。Effects of animated visuals on incidental learning and motivation。College Station, TX。  new window
2.Usuki, M.(2002)。Learner autonomy: Learning from the student's voice。  new window
學位論文
1.Fourgeaud-Cornuejols, C.(1990)。The use of advertisements from French magazines in the teaching of French as a foreign language。  new window
2.Kuby, P.(1994)。Early reading ability of kindergarten children following environmental print instruction，Birmingham。  new window
圖書
1.Hiebert, E. H.(1998)。Early literacy instruction。Belmont, CA：Wadsworth。  new window
2.Broady, E.、Kenning, M.(1996)。Promoting learner autonomy in university language teaching。London：Association for French Language Studies CILT。  new window
3.Assink, E. M. H. Ed..(1994)。Literacy acquisition and social context。New York：Harvester Wheatsheaf。  new window
4.Aldridge J.、Kirkland L.、Kuby, P.(1995)。Jumpstarters: Integrating environmental print through the curriculum。Birmingham, AL：Learner Resources。  new window
5.Marsh, J.,、Hallet, E. Eds..(1999)。Desirable literacies: Approaches to language and literacy in the early years。Thousand Oaks, CA：SAGE。  new window
6.Westwood, P.(2004)。Reading and learning difficulties: Approaches to teaching and assessment。London：David Fulton。  new window
7.Enright, D. S.、McCloskey, M. L.(1988)。Integrating English: Developing English language and literacy in the multilingual classroom。Reading, MA：Addison-Wesley。  new window
8.Morrow, L. M.(1989)。Literacy development in the early years: Helping children read and write。Prentice Hall。  new window
9.Curtain, Helena、Pesola, Carol Ann Bjornstad(1994)。Language and Children: Making the Match。New York：Longman。  new window
10.Marsick, Victoria J.、Watkins, K. E.(1990)。Informal and Incidental Learning in the Workplace。London：Routledge。  new window
11.Benson, P.、Voller, P.(1997)。Autonomy and independence in language learning。London：Longman。  new window
12.Holec, H.(1981)。Autonomy and foreign language learning。Pergamon Press。  new window
13.Benson, Phil(2001)。Teaching and researching autonomy in language learning。Longman。  new window
14.Enright, D. S.,、McCloskey, M. L.(1988)。Integrating English: Developing English language and literacy in the multilingual classroom。Boston。  new window
15.Esch, E.(1996)。Promoting learner autonomy: Criteria for the selection of appropriate methods。Taking control: Autonomy in language learning。Hong Kong。  new window
16.Esch, K. V.,、Elsen, A.(2004)。Effecting change: Research into learner autonomy in foreign language learning and teaching。New insights into foreign language learning and teaching。New York。  new window
17.Hall, N.(1987)。The literate home corner。Parents and teachers together。London。  new window
18.Hallet, E.(1999)。Signs and Symbols: Environmental Print。Desirable literacies: Approaches to language and literacy in the early years。Thousand Oaks, CA。  new window
19.Schalkwijk, E., Esch, K.V., Elsen, A.,、Setz, W.(2004)。Learner autonomy in foreign language learning and teaching。New insights into foreign language learning and teaching。New York。  new window
20.Teberosky, A.(1986)。The language young children write: Reflections on a learning situation。How children construct literacy。Newark, DE。  new window
21.黃政傑 Huang, Z.J.(1990)。《課程》(Curriculum)。《教育概論》An introduction to education。Taipei, Taiwan。  延伸查詢new window
22.Rieber, L. P.(1990)。Effects of animated visuals on incidental learning and motivation。ERIC Document Reproduction Service No. ED323943。College Station, TX。  new window
23.黃政傑(1990)。課程。教育概論。Taiwan。  延伸查詢new window
24.Esch, E.(1996)。Promoting learner autonomy: Criteria for the selection of appropriate methods。Taking control: Autonomy in language learning。Hong Kong。  new window
25.Esch, K. V.、Elsen, A.(2004)。Effecting change: Research into learner autonomy in foreign language learning and teaching。New insights into foreign language learning and teaching。New York。  new window
26.Hall, N.(1987)。The literate home corner。Parents and teachers together。London。  new window
27.Hallet, E.(1999)。Signs and Symbols: Environmental Print。Desirable literacies: Approaches to language and literacy in the early years。Thousand Oaks, CA。  new window
28.Schalkwijk, E.、Esch, K.V.、Elsen, A.、Setz, W.(2004)。Learner autonomy in foreign language learning and teaching。New insights into foreign language learning and teaching。New York。  new window
29.Teberosky, A.(1986)。The language young children write: Reflections on a learning situation。How children construct literacy。Newark, DE。  new window
其他
1.Daniel, J.，Clarke, T.，Ouellette, M.(2001)。Developing and supporting literacy-rich environments for children，http://www.nga.org/Files/pdf/IB022401LITERACY.pdf， 20070806。  new window
2.Fortin, C.(2008)。Teaching foreign language: Environmental print presenting foreign language labels, signs, posters, and readings，http://languagestudy.suite101.com/article.cfm/environmental_print_in_foreign_language_class， 20080809。  new window
圖書論文
1.Teale, W. H.(1986)。Home background and young children’s literacy development。Emergent literacy: Writing and reading。Norwood, NJ：Albex。  new window
2.Voller, P.(1997)。Does the teacher have a role in autonomous learning?。Autonomy and independence in language learning。London：Longman。  new window
 
 
 
 
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