以英文可預測書進行讀寫整合教學對臺北市小五生英語寫作能力之影響研究_

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題名：	以英文可預測書進行讀寫整合教學對臺北市小五生英語寫作能力之影響研究
書刊名：	Intergrams: Studies in Languages and Literatures
作者：	吳采峰／張秀穗
作者(外文)：	Wu, Tsai-feng／Chang, Hsiu-sui
出版日期：	2014
卷期：	15:1
頁次：	頁(3)1-(3)33
主題關鍵詞：	可預測書；英語寫作；讀寫整合教學；Predictable books；English writing；Integrated reading-writing instruction
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:4 點閱:2

本研究探究可預測書讀寫整合教學及一般生字與句型教學，對臺北市小五生英語寫作能力之影響。研究問題為：一、就詞彙及句法能力來探究可預測書讀寫整合教學是否可提升小五生英語寫作能力？二、可預測書讀寫整合教學（實驗組）及一般生字與句型教學（控制組），何者較能提升小五生英語寫作能力？研究者對北市六十八位小五學生施以劍橋兒童CYLET聽力及閱讀寫作前測同質性測驗，分實驗組與控制組各三十四人，分別施以可預測書讀寫整合教學及一般生字與句型教學。實驗教學進行十四週，每週兩次，每次二十分鐘。實驗組與控制組於實驗教學前後各接受一次自編「英語寫作能力測驗」。研究者透過CHILDES進行前後測資料編碼與分析，以詞彙的運用及句法能力為評斷指標。另以相依樣本t檢定分別檢驗兩組研究對象前後測的表現是否顯著提升，並以獨立樣本單因子共變數分析比較兩組前後測成績。結果顯示，可預測書讀寫整合活動，能有效提升小五生英語寫作能力，特別是詞彙的運用；句法能力上，對提升句子總數與正確句總數有顯著效果，但對提升平均句長的教學效果則有限。實驗組可預測書讀寫整合教學之成效優於控制組，控制組後測在詞彙的運用及句法能力表現皆退步，其中句子總數退步幅度達顯著差異。據此，研究者提出教學及研究建議

以文找文

This study aimed to understand and compare the effects of integrated reading-writing instruction with English predictable books and traditional vocabulary and sentence patterns instruction on the elementary school fifth graders' English writing ability. Sixty-eight 5th graders participated in the study for 14 weeks, two 20-minute sections per week; 34 people were assigned to the experimental group and 34 the control group, with the homogeneity in their CYLET between two groups. The experimental group received integrated reading-writing instruction with predictable books, while the control group received traditional vocabulary and sentence patterns instruction. Pre- and post-tests on writing were conducted before and after the experimental teaching. CHILDES was used to analyze English vocabulary and syntax as shown in the participants' writing performances. Paired-Sample t-Test and One-Way ANCOVA were used for statistical analysis. The results showed that integrated reading-writing instruction with English predictable books effectively enhanced the participants' writing. The experimental group improved significantly in the posttest as compared to the control group, especially on their English vocabulary use in writing. Traditional vocabulary and sentence patterns instruction failed to improve the control group's English vocabulary and syntax as shown in the writing performances. The researchers thus made recommendations for teaching and future research

以文找文

期刊論文
1.	邱麗珍(20080800)。Using Predictable Books to Teach Writing in an English as a Foreign Language Setting。師大學報. 教育類，53(2)，27-58。
2.	Rhodes, L. K.(1981)。I can read! Predictable books as resources for reading and writing instruction。The Reading Teacher，34(5)，511-518。
3.	Boyle, O. F.、Peregoy, S. F.(1990)。Literacy scaffolds: Strategies for first- and second-language readers and writers。The Reading Teacher，44(3)，194-200。
4.	楊式美(20010600)。英文說故事指導及其在國小英語教學上之應用。國教輔導，40(5)=343，6-11。延伸查詢
5.	Chandler, J.、Baghban, M.(1986)。Predictable books guarantee success。Reading Horizons，26(3)，167-177。
6.	Linse, C.(2007)。Predictable books in the children's EFL classroom。ELT Journal，61(1)，46-54。
7.	Martinez, M.、Nash, M. F.(1995)。Bookalogues: Talking about children's literature。Language Arts，72(3)，219-225。
8.	Moustafa, M.、Colon, E. M.(1999)。Whole-to-parts phonics instruction: Building on what children know to help them know more。The Reading Teacher，52(5)，448-458。
9.	McCoy, L. J.、Hammett, V.(1992)。Predictable books in a middle school class writing program。Reading Horizons，32(3)，230-234。
10.	Saccardi, M. C.(1996)。More predictable books: Gateways to a lifetime of reading。The Reading Teacher，49(8)，666-671。
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會議論文
1.	Hung, Y.-N.、Wong, P.-C.(2009)。Teaching reading and writing in elementary English class: Theoretical orientation and charting the future course。The 2009 Taiwan Educational Research Conference，National Hsinchu University of Education (會議日期: 2009/11/27-11/28)。Hsinchu。
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3.	Giovanna, J.、Jerry, L. M.(1994)。Holistic instruction with two severely learning disabled students。The Annual Washington State Reading Research Conference。
4.	McClain, A.(1986)。I can teach, they can write! Student, teacher and primary children pattern books as models for creative writing。The Annual Meeting of the Northwest Regional Conference of the National Council of Teachers of English。

學位論文
1.	魏瑞齡(2005)。在英語為外國語文之班級中透過故事時間的讀寫整合教學(碩士論文)。南台科技大學。延伸查詢
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3.	高曉倩(2008)。國小英語老師閱讀及閱讀教學信念研究(碩士論文)。國立彰化師範大學。延伸查詢
4.	林筱茜(2010)。國小英語老師對九年一貫英語課程實施認知之研究(碩士論文)。國立彰化師範大學。延伸查詢
5.	林雅玲(2009)。國小英語教室中的寫作活動--台灣國小三年級教室之個案研究(碩士論文)。國立嘉義大學。延伸查詢
6.	溫美幸(2010)。英語創意寫作整合互動式電子白板教學對五年級學生的英文寫作成效研究(碩士論文)。國立臺北教育大學。延伸查詢
7.	Wu, H. R.(2003)。A study of attitudes of multilevel third graders engaged in English instruction with predictable books in Taiwan(博士論文)。State University of Kansas。

圖書
1.	Paul, David(2003)。Teaching English to children in Asia。Hong Kong：Longman Asia ELT。
2.	Langer, J. A.、Applebee, A. N.(1987)。How writing shapes thinking: A study of teaching and learning。Urbana, IL：National Council of Teachers of English。
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4.	Raimes, A.(1983)。Techniques in Teaching Writing。Oxford University Press。
5.	臺北市政府教育局(2010)。臺北市國民小學語文學習領域英語課程綱要。臺北市：教育局。延伸查詢
6.	Lerner, J.(2003)。Learning Disabilities: Theories, diagnosis and teaching strategies。Houghton Mifflin。
7.	Bean, J. C.(1996)。Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom。San Francisco, CA：Jossey-Bass Publishers。
8.	Balde, J.(2006)。English land。Hong Kong：Longman。
9.	Carle, E.(1997)。From head to toe。New York, NY：Hamish Hamilton Puffin Books。
10.	Cullinan. B. E.(1989)。Children's literature in the reading program。Newark, DE：International Reading Association。
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13.	Gordon, T.(2004)。Dinnertime。Hong Kong：Longman Hong Kong Education。
14.	Ediger, M.(2003)。Teaching English Successfully。New Delhi：Discovery Publishing House。
15.	Harmer, J.(2004)。How to teaching writing。Harlow, England：Longman。
16.	Lim, M.(2001)。The shadows。Hong Kong：Pearson Education。
17.	Opitz, M. F.(1995)。Getting the most from predictable books: Strategies and activities for teaching with more than 75 favorite children's books。New York：Scholastic。
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單篇論文
1.	Bogott, T.，Letmanski, J.，Miller, B.(1999)。Improving student language and literacy skills through vocabulary development and phonemic awareness，Chicago：University of Saint Xavier。(ED438548)。
2.	McCoy, L. J.(1993)。Integrating predictable book techniques with basal readers，Kansas：Pittsburg State University。(No. ED357327)。

圖書論文
1.	黃素月(1999)。國中國小英語寫作教學之原則。嶄新而實用的的英語教學。台北：敦煌。延伸查詢
2.	洪月女(2014)。兒童外語讀寫能力發展。讀讀、談談、寫寫：教兒童讀寫英語的概念、策略、活動。臺北：書林。延伸查詢
3.	游毓玲(2014)。國小英語課課程目標：英語讀寫之社會文化背景。讀讀、談談、寫寫：教兒童讀寫英語的概念、策略、活動。臺北：書林。延伸查詢
4.	Brown, H. D.(2001)。Teaching by principles。Teaching by principles: An active approach to language pedagogy。White Plains, NY：Addison Wesley Longman。
5.	Bromley, K.(2007)。Best practice in literacy instruction。Best practice in teaching writing。New York, NY：The Guilford Press。
6.	Carson, J. G.(2001)。Second language writing and second language acquisition。On second language writing。New York, NY：Routledge。
7.	Vacca, R. T.、Linek, W. M.(1992)。Writing to learn。Reading/Writing connections: Learning from research。Newark, DE：International Reading Association。

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