本個案研究旨在探討英語歌謠韻文對一位國小學童口說溝通態度之成效。資料收集與分析主要採取質性之資料收集及分析法，以期對於歌謠韻文教學之於國小學童口說溝通態度能有更深入的了解。參與本研究的學生為一位就讀於新北市大型公立國小三年級，從小未參與過任何課外英語課程的學童。研究期間自民國一百年八月至民國一百零一年二月，資料收集方式以半結構式訪談、課堂錄影觀察及教師日誌為主。 本個案研究以學習態度的三個面向來探討歌謠韻文教學對國小學童口說溝通態度之成效。研究結果顯示，無論在認知、情感及行為等面向，對話式的歌謠韻文對國小學童的口說溝通態度皆有正面成效。唯由於受試者之個性化差異，歌謠韻文教學的活動型態也可能對學童的態度產生不同影響。研究者根據這些發現，提出對歌謠韻文教學之於國小學童口說溝通態度的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。 / This case study attempts to have a better understanding of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic picture of the young learner’s English learning at school. The participant was a third grader who studied in a large-sized public elementary school in New Taipei City. She had never taken any extracurricular English courses after school. The only instruction she received was the eighty-minute lesson per week from her school English teacher. Data was collected from August, 2011 to February, 2012. The teacher’s journals, video-recordings of classroom observation, and three semi-structured interviews were utilized to collect data for the analyses of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. The results revealed that the participant showed positive attitudinal changes while receiving the songs and chants related instruction. According to the participant’s cognitive responses, emotional states and behaviors, both verbally and nonverbally, the researcher suggested that songs and chants could motivate the young learner’s attitudes toward oral communication in English. However, the types of songs and chants related activities might affect the young learner’s willingness to speak. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped to provide some insights into the dynamics of songs and chants instruction as well as young EFL learners’ attitudes toward oral communication.

本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。 / The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI. Two fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively. The findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications.