本研究旨在探討英文童謠教學對台灣國小英語學習低成就學童對英語的音素覺識、認字、拼字能力、以及英語學習態度的影響。實驗分兩階段進行。第一階段進行小規模的前測作為正式研究的準備，先行測試選用的英語童謠是否適切、教學活動是否可行，以及低成就學童在音素覺識與學習態度是否因此改善等等，並根據初探結果規劃正式實驗。第二階段的正式實驗，除音素覺識與學習態度外，更進一步探討英文童謠教學對認字及拼字能力的影響。 在正式實驗中，實驗對象為桃園市某國小36名四年級的學習低成就學童(學業表現為後百分之十)。研究者將此36名學童隨機平均分配為兩組；實驗組及對照組兩組，各18名學生。對實驗組施以平衡閱讀「由整體到細部」(whole-to-parts)架構設計的英文童謠教學，將音素覺識及字母拼讀法(phonics)等技巧訓練自然地融入有趣的英文童謠情境中；而對照組則單獨採用字母拼讀教學，循序教授字母與音的對應關係。實驗組及對照組每週均有兩節英語補救教學，每節課40分鐘，持續十二週。兩組學生在教學前後各施以前測及後測，內容包括音素覺識測驗、認字測驗、拼字測驗，以及英語學習態度問卷調查，以評量受試者在早期讀寫技巧上的發展，及學習態度上的改變情形。 同組組內前後測比較結果顯示，在十二週實驗教學後，實驗組及對照組二組學生在音素覺識、認字及拼字能力三方面，均有顯著的進步。然而，只有實驗組學生對英語學習的態度有顯著的正向改變，對照組學生則無。此外，兩組組間比較結果發現，雖然在實驗前，兩組學生英語拼讀能力相當，對英語的看法也類似，但經實驗教學後，兩組的後測成績有非常明顯的差異，實驗組學生在音素覺識、認字、拼字能力的進步幅度，以及學習態度各方面，均顯著優於對照組。 以上研究結果顯示，運用英文童謠進行補救教學確實極為有效，不但能增進台灣英語低成就學童的早期讀寫技巧，且能改善其學習英語的態度。本研究之結果及教學建議，可供未來國小補救教學相關研究之參考。 / The purpose of this study was to explore the effects of nursery rhyme instruction on Taiwanese elementary school EFL underachievers with regard to their development on phonemic awareness, word recognition and spelling abilities, and their attitudinal changes toward learning English. The present study was conducted in two stages. A small-scale pilot study was first carried out as a preparation for the formal study. The feasibility of nursery rhyme instruction and the effects of this instruction on phonemic awareness and learning attitudes were tested on seven EFL underachievers preliminary to the formal study. In the second stage, a formal study which followed closely the design of the pilot study, further explored the effects of nursery rhyme instruction on word recognition and spelling abilities. In the formal study, thirty-six fourth grade underachievers (whose academic performances were at the bottom 10 percent) with deficient phonemic awareness were screened for this study. The experimental group and the control group were evenly matched with eighteen students each. The experimental group received nursery rhyme instruction using the “whole-to-parts” framework of balanced reading within which training in skills including phonemic awareness and phonics is embedded into the context of children’s literature. The eighteen subjects in the matched control group received explicit phonics instruction wherein the isolated sound-letter correspondences were sequenced and taught explicitly and systematically. To assess their development in early literacy skills, all subjects took the pretests and posttests of phonemic awareness, word recognition and spelling. Moreover, to measure their attitudinal changes toward learning English, they were administered the attitude questionnaires before and after the remedial instruction. Data was collected from early-September until early-December, 2006, covering twenty four 40-minute class periods for each group. Comparison of within-group performance indicated that both the experimental group and the control group made significant post- over pretest improvements in phonemic awareness, word recognition and spelling abilities. However, only the experimental group had a significant positive change on their attitudes toward English. In addition, at the onset of the study, both groups started with equivalent early literacy skills, and held similar attitudes toward English learning. However, posttest scores revealed that the experimental group significantly outperformed the control group in phonemic awareness skills, word recognition and spelling abilities. Significant differences can also be found in their attitudes towards learning English. The findings from this study indicate that a remedial instruction utilizing nursery rhymes can effectively help Taiwanese EFL underachievers improve their early literacy skills, and more significantly, their learning attitudes towards English. Based on the findings, pedagogical implications and suggestions for further studies are provided.

近年來我國致力於改善公共圖書館的資源與環境，希望能夠提供更好的服務給讀者，且提升公共圖書館的使用率，但從一些圖書館使用者的相關統計獲知，農業背景使用圖書館的比例皆不達百分之一。另外對於許多政策上的變革，增添農業推廣發展的難度，其中農業推廣人員，也因自認專業知識的不足，無法完善服務農民多變的需求，產生工作上的許多壓力。 基於以上的原因，且在農業推廣的體系中，家政推廣的內容較貼近於一般民眾，所以本研究針對家政推廣人員進行探討，瞭解其資訊需求，以及圖書館要如何提供良好的服務與館藏，吸引並協助家政推廣人員為主要的目的。 問卷調查的對象，以我國農會與漁會的家政推廣人員為主，分作資訊需求、閱讀習慣以及圖書館使用狀況三方面，根據問卷調查結果，發現到家政推廣人員，多基於工作上的需求，透過網際網路獲取所需資訊，所需的資訊內容也多與工作相關；最多家政推廣人員選擇閱讀的地點，是自家與工作的場所，閱讀資料的來源多是農漁會機構所提供，另外在每週閱讀的平均時數以及每年夠書金額，都高於我國國民平均。分析有使用圖書館習慣的家政推廣人員，大部分是平均每週去圖書館一次、一個月平均借書量為1-5本，鄉鎮圖書館是最多人使用的，使用圖書館的主要目是借還圖書，而一般圖書也是最多人使用的館藏，對於圖書館的最滿意的地方是地點設立的便利性，最不滿意的是圖書館的檢索系統。 依據問卷所得結果，提出鄉鎮圖書館改進的項目，以提升家政推廣人員的圖書館使用率，例如：改善開閉館時間、根據家政人員的推廣活動提供適當館藏、加強宣導圖書館服務項目、舉辦兒童教育與醫療保健相關的推廣活動、改善圖書館的檢索系統、與家政推廣人員合辦社區活動。並且建議我國能夠設立農業專門圖書館以及博物館、農業資訊服務中心應彙整網路資源以及農業推廣充電站可導入知識管理的技術，藉以提昇我國農業推廣的發展。 / In recent years, Taiwan government makes efforts to improve public libraries, and hopes to provide better services and environment to the readers for promoting library usage, but a number of library users studies showed that the users with agriculture background did not reach to 1%. Many policy changes make developments of agricultural extensions harder. Even some agricultural extension staffs feel lacking of professional knowledge to serve farmers, and that results in their pressure at agricultural extension work. Based on the above reasons, and the Home Economics’ services are closer to the general public’s life, so this study aimed at Home Economics Extension agents to explore and understand their information needs, and find out how to provide good library services and collections, in order to attract and assist in Home Economics Extension agents. The questionnaires survey aimed at the home economics extension agents in the framers’ association and fishers’ association. It includes three parts: information needs, reading habits and library usage. According to survey findings, the home economics extension agents would like to obtain the required information about working via the internet, most Home Economics workers prefer reading at home or the offices, and the most sources are from the farmers’ associations or fishers’ associations. Home economics extension agents’ average reading hours per week and spending on buying books every year are above the average of Taiwan populace. Analysis of the home economics extension agents with the habit of using libraries demonstrates that most of them go to the library once per week, every month borrow 1 to 5 books from the library, and primarily use the township libraries. They go to the libraries for the circulations as mainly goal, and feel most satisfied with the location of the library, and most dissatisfied with the library's OPAC system. Based on the results of the questionnaire, the township libraries could improve the following to attract and assist in Home Economics Extension agents: regulating the open hour, according to agents’ needs to provide adequate collections, enforcing marketing the services, conducting extension activities about education and health, improving the OPAC system, and organizing community activities with home economics extension agents. The study makes final suggestions to enhance the promotion of Taiwan's agricultural development as follows: establish the agricultural libraries and museums, agriculture science information center shall collect network resources about agriculture, and use knowledge management technology to manage agricultural resources in Council of Agriculture.

本研究以台灣中部地區一所高級職業學校的27名三年級學生為對象，旨在探討利用課外時間應用短篇故事引導學生英語句型寫作的效果。藉由學習日記、教學觀察日記、以及訪談等質化研究方法收集資料，資料分析則以深入了解研究對象對於短篇故事教學的感受為目的，並於研究期間經由不斷反思與調整，以尋求更為實用可行的教學方法。本研究結果發現：一、短篇故事教學能更強化研究對象的句型寫作能力與學習動機；二、短篇故事教學的經驗對於研究者的課程設計能力以及教學技巧具有相當大的助益；三、經由不斷地反思與調整，研究者逐步發現了更為實用可行的教學方法；四、對於研究對象的句型寫作能力發展具有真正影響力的是他們自身的學習態度，而不是程度高低。根據上述幾點發現，研究者於文末總結出幾項研究重點與局限性，並對未來相關研究提出建議。 / Targeting 27 senior three students at a vocational high school in central Taiwan, this action research project used extracurricular activities to explore the effects of applying short stories on the development of learners’ sentence writing competence. By means of qualitative techniques, including learning logs, teaching logs and interviews, results were analyzed and interpreted with an attempt to have a profound understanding of the participants’ responses to short story teaching and to derive a more feasible approach through continuous reflections as well as adjustments. The findings concluded from the results included: 1) short story teaching could better enhance both the development of the participants’ sentence writing and their motivation; 2) the experience of short story teaching was beneficial for the teacher researcher’s curriculum design and teaching techniques; 3) a more feasible approach had been built through continuous reflections and adjustments; 4) it was not a learner’s proficiency level but his learning attitude that affected the development of his sentence writing during the teaching stages. Based on these findings, pedagogical implications and limitations of this project are proposed; in addition, recommendations for future studies are provided at the end of this thesis.

本研究以Stroop中文叫色作業，測驗兒童和成人在Stroop作業之練習和刺激向度分離等情形下，其干擾效果的變化情形。共執行兩個實驗，實驗一中的受試者先接受中性刺激和不和諧刺激的測驗，然後對兩類作業練習8日，其後再測驗一次，探討受試者在練習前、後之干擾效果的變化情形。另一組受試接受實驗二中，中性刺激、整合性不和諧刺激和分離性不和諧刺激等作業的測驗，藉以比較整合性干擾和分離性干擾的差異。兩組受試者皆接受文字閱讀的速度測驗。 結果發現，小學二年級兒童的Stroop干擾效果最大，六年級兒童次之，成人最小，這與之前文獻上所載的研究一致，同時也證實，練習確能降低干擾效果，但仍不能使其完全消失，且練習後，三組受試間的干擾效果已無顯著差異。在實驗二的結果顯著，刺激向度分離的干擾效果仍然存在，但比整合性干擾效果小，且受試者間的分離性干擾也沒有顯著差異。而所有受試的閱讀速度均快於叫色速度。 / The study was used the Stroop Chinese task to examine the course of the Stroop interference among second, sixth grade children and adults. Two experiments were conducted. In experiment I, participants were tested with neutral and incongruent tasks and practiced with the same tasks for the following 8 days. They were tested neutral and incongruent tasks again. Then examined the course of the Stroop interference among children of second, sixth grade children and adults, they were test with neutral and incongruent tasks again. Then examine the course of the Stroop interference in between children and adult during before and after practice. The other group of participants took part in experiment II. They were presented with three tasks consist of neutral, integrated and separated incongruent tasks. Then examine the difference of the interference among children of second, sixth grade and adult during integrated and separated incongruent tasks. Two groups of participants were presented word reading speed of task. The finding of the study was Stroop interference increased from the adults through the sixth grade children and finally to the second grade children is in line with previous finding. We have confirmed that although interference decreases with practice, it is very resistant to eradication. After practice, the interference between children and adults is not significant difference. In the experiment II, it was that separated Stroop stimulus showed interference, and the amount was relatively small. The interference of separated Stroop task among children of second, sixth grade and adults were not significant difference. All participants took longer to name color than to read words.

本研究旨在探究以可解碼英文故事書(decodable storybook)為主的英語教學，對低年級英語低成就學童的影響，特別是在此補救教學方案下，學童早期英語閱讀能力及學習態度之改變及表現，並探討造成其改變的可能原因。本研究分兩階段進行，第一階段先進行小規模的預試研究作為正式研究之準備，目的在測試選用的英語可解碼故事書做為教材是否適切、教學活動是否可行，並根據初探結果規劃正式研究。第二階段的正式研究，根據第一階段的結果改良部分測驗、增加閱讀讀本、以及增加教師訪談等質性資料，以期進一步探討此補救教學方案對於學童早期閱讀能力及學習態度的影響。 在正式研究中，研究對象為台北市某國小英語攜手班(補救教學班)之五名二年級學習低成就學童（學業表現為後15%至20%）。研究者選擇Scholastic Company所出版的某系列分級可解碼英語故事書之第一套部分冊數作為讀本，搭配由整體到細部的架構理念設計課程，發展出適合本校學童的補救教學方案，將字母拼讀技巧訓練融入自然有趣的閱讀情境中。 本研究為行動研究，透過以質性為主的資料蒐集法，包含課室錄影錄音觀察、訪談、多方文件彙集及前後測評量，來進行研究結果之分析詮釋。學童每週均接受一次教學(每次三節課，共120分鐘)，共持續十六週。經過一學期補救教學後，對照學童前後測評量及各種質性資料分析，發現學童在字母認讀、單字辨識、單字拼讀及學習態度上均有正向改變。本研究也發現，使用可解碼故事書的內容來設計閱讀及自然發音教學活動，的確有助於低成就學童早期閱讀能力及內在動機之提升。本研究之結果及教學建議可供未來國小補救教學之參考。 / The purpose of this study is to examine the effect of decodable storybook instruction on the early reading performances and learning attitudes of Taiwanese EFL lower-grade underachievers in an elementary school in Taipei. An attempt is also made to explore the possible reasons for any improvement among the underachievers’ with respect to this remedial program. The present study was conducted in two stages. A small-scale pilot study was implemented as a preparation for the formal study in advance. The purpose of the pilot study was to investigate if the reading text of the selected storybook series is appropriate for underachievers, the feasibility of the decodable storybook instruction and the effects of the instruction on learners’ early reading ability and learning attitudes. Afterwards, the formal study was revised in modifying some test words as well as the scoring procedure on the early reading assessments, adding more reading materials and qualitative data sources such as teacher interviews. In the formal study, the participants are one remedial English class of five second graders (whose academic performances were at the bottom 15% to 20% of the grade). The curriculum was based on the contents of a commercial series of decodable story books—Clifford Phonics Fun Reading Program—pack one. The researcher adopted the framework of whole-to-parts phonics instruction to integrate reading activities and phonics training in an interesting and meaningful reading context. A variety of reading activities integrating four skills were designed and based on the content and topic of the storybooks to rouse learners’ interest. Decodable CVC words embedded in the story series were then explicitly taught to learners to apply letter-sound knowledge in their reading process. This study triangulates action research with qualitative data using classroom observations (video or taping), interviews, assessment records, and document analysis. Data analysis interprets the study results. After the sixteen weeks of remedial instruction, a comparison between the results of pre-tests and post-tests showed some changes in learners’ early reading ability, including letter-sound recognition, word recognition and visual blending, as well as a positive change in learning attitudes. The other findings were as follows. (1) Multiple teaching activities generated from the decodable story book can be beneficial to learners’ early reading ability and learning motivation. (2) The decodable story book is an effective language learning medium for learners to apply their decoding skills as well as to provide them with an interesting reading context to lower their anxiety in learning English. Based on the findings, a number of suggestions and pedagogical implications are provided for EFL elementary school teachers and further studies in the remedial instruction field alike.