| Summary: | 碩士 === 國立台北師範學院 === 兒童英語教育研究所 === 94 === ABSTRACT
The present study aimed to investigate the effect of story schema teaching on reading comprehension in Taiwanese EFL elementary school students, and the effect of proficient students. Subjects were chosen from sixth graders in an elementary school in Taipei City. The English proficiency tests were first administered to 114 students in four classes to select a group of more proficient students and a group of less proficient students, each with 30 students respectively. The 30 higher proficient students were equally divided into the experimental group and the control group, each with 15 students, and so did the 30 lower proficient students. Before teaching, they all took the English story reading comprehension pretests. There was no significant difference in reading comprehension ability in higher proficient students between the experimental group and the control group. The experimental group received the story schema teaching and the control group received the traditional narrated teaching. After finishing all the classes, all the students took the English story reading comprehension posttests.
The results indicated that higher proficient students in story schema teaching group performed significantly better in story comprehension than the higher proficient students in tradition narrated teaching group. In addition, lower proficient students in story schema teaching group obtained significantly better grades than the lower proficient students in tradition narrated teaching group. The higher proficient students in the experimental group made significantly better progress in reading comprehension than the lower proficient students in the experimental group.
There were implications we can draw from this study. Firstly, EFL teachers were encouraged to utilize story schema teaching to help enhance students’ story reading comprehension. Secondly, story grammar teaching was effective to both higher and lower proficient students, and can be used in a heterogeneous class with mixed English ability.
|
|---|
