| Summary: | 碩士 === 南台科技大學 === 應用英語系 === 93 === ABSTRACT
This study evaluated the effect of interactive English picture storybook read-aloud on preschool children's vocabulary learning and their intrinsic motivation toward reading. Moreover, the children’s responses during class were observed and described. Twenty reschool children participated in this study and were randomly assigned to two groups: the control group (no treatment), and the experimental group (interactive read-aloud). The results are shown as follows:
1. According to the result of the three vocabulary tests, the
experimental group has higher gains than the control group.
On vocabulary test 3, the differences are statistically
significant.
2. The results of the intrinsic motivation survey show that the
experimental group has significantly higher perceived competence
and lower learning pressure/tension. In the interest/enjoyment
domain, there is no significant difference between the two
groups.
3. Preschool children’s responses to stories are frequently
nonverbally. They show their responses by acting out the stories
or imitating the characters. Moreover, their verbal responses
are usually related with their personal experiences.
Additionally, when they feel highly interested in a story, they
further take over the story and their responses become much more
creative and imaginative.
On the basis of the findings, it is necessary for teachers to spend time reading stories interactively with young children. However, for enhancing children’s language learning, it has the same importance to select appropriate storybooks, design various extension activities and read stories repeatedly to children. Moreover, when reading stories to young children, teachers should link the story with children’s life experiences and provide them sufficient time and opportunities to respond to stories.
|
|---|
