RELATIONSHIPS BETWEEN PICTURE BOOK READING INSTRUCTION AND ENGLISH LEARNING MOTIVATION FOR ELEMENTARY SCHOOL EFL STUDENTS

• Main Authors: Hui-yueh Hsueh, 薛惠月
• Other Authors: Ling-zu Yang
• Format: Others
• Language: en_US
• Online Access: http://ndltd.ncl.edu.tw/handle/80645322963206026648

碩士 === 國立高雄師範大學 === 英語學系 === 96 === ABSTRACTThis study aimed to investigate the relationships between picture book reading instruction (PBRI) and English learning motivation for elementary school EFL students. The difference of students’ learning motivation before and after PBRI was probed first through the Motivation Questionnaire. After implementing the textbook instruction of every two units and PBRI of each picture book in sequence, Feedback Questionnaire I on each picture book was administered to compare student responses to PBRI with those to textbook instruction. Subsequently, Feedback Questionnaire II on Student Responses to PBRI was conducted to analyze the differences between any two groups of high English achievers (HEAs), intermediate English achievers (IEAs), and low English achievers (LEAs). Finally, students’, especially top ten HEAs’, middle ten IEAs’, and bottom ten LEAs’, difficulties in and suggestions for PBRI were discussed. The 10 subjects from each group were the best representatives of their own groups. A total of 171 six-graders from She-pi Elementary School, Pin-tung County, participated in this study. These students all learned English in my class, two 40-minute periods every week. In this PBRI program, the textbook instruction of Units 1 and 2 as well as the PBRI of Caterpillar were implemented first in class for these 171 six-graders, then Units 3 and 4 as well as the PBRI of In A Dark, Dark House, and then Units 5 and 6 as well as the PBRI of Piggybook. The major findings of this study were summarized as follows: 1. PBRI not only improved students’ reading, but also benefited students to have positive attitudes toward English learning. 2. This program was beneficial in improving students’ performance of English learning in class. Students always volunteered answers to the teacher’s questions in class and did their best to write English homework. 3. PBRI program was helpful for students to affirm the value of English learning in their minds for the intrinsic and extrinsic purposes. That is, PBRI helped students enhance their English learning motivation. 4. Students preferred PBRI to textbook instruction in terms of teaching, content, and illustrations. They had learned a lot from PBRI and they liked to learn English more after PBRI. 5. HEAs and IEAs usually held more positive attitudes toward PBRI and especially enjoyed PBRI more than LEAs, because PBRI could satisfy their desire to learn more and helped them to learn English in an interesting,　 relaxing, and creative way. 6. The refrains in the picture book helped reinforce the new words and sentence patterns. Although some LEAs had problems with new words, sentence patterns, and understanding of the story, they still enjoyed the activities in PBRI. 7. Illustrations in the picture books not only purified students’ minds with fine arts but also helped students understand the story more easily and reinforce their impression of it. 8. A large proportion of these students had no difficulties or problems in PBRI. Only 5.85% of the students complained about little understanding of words and sentences. Most students enjoyed PBRI. To sum up, the findings of this study revealed that PBRI helped to enhance students’ English learning motivation and their responses to PBRI were quite positive. They enjoyed PBRI and had learned a lot from PBRI. As a result, it should be worth promoting PBRI in the elementary school.