Summary: | 碩士 === 國立東華大學 === 英美語文學系 === 104 === While considerable research efforts have been made to explore the effective ways of teaching reading comprehension in second and foreign language settings, few studies have been carried out on the use of task-based instruction with the assistance of illustrations in picture storybooks to promote language learning. The purpose of the present study is threefold: to design a curriculum using task-based instruction with English picture storybooks as the main medium, to explore the process of students’ reading comprehension to the illustration composition as well as to investigate students’ perceptions toward the task-based instruction. Nine primary school students in an rural school in Hualien county participated in this study. This is a qualitative case study and the data is collected through class and small group discussion, videotape recording, observational field notes, student interviews and student artifact.
The findings of this research indicate that the EFL primary school students were capable of comprehending stories with the help of picture composition in picture storybooks. Through the help of picture composition, the students could talk and think about, and reflect on, their experiences. Moreover, the students could understand the ways of how to read images and visual style in the illustration composition. Furthermore, it was clear that the students’ vocabulary acquisition and reading comprehension were indeed fostered via the principles of Task-Based Language Teaching. Lastly, the results of this study have pedagogical implications and offer some recommendations for future research.
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