Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction
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 illustrat...
Main Authors: | , |
---|---|
Other Authors: | |
Format: | Others |
Published: |
2016
|
Online Access: | http://ndltd.ncl.edu.tw/handle/56798157764669534408 |
id |
ndltd-TW-104NDHU5237007 |
---|---|
record_format |
oai_dc |
spelling |
ndltd-TW-104NDHU52370072017-09-03T04:25:31Z http://ndltd.ncl.edu.tw/handle/56798157764669534408 Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction 利用圖畫書插畫的構圖:透過任務導向教學法以提升國小學童的閱讀理解 Hsiao-Mei Yu 尤曉梅 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. Yung-Chih Cheng 鄭詠之 2016 學位論文 ; thesis 90 |
collection |
NDLTD |
format |
Others
|
sources |
NDLTD |
description |
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.
|
author2 |
Yung-Chih Cheng |
author_facet |
Yung-Chih Cheng Hsiao-Mei Yu 尤曉梅 |
author |
Hsiao-Mei Yu 尤曉梅 |
spellingShingle |
Hsiao-Mei Yu 尤曉梅 Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
author_sort |
Hsiao-Mei Yu |
title |
Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
title_short |
Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
title_full |
Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
title_fullStr |
Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
title_full_unstemmed |
Making the Most of Illustration Composition:Upgrading Students' Reading Comprehension through Task-Based Instruction |
title_sort |
making the most of illustration composition:upgrading students' reading comprehension through task-based instruction |
publishDate |
2016 |
url |
http://ndltd.ncl.edu.tw/handle/56798157764669534408 |
work_keys_str_mv |
AT hsiaomeiyu makingthemostofillustrationcompositionupgradingstudentsreadingcomprehensionthroughtaskbasedinstruction AT yóuxiǎoméi makingthemostofillustrationcompositionupgradingstudentsreadingcomprehensionthroughtaskbasedinstruction AT hsiaomeiyu lìyòngtúhuàshūchāhuàdegòutútòuguòrènwùdǎoxiàngjiàoxuéfǎyǐtíshēngguóxiǎoxuétóngdeyuèdúlǐjiě AT yóuxiǎoméi lìyòngtúhuàshūchāhuàdegòutútòuguòrènwùdǎoxiàngjiàoxuéfǎyǐtíshēngguóxiǎoxuétóngdeyuèdúlǐjiě |
_version_ |
1718525625539493888 |