The Effects of Predictable books on 3rd Graders’ sentence ability

• Main Authors: LIAO, CHEN-YU, 廖宸妤
• Other Authors: TAI, YA-MING
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/79592006422069358859

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 105 === This study aims to investigate the effects of using predictable books on 3rd graders’ sentence ability. The study adopted Quasi-Experimental Design. The participants were 46 third graders from 2 classes in Guishan District of Tauyuan City. The participants were divided into the experimental group using predictable books in sentence teaching and the control group using traditional sentence instruction, 23 people respectively. The quantitative data from the experimental group and the control group were collected via the self-designed English Sentence Ability Test before and after the experimental teaching. The English Sentence Ability Test included 5 parts, the first three parts testing sentence comprehension ability and the latter two parts testing sentence-making ability. The quantitative data were analyzed by t-Test. The pre- and post- tests were submitted to Independent-Sample t-Test to compare the effects between groups and Paired-Sample t-Test to compare the change within each group. The results of the study were as follows: First, the students in experimental group performed significantly better than those in control group in terms of the every part of post-test. Second, within each group, there was a statistical significance between the pre- and post- tests, which means both predictable books teaching and traditional teaching could help students to improve their sentence ability. Based on the results, in order to reduce 3rd graders’ stress and difficulties in vocabulary and sentence learning, using predictable books in sentence teaching with traditional teaching is good for students, which not only increase students’ learning motivation and interests but also improve their sentence ability.