A Case Study of Parent-child Bilingual Share Reading English Picture Book Activity

• Main Authors: WU, PEI-CHIN, 吳霈懃
• Other Authors: CHANG, LI-CHUN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/7fjkkk

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 106 === The frequent exchanges of politics, economy, and cultural backgrounds in other countries have made the importance of foreign language skills more essential than ever. However, about 25% of the world population speaks English, which is far exceeding the native English speakers. In order to compete globally, establishing and optimizing language ability is the first priority. English is the most common and widely used language throughout the world. Due the importance of English and promoting of English Education has become imperative for the government’s education institutions. Reading is the enzyme of connecting human with knowledge. Possessing a good reading habit is equivalent to the key of unlocking wisdom. In the process of reading, if the parents can effectively guide and demonstrate then this can not only enhance their interest and improve their cognitive learning, but also have a positive influence on parent-child interaction and family relationship. The purpose of this study is to explore the history of bilingual picture books in parent-child relationship. To have a in depth research of the language information disclosed by the children and the language interaction between parents and children. This study is a case study approach and the target is the son of researcher. The total period is 12 weeks and a total of 36 times of bilingual share reading. Through the analysis of various sources, the content of audiovisual and recorded interviews was mainly based on comments and notes, also the indicator of English literacy skills tested before and after the study. Research result shows: 1. when the youth are interested in the image or theme of a picture book, they will express more verbal messages. 2. Youth’s passive language may vary according to the way parents address the question. 3. Bilingual parent child share reading interaction can be categorized into four major parts: jointly discussed picture book, share each other’s feeling, infer the storyline, and learn English. Linguistic messages that involve emotional blending will accompanied by more non-verbal interaction. 4. The meaning of share reading, companionship has more emphasis to youth than understanding the storyline or listening to the story. 5. Intensive and persistent share reading of bilingual picture book can enhance young child’s ability to recognize words and reduce their anxiety of English learning. 6. Youth prefer story book that contains conversational game. 7. The development process of parent-child bilingual reading is formed from the beginning stage “resist learning negatively” to the middle stage “make a habit of learning” to the final stage “ improve English recognizing words ability and reduce the anxiety of English learning.