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博碩士論文 etd-0125111-164815 詳細資訊
Title page for etd-0125111-164815
論文名稱
Title
探究共同建構學習歷程: 六年級國小學童參與英語繪本討論之個案研究
Exploring Co-construction Learning Experience: A Case Study of EFL Sixth-Graders' English Picturebook Discussions
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
132
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2010-12-03
繳交日期
Date of Submission
2011-01-25
關鍵字
Keywords
英語繪本、互為主體性、共同建構、國小英語
elementary school English, English picturebooks, intersubjectivity, co-construction
統計
Statistics
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The thesis/dissertation has been browsed 5743 times, has been downloaded 13 times.
中文摘要
本研究旨在探討以英語為第二外語的國小學童參與英語繪本討論之學習歷程,從互為主體性(intersubjectivity)的觀點剖析,針對以下三個方向深入研究:(一)組成國小學童與同儕間進行共同建構(co-construction)的要素;(二)國小學童與同儕間共同建構意義的歷程;(三)國小學童對繪本討論的看法與其參與共同建構的相關性。
本研究採用工具性個案研究(instrumental case study),四位高雄市六年級國小學童於九十八年六月(不包含七、八月)到九十九年一月參與本研究。研究者藉著觀察繪本討論與個別訪談蒐集研究資料,並採用持續比較分析法進行資料分析。此外,在資料分析後續階段,研究者採用Matusov (1996)的互為主體性概念作為參考之分析架構。
本研究之主要發現簡述如下:(一)組成共同建構的要素包含同儕間觀點或學習背景的異同;(二)進行意義建構時,學習者及同儕會利用一種或多種學習資源釐清概念及延伸意義;(三)學習者對繪本討論的看法與共同建構兩者相互影響。
在研究方面,本研究的主要發現呼應Matusov(1996)的互為主體性概念,顯示學習者間不同的看法或差異性為引起共同建構的重要角色。此外,本研究發現亦與Wertsch (1979, 1984)的情境定義(situation definition)概念相符合,顯示學習者對英語繪本討論的看法在參與討論過程中會有所轉變。後續相關研究可再深入探討同儕間不同的觀點或學習背景不一定能構成共同建構的要素為何,以及針對情境定義轉變的性質和同儕間情境定義相互影響之進一步研究。
針對有意以同儕小組活動進行英語繪本討論之國小英語教師,本研究提供相關教學應用如下:(一)建議教師注重學生進行共同建構的歷程,而非僅著重於共同建構的成果;(二)建議教師留意影響學生參與英語繪本討論的負面相關因素,如:同儕影響及同儕壓力。
Abstract
The aim of this study was to explore learning experience of EFL elementary school students during peer-led English picturebook discussions. This study primarily addressed the following aspects: 1)elements that constituted EFL learners’co-construction in terms of intersubjectivity; 2) the processes of co-construction among EFL learners; 3) the relationships between EFL learners’perceptions of English picturebook discussion experience and their participation in co-construction.
The present study adopted a single instrumental case study and recruited four sixth-grade EFL learners in Kaohsiung City. Procedures of data collection included observations and interviews, lasting from June 2009 (excluding July and August) to
January 2010. The researcher transcribed the data and employed the constant comparative method for data analysis. In addition, the researcher adopted Matusov’s (1996) idea of intersubjectivity as her analytical framework in the later stage of the data analysis.
The study showed the following results. First, the four EFL learners’co-construction constituted both agreements and disagreements. Second, during the processes of meaning co-construction, the four EFL learners drew on single and multiple resources to clarify confusions and extend meanings. Third, during the English picturebook discussions, the four EFL learners’perceptions of peer interaction and participation towards co-construction were mutually affected.
The findings of this study are consistent with Matusov’s (1996) concept of intersubjectivity for revealing that some disagreements may encourage co-construction among the four EFL learners. Also, this study echoes Wertsch’s (1979, 1984) idea of
situation definition and demonstrates the nature of the four EFL learner’s shifting perceptions when interpreting the activity of English picturebook discussions. For further studies, researchers can explore why some of the disagreements among students cannot encourage co-construction. In addition, future studies can investigate the fluctuating
nature of situation definitions and the mutually affected ways of the learners’situation definitions.
For EFL elementary teachers who are interested in incorporating English picturebook discussions into peer-led group activities, this study provides two pedagogical implications. First, EFL teachers are encouraged to pay more attention to students’
co-construction processes in peer-led English picturebook discussions, instead of only focusing on the product of co-construction. Second, EFL teachers are suggested to be aware of possible factors that can negatively affect students’willingness to participate in group discussions, such as peer influence and peer pressure.
目次 Table of Contents
ABSTRACT ...........................................................................ii
ACKNOWLEDGEMENTS ................................................. iv
LISTS OF TABLES.............................................................viii
LISTS OF FIGURES........................................................... ix
CHAPTER 1 INTRODUCTION.......................................... 1
1.1 Research Background and Motivation..................... 1
1.2 Needs for the Study .....................................................4
1.3 Purpose of the Study .................................................................................... 4
1.4 Significance of the Study ........................................... 5
1.5 Terminologies.............................................................. 5
1.6 Overview of the Study.................................................. 8
CHAPTER 2 LITERATURE REVIEW .............................. 9
2.1 A Socio-cultural Approach to Second Language Learning .............................................................................. 9
2.1.1 Co-construction in Socio-cultural Perspectives...................................................................... 10
2.1.2 Intersubjectivity in a Sociocultural Activity .......... 14
2.2 Empirical Research...................................................15
2.2.1 Trends of Local Research on English Picturebook Reading ...................................................... 15
2.2.2 Co-construction in Picturebook Discussions... 17
2.2.3 Perspectives on Intersubjectivity in the Context of Joint Activities ................................................................... 20
2.2.4 Students’Perceptions of Participation Experience in Literature Discussions...........................22
2.3 Summary .....................................................................23
CHAPTER 3 RESEARCH METHODS........................... 25
3.1 Research Questions .................................................25
3.2 Participants .................................................................26
3.3 Reading Materials .................................................... 28
3.4 Data Collections and Procedures.......................... 31
3.5 Data Analysis .............................................................35
3.6 Trustworthiness ........................................................39
3.7 Summary ................................................................... 40
CHAPTER 4 RESULTS and DISCUSSIONS.............. 42
4.1 Components Shaping EFL Learners’
Co-construction................................................................ 42
4.1.1 The Co-construction of L2 Knowledge and Picturebooks’Interpretations ...................................... 43
4.1.1.1 Non-consensus-driven Components............. 43
4.1.1.2 Consensus-driven Components .................... 52
4.1.2 The Co-construction of Social Norms................ 56
4.1.2.1 Non-consensus-driven Components............. 56
4.2 Processes of Meaning Co-construction ............... 60
4.2.1 The Use of Single Resource ............................... 60
4.2.1.1 Meaning Extension from Peers’Statements......................................................... 61
4.2.1.2 Provision of Information or Clarifications to Peers’Confusions........................................................ 66
4.2.2 The Use of Multiple Resources...........................73
4.2.2.1 Meaning Extension from Peers’
Statements........................................................................73
4.2.2.2 Provision of Information or Clarifications to Peers’Confusions ....................................................... 78
4.3 The Relationships between EFL Learners’ Perceptions of English Picturebook Discussion Experience and Their Participation in
Co-construction................................................................ 82
4.3.1 Influence of Perceptions on Participation.......... 82
4.3.1.1 Perceptions of Activity Settings and Participation ..................................................................... 83
4.3.1.2 Perceptions of Activity Orientations and Participation ..................................................................... 85
4.3.1.3 Perceptions of Peers’Imperfect L2 Performance and Participation..................................... 88
4.3.2 Influence of Participation on Perception Shifting............................................................................... 92
4.3.2.1 Perception Shifting of Situation Definition........................................................................... 92
4.3.2.2 Perception Shifting of Criteria for Peers’L2 Proficiency......................................................................... 92
4.4 Discussions............................................................... 94
4.4.1 Intersubjectivity....................................................... 94
4.4.2 Situation Definition ............................................... 95
4.5 Summary ................................................................... 97
CHAPTER 5 IMPLICATIONS and CONCLUSION...... 99
5.1 Summary of the Study ..............................................99
5.2 Limitations of the Study ..........................................101
5.3 Research Implications............................................102
5.4 Pedagogical Implications...................................... 103
5.5 Conclusion ...............................................................104
REFERENCES............................................................... 105
APPENDIX A: Timetables of Interviews and Observations ...................................................................113
APPENDIX B: Consent Form to Parents ................... 116
APPENDIX C: Individual Interview Protocol .............. 117
APPENDIX D: Sample Transcript of Individual Interview........................................................................... 118
APPENDIX E: Sample Transcript of Small Group Discussions ................................................................... 119
APPENDIX F: The Frequency of Codes for Different Picturebooks................................................................... 121
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