摘要
本研究旨在探討年幼的第二外語習得者(英語為外國語)如何投入創作電子故事書，以及如何運用多樣性的符號表徵來表達想法。本研究欲探討的重點有三項: (一)建構起多模態故事的過程;(二)創作過程中，寫作者對作者身分及文體理解之探究;(三)傳達多重模態故事間的意義。
本研究採用個案研究法來觀察三位年幼的第二外語習得者，並收集了背景普查、個別訪談、錄影觀察、及電子故事書之分析做為資料來進行三角驗證。本研究採用歸納主題分析和持續比較法來分析蒐集之資料，並以Kress (2010) 之社會符號學理論來分析年
幼第二外語習得者所創作的多模態故事。
本研究有三項主要發現:(ㄧ)三名參與者經由不同的初步模態來建構整體，且透過細節至總體，或是總體到細節之方式來建構整體;(二)研究參與者對自身作者之身分及文體之理解，在運用模態時皆扮演關鍵的角色;(三)三位參與者表達其中心思想時，不是仰賴語言符號，便是憑藉著非語言的符號，而非語言符號表達意義時扮演著不同的角色。
根據本研究之研究成果，衍生出五項討論重點: (ㄧ)反思型及策略型英語電子故事書建構者;(二) 建構故事時，對作者身分及文體之理解;(三)對語言符號之依賴;(四) 研究參與者能於模態轉換時，積極成為新故事的創建者;(五)促進多重模態故事之易讀性。
本研究為透過電子故事書之創作，來加強運用多重模態活動，在此提出三個教學上建議: (ㄧ) 鼓勵年幼的第二外語習得者能盡量運用多種符號資源來創作多模態故事; (二) 教導年幼第二外語習得者了解符號適切之重要性;(三)年幼第二外語習得者於決定故事書之主題時，應給予選擇之自主性。

ABSTRACT
The study aimed to investigate how young EFL (English as a Foreign Language) learners engaged in the creation of digital stories and how they articulated meanings through with diverse semiotic resources. There were three focuses in the current study: 1) Processes of approaching multimodal text; 2) Role of writers’ perceptions of genre and authorship in design processes; 3) Meaning delivery in multimodal text.
The study adopted a case study method focusing on 3 focal participants who were young EFL learners. Data including personal information survey, individual interviews, video-recording observations and analysis of digital stories, were derived from different sources for triangulation. Inductive thematic analysis and constant comparative method were employed to analyze the collected data. Social semiotic theory of multimodality (Kress, 2010) has been applied to examine young EFL learners’ multimodal practices.
Three major findings were reported in the current study: 1)The 3 focal participants approached modal ensembles through the use of different preliminary mode, and they accumulated modes either through bottom-up or top-down processes; 2) The three focal participants’ perceptions of genre and authorship play a crucial role in their use and selection of modes; 3) The 3 focal participants relied either on linguistic or non-linguistic signs in delivering core messages, and there were different role of nonlinguistic signs in meaning articulation.
Five discussion focuses were derived from the findings of the present paper: 1) Constructing English digital stories as reflective and strategic designers; 2) Perceptions of genre and authorship in multimodal composing ; 3) Reliance on English written text as sign; 4)Agentive meaning-makers in transduction; 5) Enhancing readability in multimodal text.
To enhance multimodal practices through digital story composition, three pedagogical implications were suggested: 1) Young EFL learners should be encouraged to adopt as many semiotic resources as possible while composing multimodal text; 2)Young EFL learners should be informed about the importance of motivated signs; 3) Young EFL learners should be given enough freedom to choose the topics of their digital stories.

ABSTRACT…………………………………………………………………………………..iii
CHAPTER 1 INTRODUCTION……………………………………………………………...1
1.1 Digital Story…………………………………………………………………………...1
1.2 A Social-Semiotic Perspective of Meaning Making in Digital Story …………............2
1.3 Terminologies……………………………………………………………………….....3
1.4 Purpose of the Study…………………………………………………………………...5
1.5 Significance of the Study……………………………………………………………...5
1.6 Overview of the Study ………………………………………………………………...6
CHAPTER 2 LITERATURE REVIEW…………………………………………………….....7
2.1 Multimodality: Design and Sign ………………………………………………...........7
2.2 Process of Multimodal Composing………………………………………………........9
2.3 Writers’ Knowledge and Perception in Design Processes……………………………10
2.3.1 Knowledge Base of Multimodal Composing…………………………………..10
2.3.2 Perception toward Genre ……………………………………............................11
2.3.3 Perception toward Authorship………………………………………………….13
2.4 Signs for Accentuating Salient Messages…………………………………………….14
2.5 Summary……………………………………………………………………………..16
CHAPTER 3 METHODOLOGY…………………………………………………………….17
3.1 Overview of the Research…………………………………………………………….17
3.2 Context of the DST Project………………………………………………………......18
3.3 Participants …………………………………………………………………………..18
3.4 Data Collection Procedures and the DST Project……………………………………20
3.5 Rationale for Data Collection Methods………………………………………………23
3.6 Researcher’s Role…………………………………………………………………….25
3.7 Data Analysis ………………………………………………………………………...26
3.8 Trustworthiness ……………………………………………………………………...28
CHAPTER 4 FINDINGS…………………………………………………………………….29
4.1 Chelsea ………………………………………………………………………………29
4.1.1Background ………….. ………………………………………………………29
4.1.2 Preliminary Mode as Base for Top-Down Accumulation…………………….33
4.1.3 Perception of Authorship and Genre in Design Processes …………………...38
4.1.4 Delivering Meanings in Multimodal text……………………………………..42
4.2 Sherry ………………………………………………………………………………..48
4.2.1 Background …………... ……………………………………………………..48
4.2.2 Preliminary Mode as Base for Top-Down Accumulation ………………..…..52
4.2.3 Perception of Authorship and Genre in Design Processes…………………....55
4.2.4 Deliver Meanings in Multimodal Text………………………………………..63
4.3 Tom …………………………………………………………………………………..73
4.3.1 Background …………..………………………………………………………73
4.3.2 Preliminary Mode as a Base for Bottom-up Accumulation…………………..76
4.3.3 Perception of Authorship and Genre in Design Processes……………………81
4.3.4 Deliver Meanings in Multimodal Text ……………………………………….87
CHAPTER 5 DISCUSSION AND CONCLUSION…………………………………………96
5.1 Summary of the Study………………………………………………………………..96
5.2 Discussion………………………………………………………………………........98
5.3 Limitations……………………………………………………………………….....109
5.4 Suggestions for Future Research …………………………………………………...110
5.5 Pedagogical Implications……………………………………………………………112
5.6 Conclusion of the Study ……………………………………………………………114
REFERENCE ………………………………………………………………………………116
APPENDIX 1: Storyboard……….…………………………………………………………120
APPENDIX 2 : Self-Reflection Form ………………………………………………...……121
APPENDIX 3 : Consent Form……………………………..……………………………….123
APPENDIX 4: Schedules of the Project………………….………………………………...125
APPENDIX 5: Personal Information Survey………………….……………………………127
APPENDIX 6: Modes in Different Versions of Three Little Pigs…………………………..129
APPENDIX 7: A Visual Portrait of a Story ………………………………………………...130
APPENDIX 8 : First Round Interview Protocol……………………………………………131
Second Round Interview Protocol…………………………………………134
Third Round Interview Protocol…………………………..........................136
APPENDIX 9: The Summary of Observational Data ……………………………………...138
APPENDIX 10: Sample Transcriptions of Interview………………………………………140
APPENDIX 11: The Summary of Interview Data………………………………………….146
APPENDIX 12 : Data Coding Scheme…………………………..…………………………148

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