Jia-ling Charlene Yau
Providence University, Taiwan
Abstract
This study explored the feasibility of implementing literature-based instruction in English-as-a-Foreign-Language (EFL) classrooms as well as examined the contents, qualities, and characteristics of student responses to children’s literature particularly written for young adult readers. The study followed the stages of action research proposed by McKernan (1996). Data analyses show that children’s literature can be part of an alternative EFL curriculum for Taiwanese adult learners, and that literature-based instruction can enhance literacy learning. Book discussion, journal writing, and composing skits and reflective essays are three meaningful paths toward enhancing reading comprehension and interpretation. The overall student responses to the texts are dominantly text-centered; however, the reader-centered responses most often appear in reflective essays. This result highlights the multifaceted role of a reader and the need for a greater awareness of reader response.
Key Words: second language reading, curriculum and instruction, English as a second/foreign language
新的詞彙與新的世界:運用文學為基礎的英語教學在大學EFL課堂之探討
姚嘉苓
靜宜大學
摘要
本研究探索了運用文學為基礎的教學方式在EFL課堂中的可行性，並且同時也針對學生們對於專為青少年所編寫的兒童文學作品所產生反應的內容、性質、以及特性做分析。本研究遵守了由Mckernan(1996)提出的行動研究的步驟。資料分析結果顯示，兒童文學可以成為台灣青少年英語課堂中的一個部份，且以文學為基礎的英語教學也能夠增進讀寫能力。書籍內容討論、日記寫作、劇本撰寫、反思作文等方式都十分有意義，且能加強閱讀理解與詮釋。整體學生對於文章的回饋大部分都是以文章內容為討論中心，而以讀者心情為本的回饋則多出現在反思作文中。本研究結果凸顯了讀者角色的多面向，也透露出對於讀者回饋應有所重視的需求。
 New Words and New Worlds: Examinations of Literature-Based Instruction | [4-1-1] | 87 kB |