英語故事班對幼兒英語學習以及親子共讀之影響

107年07月12日  

研究生 : 曾宇燦

指導教授 : 鍾儀芳

英語故事班對幼兒英語學習以及親子共讀之影響

The Effects of an English Storybook Program on Young Children’s English Learning and Parent-Child Joint book Reading

摘要:

     此篇研究目的是探討以英文故事書開啟幼兒英語學習的第一步，主要是研究一個英文故事班的課程對幼兒英語學習與親子共讀之影響。希望藉由研究的發現，能夠對幼兒英語學習提供一個適切的方向，並鼓勵家長與孩子進行英文故事書的親子共讀。

     本研究聚焦於屏東縣某一私立圖書館辦理的英文故事班，研究對象包括一位英文老師與八對親子。這些孩子皆為學齡前的幼兒，其年齡介於三至五歲。此研究為期八周，共八堂課，研究採用教室觀察法、深入訪談法、錄音分析以及錄影分析的方式進行。

     本研究結果發現英文故事班對幼兒英語學習與親子共讀皆有正面的幫助。第一，英文故事班提供了一個良好的英語學習環境，藉由豐富的課程與多元的活動來開啟幼兒對英語學習的興趣及增進有兒的英語能力，特別是聽力與口說的部份。此外，教室觀察發現，幼兒在上課的過程中非常投入並且喜愛。第二，英文故事班除了對幼兒有幫助外，也對家長有很大的助益。家長為了要說英文故事給孩子聽，自己也必須不斷學習，英語能力也因此而提升。第三，家長透過英文故事班，學習到如何為孩子挑選適合的英文故事書與說故事的技巧。第四，父母學會使用更豐富的英語學習資源，例如藉由英文故事書、英文兒歌與英文短片來幫助幼兒做學習。第五，英文故事班提供了一個良好的平台，讓家長們能夠對於幼兒英語學習與親子共讀等議題彼此做交流。本研究建議家長可藉由為孩子說英文故事書，讓孩子在自然、無壓力的方式下接觸英語，並在此過程中培養閱讀的好習慣。此外，家長可以選擇社區或鄰近的親子英文故事班，作為陪同孩子學習英語的開始，並且與孩子一同學習、共同成長。

關鍵詞: 英文故事書、親子共讀、英文故事班

Abstract:

     The purpose of this study is to explore the extent to which storytelling might be an ideal enlightenment for young children to learn English as the first step. The study focuses on the effects of an English storybook program on young children’s English learning. Suggestions are made for parents who have an interest in parent-child joint book reading and in enhancing parent-child relationship.

     The case study selects one storytelling program in one private library in Pingtung County. The participants include one English teacher and 8 pairs of child-parent. The children are between 3 to 5 years of age. Data for this present research are drawn from a two-month case study of the program. Data collection methods include classroom observation, interview, video and audio recording.

     The results of the research study indicate that the English storybook program has positive effects on young children’ English learning and parent-child joint book reading. First, the English storybook program provides an appropriate environment for young children to learn English. Young children could enhance their English ability through plentiful program activities, especially listening and speaking. The classroom observation finds that young children enjoy the process of the program. Second, not only children but also parents could learn English from the English storybook program. Young children learn English through English storybooks and various activities and English storybooks. Parents could promote their English ability for reading English storybooks to their young children. Third, parents could learn how to choose appropriate English storybooks and some storytelling skills from the teacher for their parent-child joint book reading. Fourth, parents learn to enrich English learning environment at home, such as adopting more English storybooks, English songs and English videos for children to learn English. Fifth, the English storybook program provides a good place for parents to share with each other the experiences of parent-child joint book reading and English education for young children.

     In conclusion, the English storybook program and parent-child joint book reading provide a good beginning for young children’ s English learning. Parents who have an interest in promoting children’s English learning are advised to read English storybooks for their children. They are also encouraged to choose appropriate English storybook programs in their neighborhood for children to learn English and develop good reading habit.

Keywords: English storybooks, parent-child joint book reading, English storybook program