| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 98 === This thesis aims to explore the adolescents’ moral development in Lois Lowry The Giver, and to apply this novel to the junior high school English classes. There are six chapters in the thesis. The researcher will discuss motivation and background, the purpose and significance of the study, and research questions in the first chapter. Then, the researcher will analyze the benefits of young adult literature in the second chapter. Basically, there are at least seven benefits of young adult literature, including authentic material, cultural enrichment, language enrichment, life enrichment, pleasure and enjoyment, dealing with problems, cultivation of moral character. Besides, the criteria of choosing proper young adult literature as teaching material are also discussed in the second chapter. In this chapter, the researcher also explains why he chooses Lois Lowry’s The Giver as teaching materials. The historical background of the book and a brief introduction of Lois Lowry are also included in this chapter. In the third chapter, the researcher makes use of Kohlberg’s concept of morality to analyze moral reasoning in Lois Lowry’s The Giver. Through the inner moral journey, Jonas eventually learns that the something he senses involves basic human rights, such as freedom, individuality, choices, and strong emotions. He realizes that those human rights missing from his community are what make people humans rather than robots or animals. In the chapter Four, there will be analyses and the application of Lois Lowry’s The Giver in junior high school English class and the application in EFL literature instruction, instructional context and activities for teaching English fictional works, the teaching aids and reading skills are demonstrated first. Next, Lowry’s The Giver will be applied in junior high school English class. Chapter Five shows the results and discussions of the teaching application. First, the participants, the instruments and the data collection procedures are mentioned. Second, the responses in the students’ Pre-instructional Questionnaires and the Post-instructional Questionnaires are compared. At last, the results of students’ pretest and posttest are discussed. The final chapter summarizes the major findings of the study, discusses the limitations of the present study and offers suggestions for further study.
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