| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 99 === The purpose of the study is to investigate the effects of the stamp-oriented project (SOP) on English reading performance of the intermediate level students (ILS) and the advanced level students (ALS). Specifically, the difference between the ILS’s and the ALS’s responses to English vocabulary, reading comprehension and cultural awareness were examined and analyzed. Additionally, the ILS’s and the ALS’s comments and suggestions were further explored.
The subjects of the study were 71 third to sixth grade students from four classes in Tien-nan Elementary School in Liou-chiou Hsiang, Pingtung County, Taiwan. They were recruited into the ILS and the ALS group. The ILS group included 39 third and fourth graders from two classes, and the ALS group was 32 fifth and sixth graders from two classes. During a twelve-week the SOP program, both of the groups received four SOP lessons, Flags, Popular Sports, Special Animals and Nature. Before and after the SOP program, the subjects were asked to have the pretest and post-test of English vocabulary and reading comprehension to investigate their reading performance respectively. In addition, the subjects were asked to write worksheet after learning each lesson. After the SOP program, the students were asked to answer questionnaires to investigate their attitudes to the SOP. Then, the tests scores and the responses to the SOP were computed and compared by paired samples t-tests and independent sample t-tests respectively. Besides, the students’ comments and suggestions for the SOP were analyzed qualitatively.
On the basis of the data analysis, the major findings of the present study are summarized as follows.
1.There are significant differences on English reading performance for the ILS and the ALS before and after the SOP respectively. Both of the ILS and the ALS significantly improved their English reading performance in terms of English vocabulary and reading comprehension. The SOP significantly help improve the students’ reading performance.
2.There is a significance in the ILS’s and the ALS’s responses to English vocabulary and reading comprehension. Many of the ALS showed they did not have many difficulties learning the English vocabulary and understanding English articles in the SOP, while many of ILS did. However, both of them indicated that they improved English vocabulary and reading comprehension after receiving the SOP.
3.There is a significance in the ILS’s and the ALS’s responses in terms of cultural awareness. Most of the ALS could understand that cultures are sometimes different, while sometimes are the same. They could also show respects to cultures different from their own culture. The results show that the ILS developed lower cultural awareness than that of the ALS.
4.The students held positive attitudes toward the SOP program in culture and reading instruction. Specially, they expressed that they were willing to learn more SOP lessons in the future.
Based on the study findings, it is suggested that the teachers can apply the SOP in their English classes. Through the SOP, students enhanced their reading performance and cultural awareness. To be specific, teachers through stamps can help students develop both reading proficiency and cultural knowledge.
|
|---|
