| Summary: | 碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 100 === This multiple-case study studies Elementary English for those gifted students’ study background; its experiences and methodology; and its relations of home studies in English and results. This case study studies many aspects, and this study uses six elementary students who passed New Taipei City English course exempted as our study models. As a result of data collection, conversations, and analysis of differences and similarities among different cases, the conclusions are listed below.
1. The gifted students who exempted from taking English in elementary school initiate their English study as early as pre-school age, and they attend a full time English pre-school.
2. The gifted students who exempted from taking English in elementary school, their study method is attend a full time English language school and reading English books, and they continue their English learning from pre-school to elementary school and they have never stopped.
3.The gifted students who exempted from taking English in elementary school, their study method is from attending English language school and reading English books or magazines to increase their English language ability.
4. The gifted students who exempted from taking English in elementary school, they have had the experiences in learning English from native English speakers.
5. The gifted students who exempted from taking English in elementary school, they have self motivation in practicing English on their own.
6. The gifted students who exempted from taking English in elementary school believe that their superb performance in English as a result of their earlier learning age, compared with their peer classmates.
7. The gifted students who exempted from taking English in elementary school indicate they enjoy learning English since their pre-school or their first grade in elementary, and they are willing to learn.
8. The gifted students who exempted from taking English in elementary school, their parents or elder relatives all have had contributed English related books, education tools, or toys for their young children.
9. The gifted students who exempted from taking English in elementary school said their parents will give them multi-medias, to assist their English learning at home.
10. For the gifted students who exempted from taking English in elementary school, they all indicates when they travel to foreign country, their parents encourage them talk English as much as possible. And they agree that at foreign country, they are more willing to speak English than in Taiwan.
11. For the gifted students who exempted from taking English in elementary school, their parents provide the positive and encouraging attitude for accompany their children to borrow or buying English related books. And these parents they provide freedom for their children to choose.
12. For the gifted students who exempted from taking English in elementary school, they all indicate parents are so center attention on their English learning. Also these parents frequently told these students the importance of English for their future.
13. For the gifted students who exempted from taking English in elementary school, their parents will let them living in an attention based encouragements, and a reasonable environment for learning English.
14. Depends on how a native English teacher and a Taiwan based teacher having their mutual learning interactions with the students can also have a great effect in a student's English learning interests and motivations.
The researcher's above case study conclusions are targeting to the gifted students, parents, education institutions, and for the future research attribute.
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