Effects of Repeated Reading-aloud Practice on Taiwanese Junior High Students' Learning of Grammatical Rules
| Autor: | Wu, Wan-Ting, 吳菀婷 |
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| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 Grammar instruction has served as the core in English teaching in Taiwanese classrooms for the past decades. However, with examination of students’ performance on relevant achievement tests, the traditional explicit approach, Grammar- Translation Method, appeared to have limited contribution to their grammar learning. Thus, in recent years, there has been a growing trend to utilize implicit instruction, which refers to indirect grammar teaching approaches focusing on other aspects of competence, to enhance learners’ grammar acquisition. The purpose of the present study was to examine the effects of repeated read-aloud practice on enhancing Taiwanese students’ learning of grammatical rules indirectly and its efficacy on learners of different achievement levels. The participants included 52 junior high school learners in northern Taiwan, with 26 of them randomly chosen as the experimental group receiving read-aloud practice while the other 26 as the control group receiving traditional written practice. The research data contained a pre-test and a post-test on grammar and oral reading fluency quizzes on reading textbook lessons, which were then analyzed statistically through T-tests. The findings revealed that, compared to traditional written practice, repeated read-aloud practice was more effective in promoting the participants’ grammar rules acquisition, especially for lower-achieving students. The possible factors might have been their acquaintance of syntactic parsing and prosody and the promotion of their engagement in class. Hence, hopefully, the study may inspire and encourage local English teachers to attempt to apply other instructional approaches to enhance learners’ grammar competence. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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