本研究探討將英語閱讀活動融入自編在地化閱讀課程及在地化讀者劇場表演中，檢視學生英語發音的準確度和閱讀流暢度。本研究所使用三種活動內容包含單字教學、自編在地化文本的閱讀教學及自編在地化讀者劇場教學，目的為促進學生擴充單字量及提高英語閱讀流暢度。以桃園市某國小七名五年級學生為研究對象，接受每週五堂課為期八週的課程練習，利用早自習30分鐘進行教學，課程包含前七週的單字及文本教學，和最後一週的在地化讀者劇場訓練。研究開始前會施測一次單字及文本閱讀的前測作為了解學生單字量、英語閱讀程度及文化理解程度，接著進行八週教學，教學過程中研究者會撰寫觀察筆記，記錄學生學習狀況；學生也會每週撰寫學習回饋單，課程結束後進行後測了解學生經過八週課程後的進步幅度。本研究採質量並行的混和研究分析，觀課紀錄及心得學習單編碼後分類呈現，以此探究研究中的教學活動對學生英語單字、閱讀和在地文化理解之影響。

Abstract
This study aims to investigate the influence of vocabulary activities, reading activities, and readers’ theater activities on reading fluency and cultural knowledge. The activities included phoneme activities for vocabulary activities, read-aloud activities for reading activities, and readers’ theater activities. The study participants comprised seven fifth-grade students selected from one class in Taoyuan City. They received five classes per week for eight weeks. Students used 30 minutes of self-study time in the morning for their learning. The data collected in this study included pre- and post-tests consisting of 50 words and read-aloud text, along with students’ reflection notes and teacher’s teaching journals. Students’ scores on pre- and post-tests were analyzed to compare students’ reading accuracy, cultural knowledge, and word knowledge; a rubric was used for assessing students’ reading fluency in read-aloud text. Students’ reflection notes and teacher’s teaching journals were categorized into themes to explore the influence of three activities on students’ oral reading performance and learning process.


Keywords: local culture-based learning, reading fluency, readers’ theater

Introduction.....1
Background of the study.....1
Purpose of the study.....3
Research Questions.....6
Terminology.....8
Literature Review.....10
Reading Fluency.....10
Accuracy.....11
Automaticity.....14
Prosody.....15
Readers’ Theater.....16
Empirical Studies.....16
Local Culture-Based Learning.....23
Local Information about Taoyuan.....25
Conceptual Framework.....26
Methodology.....29
Participants and Setting.....29
Research Procedure.....30
The Teaching Procedure and Activities.....32
Data Collection.....36
Quantitative Data.....36
Qualitative Data.....41
Data Analysis.....42
Quantitative Data.....42
Qualitative Data.....44
Reliability and Validity.....45
Ethical Issues.....46
Finding.....48
Results of 50-Word Accuracy.....48
Results of 50-Word Recognition.....49
Results of Reading Accuracy.....51
Results of Reading Fluency.....52
Results of Culture-Knowledge Test.....58
Teacher’s Teaching Journal.....59
Vocabulary Activities.....60
Read-Aloud Activities.....64
Culture-Teaching.....68
Students’ Reflection Notes.....74
Vocabulary Activities.....74
Read-Aloud Activities.....76
Discussion.....80
The Impacts of Readers’ Theater Instruction on Student s’ Reading Fluency.....80
The Impacts of Vocabulary Activities on Students’ Vocabulary.....81
The Impacts of Read-Aloud Activities and Readers’ Theater Activities on Students’ Reading Fluency.....82
The Difficulties Students Might Encounter in Readers’ Theater Instruction.....84
The Impacts of Culture-Based Readers' Theater Instruction.....87
Conclusion and Implications.....89
Conclusion.....89
Implications.....91
Limitations.....92
References.....94
Appendixes.....100
Appendix A.....100
Appendix B.....104
Appendix C.....108
Appendix D.....110
Appendix E.....112
Appendix F.....113
Appendix G.....114
Appendix H.....115
Appendix I.....119
Appendix J.....122
Appendix K.....124

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