本研究之目的主要為探討課程本位讀者劇場對學生的海洋知識與單字習得的影響，因此以研究者所實習之國小六年級學生為研究對象，接受為期十週的課程本位讀者劇場教學。為回答研究問題，研究者蒐集量化與質性資料。量化研究工具於教學前與教學後實施，如海洋知識測驗與單字測驗，而質性研究工具包含訪談、觀察、教學省思。資料分析的部分，研究者採用描述性統計學評估量化資料，並以有意義的方式總結收集到的資料；至於質性資料，研究者採用主題分析。
經過資料分析，此研究獲得主要結果如下：就學科內容學習方面，課程本位讀者劇場能有效地透過重複閱讀幫助學生提升海洋知識；就英語單字習得方面，課程本位讀者劇場對於學生聽辨目標單字的能力有所助益。然而，從研究結果中也發現，老師於實施課程本位讀者劇場時可能面臨幾項挑戰。一方面，老師必須清楚了解合作學習的內涵並有效地運用此教學策略；另一方面，老師必須克服獨自教授學科內容知識與英語知識的重擔。最後，根據研究結果，研究者將對未來英語教師實施讀者劇場於海洋教育以及未來相關研究提出建議。

The purposes of this case study were to develop a marine curriculum taught in English and explore the influence of using Curriculum-Based Readers Theater (CBRT) on promoting students’ oceanic knowledge and vocabulary learning. The participants were twelve sixth graders and received a ten-week CBRT curriculum in the 2019 school year. To address the research questions, oceanic
knowledge tests and vocabulary tests were administered at the beginning and the end of the instruction for gathering qualitative data. Qualitative data were also collected in the study, including
interviews, observations, and teaching reflections. In terms of data analysis, the researcher separately used descriptive statistics and thematic analysis to evaluate quantitative and qualitative data.
Based on the data analysis, the study had the following major findings. First, CBRT instruction was effective for improving students’ oceanic knowledge through repeated reading. Secondly, CBRT
was beneficial for students’ receptive ability to recognize spoken forms of target vocabulary. However, it was also found that it was challenging for the teacher to integrate cooperative learning into CBRT and to possess English knowledge as well as knowledge in other content areas. At last, based on the findings, implication on integration of CBRT into marine curriculum and issues for further study were provided.

LIST OF TABLES..................................................viii
LIST OF FIGURES...................................................ix
CHAPTER 1: INTRODUCTION............................................1
1.1 Background of the Study......................................1
1.2 Statement of Problem.........................................2
1.3 Purpose of the Study.........................................4
1.4 Research Questions...........................................5
1.5 Terminology..................................................6
1.5.1 Marine education.........................................6
1.5.2 Curriculum-Based Readers Theater.........................7
1.5.3 Vocabulary knowledge.....................................7
CHAPTER 2: LITERATURE REVIEW.......................................9
2.1 Marine Education.............................................9
2.1.1 Definition...............................................9
2.1.2 Marine education in Taiwan..............................10
2.1.3 Empirical studies in Taiwan.............................11
2.2 Curriculum-Based Readers Theater............................22
2.2.1 Definition..............................................22
2.2.2 Repeated reading........................................24
2.2.3 Empirical studies.......................................25
2.3 Vocabulary Learning...........................................30
2.3.1 Vocabulary knowledge....................................30
2.3.2 Effective vocabulary instruction........................32
2.3.3. Vocabulary learning and CBRT...........................36
2.4 Conceptual Framework........................................38
CHAPTER 3: METHODOLOGY............................................41
3.1 Research Design.............................................41
3.2 Setting and Participants....................................43
3.3 Data Collection.............................................44
3.3.1 Oceanic knowledge test..................................46
3.3.2 Vocabulary test.........................................48
3.3.3 Interview...............................................52
3.3.4 Teaching reflection.....................................54
3.3.5 Observations............................................55
3.4 Procedure...................................................55
3.5 Data Analysis...............................................59
3.5.1 Quantitative data.......................................59
3.5.2 Qualitative data........................................59
3.6 Ethical Issue...............................................60
CHAPTER 4: RESULTS................................................62
4.1 Oceanic Knowledge Test......................................62
4.2 Vocabulary Knowledge Test...................................63
4.2.1 Written form............................................64
4.2.2 Spoken form.............................................65
4.2.3 Form and meaning........................................66
4.3 Challenges Faced in CBRT....................................67
CHAPTER 5: DISCUSSION.............................................68
5.1 Influence of CBRT on Learners’ Oceanic Knowledge............68
5.2 Influence of CBRT on Learners’ Word Knowledge...............72
5.2.1 Written form............................................73
5.2.2 Spoken form.............................................75
5.2.3 Form and meaning........................................78
5.3 Challenges in present study.................................80
5.3.1 Cooperative learning....................................80
5.3.2 Oceanic knowledge.......................................82
CHAPTER 6: CONCLUSION AND IMPLICATION.............................84
6.1 Summary of Major Findings...................................84
6.1.1 Influence of CBRT on learners’ oceanic knowledge through
repeated reading........................................84
6.1.2 Influence of CBRT on learners’ vocabulary knowledge in
spoken forms............................................85
6.1.3 Challenges on CBRT considering teachers.................88
6.2 Implications................................................89
6.2.1 Integration of cooperative Learning.....................89
6.2.2 Collaboration between English teachers and content
teachers................................................91
6.3 Limitations and Issues for Further Study....................93
REFERENCES........................................................96
APPENDIXES.......................................................106
Appendix I. Oceanic Knowledge Test...............................106
Appendix II. Vocabulary Knowledge Test...........................110
Appendix III. The Interview Outline..............................114
Appendix IV. Lesson Plans........................................115
Appendix V. Worksheet I-The Beauty of the Seashore...............124
Appendix VI. Worksheet II-Write and Match........................125
Appendix VII. Worksheet III-Peer-evaluation......................126
Appendix VIII. The CBRT Script...................................127
Appendix IX. National Tsing Hua University Institutional Research
Board Approval......................................129
Appendix X. The Informed Consent Form............................130

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