原住民幼兒詞彙理解與口語表達能力之研究

The Study of Indigenous Children the effectiveness of Vocabulary Comprehension and Oral Expression Ability

本研究旨在了解對話式閱讀提昇原住民幼兒詞彙理解與口語表達能力之成效，研究目的為（一）探究對話式閱讀提升原住民幼兒詞彙理解能力的成效（二）分析對話式閱讀增進原住民幼兒口語表達能力之情形。本研究採準實驗研究以單組前、後測設計，研究對象為花蓮縣原住民幼兒園21名3-6歲混齡班幼兒，分別為11位男生及10位女生。研究者每週二至週三進行對話式閱讀繪本教學為期十二週，共計24次。研究工具使用「華語兒童理解與表達詞彙測驗」（第二版），以SPSS統計軟體進行數據分析，以描述性統計和t檢定等方法探討原住民幼兒詞彙理解與口語表達能力前後測表現與差異。研究結果顯示（一）原住民幼兒在對話式閱讀介入後整體詞彙理解能力具顯著性；四項分測驗中命名與歸類達顯著性；且男女生在命名和歸類平均數均增加，顯示對話式閱讀對提升原住民幼兒詞彙理解能力是有幫助的。（二）原住民幼兒在分析對話式閱讀介入後整體口語表達能力達顯著性；四項分測驗中命名、歸類和定義達顯著性；顯示對話式閱讀的介入，對幼兒口語表達能力是有利的。最後，依據研究結果提出結論，並提供幼教現場及未來對原住民幼兒語文能力提昇之建議。

The purpose of study was to understand the effectiveness of dialogic reading strategy in improving the vocabulary comprehension and oral expression ability of indigenous children. The purpose of the study was (1) to explore the effectiveness of dialogue reading in improving the vocabulary comprehension ability of indigenous children; (2) to analyze the situation of dialogue reading in improving the oral expression ability of indigenous children. The research was designed by quasi-experimental study with a single group of pre-test and post-tests. There were 21indigenous participants in Hualien County preschool. There are 11 boys and 10 girls in mixed-age classes aged 3-6. The researcher was teaching picture books by using dialogic reading strategy every Tuesday and Wednesday for twelve weeks and a total of 24 times. The quantitative research tools of this study use the second edited version of“Chinese-speaking children's understanding and expression vocabulary test”. The SPSS software was applied to perform the statistical analysis. The performance and the differences of the indigenous children’s vocabulary comprehension and oral expression ability between pre-test and post-test were investigated by descriptive statistics and T-tests. The results show that findings were (1) There were significant differences in overall vocabulary comprehension abilities of indigenous children after the intervention of dialogic reading strategy; the naming and categorization of the four sub-tests are significant; and the average number of naming and categorization of both boys and girls increases, showing that dialogue reading it is helpful to improve children’s vocabulary comprehension ability. (2) The overall oral expression ability of the indigenous children after the intervention of dialogic reading strategy is significant; the naming, classification and definition of the four sub-tests are significant; it shows that the intervention of dialogued reading is beneficial to children’s oral expression ability. Finally, conclusions were put forward based on the research results, and research suggestions on improving the language ability of indigenous children in the early childhood education field and in the future are provided.