大學生運用繪本學習英文之調查研究──以輔仁大學為例

A Survey of College Students’Use of Pictorial Storybooks for English Learning: A Case of Fu Jen Catholic University

傳統英文教與學讓學生產生學習障礙與壓力，利用英文繪本能改善英文學習，提升學習動機。本研究在於探討大學生英文學習障礙、繪本能改善的英文學習障礙、繪本必要特質、未來圖書館購置繪本期望，以及繪本內容設計等議題。研究透過李克特五點量表調查輔仁大學大學生之反應，綜整253份問卷結果，多數學生每週學習英文時間少於1小時、偏好視覺與觸覺性學習型態、具詞彙上之障礙。各個層面指標反應的重點包括結合繪本學習英文可提供樂趣、應準備適當長度份量之學習內容、期望多元文化主題繪本館藏，以及適當的繪圖設計可助於閱讀。本研究亦針對未來英文繪本滿足學生所需視覺與觸覺學習，以及圖書館提供多元文化主題之英文繪本館藏與服務提出建議。

Conventional approaches to teaching and learning English can lead to pressure and create obstacles for learners. Using pictorial storybooks for English learning might offer students motivation to learn English. This study aimed to study several issues related to college students’English learning, including reactions to barriers to English learning, reactions to pictorial storybooks for supporting English learning, essential characteristics of pictorial storybooks, expectations of library acquisitions and promotion of pictorial storybooks, and the design of pictorial storybooks. The subjects of the study were undergraduate students at Fu Jen Catholic University. A questionnaire with a 5-point Likert scale was employed to assess students’responses. According to the 253 data gathered, the majority of students spent less than 1 hour per week on English learning, and they preferred visual and kinesthetic learning. The English learning barrier with the highest rating was limited lexical resources. Results reflect several points, namely the importance of integrating English pictorial storybooks to ensure enjoyment of knowledge acquisition, applicable length and amount of content for learning, expectations of multicultural topics, and appropriate design of English pictorial storybooks for supporting reading. Several suggestions are provided for fostering learning enjoyment and fulfilling students’needs in visual and kinesthetic learning. Library development and the promotion of pictorial storybooks regarding multicultural topics are also suggested.