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6.3 Contribution of the Study
As mentioned in chapter 2, most previous literatures of reading fluency were related to the results of learners’ final progress under RT experiments. This study provides insights into the process of a young learner’s reading fluency development, including the dimensions of accuracy, expression and volume, phrasing, smoothness, and pace. With the detailed descriptions of the correlation between the participant’s reading fluency development and RT instructions provided by the study, teachers in the future are expected to enhance learners’ different dimensions of reading fluency by RT activities. Moreover, researchers could also further investigate the casual relationship between RT activities and dimensions of reading fluency based on the study.
6.4 Limitations and Future Suggestions
The study had three limitations, and three suggestions for future research have been generated. First, due to the course arrangements of English remedial classes, the observation of this research lasted for merely three months. To see students fully develop their reading fluency, it might take longer. Hence, future researchers are encouraged to implement RT for a longer time in order to observe students’ reading fluency developments more completely. Second, the measurement of students’
reading fluency, including aspects of accuracy, expressions and volume, phrasing, smoothness, and pacing, was based on Multi-Fluency Scale rubrics. The interpretation of students’ reading performances might be too subjective, or not precise enough.
Hence, future researchers could adopt some measurement tools or machines to
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increase the precision of descriptions. For example, some subtle changes of prosodic features like pitch, stress, and intonation are not easy to sense, so the adoption of machinery tools would be helpful. Third, the study mainly adopted Simple Readers Theater, which meant students mainly acted out the story with their voices instead of gestures and customs. However, the addition of real theater elements in RT might spark different impacts on students’ reading fluency and learning motivation.
Therefore, future researchers might try to adopt Staged RT or Chamber RT as implementations.
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Readers Theater Script 1Revised from Lesson 1: What Subject Do you Like?
Characters: Narrator 1&2, Mulan, Mulan’s Mom, Mulan’s Dad, Artist, Musician Instructions: intonation (arrow), stress (underline), emotion (Chinese words)
ACT 1: On the Street
Narrator 1: One day, Mulan and her mom go to the street. People are playing music and making art. Narrator 2: After they go home, Mulan’s papa is sad.
Mulan: ( 擔心 ) What’s wrong, Daddy? （）
You look sad.
Dad: ( 失望 ) Oh, nothing.
Mom: ( 催促 ) Go to your room.
Mulan: （不甘願）Yes, mom.
Narrator 2: Mulan hides and listens to what they are saying.
Dad: ( 擔心 ) Look at this.
I’m too old.
ALL: ( 求救 ) Boys…boys… we need a boy.
Narrator 2: Mulan comes and dresses like a solider.
Mulan: ( 自信 )Don’t worry.
I can be a boy.
ALL: ( 驚訝 ) Wow~~so handsome!
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Readers Theater Script 2Revised from Lesson Two: My Favorite Season Is Winter Characters: Narrator, Mulan, Han, Jack, John, Other Soldiers
Instructions: intonation (arrow), stress (boldface), phrasing (underline), rhythm (small & big circle), acting (Chinese words)
We Love Winter
Narrator: It’s winter now. Mulan and other soldiers are riding on horses. Winds are blowing. （風聲）
All: （歡呼） Spring～Spring~ We like spring!
Birds are singing. What is coming?
Birds are singing. Spring is coming.
Mulan:（好奇）Are you from the south? () Han:（肯定）Yes, I am.
Mulan:（好奇）Is it warm in spring? () Han: （肯定）Yes, it is.
It’s warm in winter, too.
Narrator: Suddenly, the enemies are coming.
All: （呼喊）Oh, no!（指向觀眾）Here they come.
Mulan: （有自信，搖手）Don’t worry.
（指腦袋）I have an idea.
Narrator: They make snowballs and throw them at the enemies. The enemies are running away. （其他人拿出藏在口袋的報紙雪球丟到觀眾後方）
All: （跳起來開心歡呼）Yay~~ we love winter!
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students Time 40 minutes Age Grade 5th 5:00~5:40PM
Teaching objectives
Cognitive
1. Students learn different emotions with their corresponding intonations.
2. Students learn concepts of linking sounds, punctuation, and characteristics.
3. Students learn the skills and procedures of presentation by way of rehearsals.
Affective 1. Students enjoy speaking in character via a role playing game.
Psychomotor
1. Students are able to read lines with appropriate emotions, intonations, and pausing in context.
2. Students are able to perform properly during the rehearsals.
1.1 The teacher asked students what had to be noticed while reading scripts? (volume & emotions) 1.2 What were the emotions learned last time?
(review via the emotion dictionary handout) 2. Emotion game:
2.1 Students said “Today’s weather is fine” with different emotions to let others guess.
3. Punctuation, emotion, and intonation:
3.1 The teacher demonstrated various intonations with emotions and punctuation.
“Do you like to play video games?”
“Yes, I like to play video games.”
“I can’t believe it!”
3.2 Rising intonation: yes/no questions.
Falling intonation: affirmations.
10
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Exclamations to show excitement.
Comma with shorter pause.
Period with longer pause.
4. Practiced with script 1
Speak in character
1. Talk differently according to these characteristics:
1.1 The teacher asked students how different characters spoke?
Soldiers: loudly, confidently, powerfully…
Old Man: slowly, weakly, with a low pitch…
Child: quickly, with a high pitch…
Mother: softly…
1.2 The teacher demonstrated, and students practiced.
2. Finding pair activity:
2.1 The teacher explained and distributed the role-play cards. Each student got one character, and they had to speak in that assigned character. They
2.1 The teacher explained and distributed the role-play cards. Each student got one character, and they had to speak in that assigned character. They