英美兒童與青少年文學與英語文教學芻議
以故事為例
發表於東華大學外文系
2010.6.25
彭輝榮博士（Dr. Hui-zung Perng）
National Changhua University of Education
Graduate Institute of Children’s English/Department of
English
國立彰化師範大學兒童英語研究所/英語系
演講大綱
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什麼現狀要求我們要重視這個議題？
什麼理論可以支持這個議題的研究？
到底要如何研究這個議題？
幾個子題：
情境教材──Newbury Medal/honor Books
常用英語文教學理論
常用語用教材分析工具
簡易文學理論之運用──介紹thematic reading
教案設計工具
教學過程介紹
幾個研究實例
陷阱導論
結語
修辭訓練與實證訓練的差異
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何謂實證主義
客觀導向
科學導向
數據導向
實務導向
單一結果導向
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何謂修辭學
主觀導向
論辯導向
人文導向
語言導向
多元結果導向
教學理論背景
 15-20種語言教學法
 最近用比較多的教學法：溝通式教學法（）
 TBI, CBI, CoL, PaA, LST, MI,
何謂情境教材（authentic materials）
 日常生活
 文學作品
常用語用教材分析工具
 語言學用語
 語用學用語
 文學理論用語
簡易文學理論之運用
利用故事教材進行thematic reading
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情節發展(plot)
角色刻畫(characterization)
時空背景(setting)
觀點(point of view)
修辭用語(style and figures of speech)
語調(tone)
主題(theme)
簡易自我成長主題
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「我」是特殊的，「我」是好的
衝破內在藩籬，才能找到與自我相處之道
成長過程就像一次遠方的探險旅行
家庭或學校都是社會縮影
認識自然，有助個人成長
大人之責是照顧小孩成長，但小孩也可以幫助大人認識自己
友誼有助個人認識群我關係
男女生自我成長道路並不相同，女性的常常更具挑戰性
「我」在男生圈子長大，但「我」很好
認識性別差異可增進成長的智慧
動物社會和人類的並無太大差別
愛護動物助「我」成長
成長的故事，男女戀情通常是缺席的
Newbery Medal Books (1)
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Shiloh
Esperanza Rising
Because of Winn-Dixie
The View from Saturday
The Wanderer
The Single Shard
Maniac Magee
The Egypt Game
Newbery Medal Books (2)
1. Mr. Popper’s Penguins
2. The Westing Game
3. The Lion , The Witch, and the
Wardrobe
4. The Giver
5. A Wrinkle in Time
6. The Whipping Boy
7. Number the Stars
Newbery Medal Books (3)
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Julie of the Wolves
Ella Enchanted
Sarah Plain and Tall
Bud, Not Buddy
The Sakespeare Stealer
The Moorchild
The Fledgling
Children’s Stories and Young Adult
Literature Made to Last
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Lord of the Flies
Catcher in the Rye
To Kill a Mocking Bird
Animal Farm
Light in the Attic
Tom Sawyer, Huckleberry Finn
Treasure Island
Robinson Crusoe
Romeo and Juliet
Great Expectations
Dr. Seuss’s Classics
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If I Ran the Zoo
Horton Hatches the Egg
Daisy-Head Mayzie
I Had Trouble in Getting to Solla Sollew
Oh, the Places You’ll Go!
The Butter Battle Book
The War Between the Vowels and the
Consonants
Roald Dahl’s Classics
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George’s Marvelous medicine
Matilda
James and the Giant Peach
The Twits
The BFG
James and the Giant Peach
Roald Dahl’s Revolting Rhymes
(illustrated by Quentin Blake)
Louis Sachar’s Classics
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Holes
Small Steps
Marvin Redpost—Class President
Wayside Stories
Katherine Paterson’s Classics
 Bridge to Terabithia
 Jacob Have I Loved
Stories with Strong Themes (1)
 Corneilius by Leo Lionni
 Alexander and the Terrible, Horrible,
No Good, Very Bad Day by Judith
Viorst
 Alexander, Who Used to Be Rich last
Sunday by Judith Viorst
 Knights Don’t Teach Piano by Debbie
Dadey and Marcia Thorton Jones (The
Bailey School Kids)
Stories with Strong Themes (2)
 Boy Trap
 Little Red Riding Hood: A Newfangled
Prairie Tale by Lisa Campbell Ernst
 Red Riding Hood by James Marshall
(traditional tale)
 The Three Little Wolves and the Big Bad Pig
by Eugene Trivizas and Helen Oxenbury
 Where the Wild Things Are by Maurice
Sendak
 Cinderella 2000 Looking Back…
Fun Stories (1)
 If You Give a Mouse a Cookie by Felicia Bond
 Who cloned the President?
 The Amazing Days of Abby Hayes: The Declaration of
Independence
 The Amazing Days of Abby Hayes: Some Things Never
Change)
 School Stinks!
 A Series of Unfortunate Events by Lemony Snicket
 Skinny-Bonnes
 Boss of Lunch
 Just Go to Bed by Mercer Mayer
Fun Stories (2)
Pippi Longstocking
Who Ran My Underwear Up the Flagpole?
Romeo and Juliet (comic book)
The Canterbury Tales Retold by Selina
Hastings (Illustrated by Reg Cartwright)
 The Globe
 The King’s Commissioners by Aileen
Friedman (pictures by Susan Guevara)
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Literature in the Language Classroom:
Guidelines for Teaching Demonstration
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First Part: Introduce the background of your Demo
(targeted student background, analysis of teaching
materials, teaching aids, teaching methods, etc.)
Second Part: Introduce your instructional method (ESL/EFL
teaching methodology), you must have at least one method
that can bring your teaching activities into focus
Third Part: Analysis of your teaching materials (English or
American Children or YA Literature) via theme(s) and
language focus
Fourth Part: Explain your proposed teaching procedure,
beginning with teaching objectives (general and specific),
and then discuss teacher and student activities, code, time,
and evaluation method. Remember to keep theme and
language focus at sight.
Fifth Part: Analysis of your teaching procedure, particularly
the activities you conduct in the two hour classes.
教案設計工具
 Adrian Doff模式
 陳須姬模式
 張水木模式
溝通式教學過程介紹
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準備模式（preparation model）
語用直接教學法（pragmatic direct method）
文學教學模式（literature-based instruction）
語言教學模式（language-based instruction）
任務導向教學模式（task-based instruction）
合作學習模式（cooperative learning model）
主題式教學法（theme-based instruction）
段落式閱讀模式（passage reading model）
生字、文法與片語學習模式（vocabulary,
grammar and phrase learning model）
10.評量模式（evaluation model）
如何應付生字、片語與文法
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教師選材
教師講解
融入活動
合查字典
幾個研究實例
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賴照文
林曉琪
張依濡
陳明玉
吳柏興
陷阱
 不參考文學術語（literary terms）的文盲
式的閱讀陷阱
 教學過程陷阱
 分組討論之陷阱：講英文？
 直接教學法陷阱
 文法翻譯教學法中的內心衝突
結語
 JFK: Let us never negotiate out of
fear, but let us never fear to negotiate.
我們不因害怕而協商，但也不害怕協商。
 Thomas Paine: The harder the conflict,
the more glorious the triumph.衝突愈
大，贏得更光榮。
 謝謝！
 有空請到彰化師大英語系/兒英所來玩！