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Brennan, Deborah. "Nursery rhymes and rhyme detection in 3-year-olds." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ46467.pdf.
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Hostalier, Claire. "Les invariants dans les Nursery Rhymes." Thesis, Paris 4, 2009. http://www.theses.fr/2009PA040307.
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La recherche d'invariants phonétiques ou phonologiques dans un corpus tel que les nursery rhymes nous a amené à les collecter, à les contraster et à les analyser. La collecte finale se fit grâce au dictionnaire des nursery rhymes, compilé par les folkloristes anglais, Peter et Iona Opie, une anthologie étymologique de référence. Ils passèrent de nombreuses années à répertorier toutes sortes de nursery rhymes, anciennes et récentes, populaires et inconnues. Le but de la collecte de ce corpus était de la faire de façon globale et neutre sans apport initial d'enfants. La deuxième étape fut une réflexion sur leur identité et leur forme ce qui aboutit au constat qu'une comptine n'en était une que si elle continuait à exister. Faisant partie de la tradition orale, la nursery rhyme doit être récitée, scandée régulièrement par un public précis pour qu'elle se transmette et continue son parcours intergénérationnel . Un sondage fut mis en place auprès d'une centaine d'enfants anglophones qui contrastèrent le corpus global en deux entités. Le résultat fit apparaître un corpus de comptine toujours connues et récitables par les sondés et un autre corpus de comptines oubliées. A partir de ces deux nouveaux corpus, une analyse phonétique fut entreprise pour dégager un ou des invariants inhérents à la condition de nursery rhyme. En couplant le premier et le dernier son-consonne accentué de chaque vers de chaque comptine et en prenant la place de l'articulation comme mesure de référence, il se dégage deux mouvements majoritaires dans leur énonciation, un mouvement d'arrière en avant pour les comptines populaires et un mouvement d'avant en arrière pour celles qui sont oubliéesThe search for phonetic or phonological invariants in nursery rhymes made us collect them globally, contrast them through a survey and analyse them. The Opies, British folklorists, published an Oxford Dictionary of Nursery Rhymes which became our primary source of material as their precious collection of rhymes had the advantage of being global and objective. Once the corpus established, it became obvious that these nursery rhymes had different statuses as to their popularity among children. The need to contrast them was necessary. A survey was set up and presented to more than a hundred English-speaking children. It resulted in 2 sub-corpuses, popular nursery rhymes (PNR) and forgotten ones (FNR). The question was what made them belong to one or the other? A phonetic analysis was ploughed through the corpuses. By pairing the first and the last stressed consonant-sound of every verse of every nursery rhyme and taking the place of articulation as reference, 2 major opposite enunciative movements arose, a back-to-front movement (B2F) for popular nursery rhymes and a front-to-back movement (F2B) for the forgotten ones
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Hildingson, Lisa. "Rim och ramsor i förskolan - Rhyme and nursery rhyme in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29889.
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Syftet med denna studie är att undersöka några pedagogers syn på och hur de arbetar med rim och ramsor för barns språkutveckling. För detta syfte har följande frågeställningar formulerats:- Vilka metoder använder de intervjuade pedagogerna för att träna barns språk?- Vilka syften med och åsikter om rim och ramsor har de intervjuade pedagogerna?- Hur och när använder de intervjuade pedagogerna rim och ramsor i verksamheten?För att nå syftet med studien genomfördes en kvalitativ intervjustudie på två förskolor där tre pedagoger på respektive förskola intervjuades. Det gjordes även en mindre observation på respektive förskola.Tidigare forskningen ger olika signaler angående rim och ramsors betydelse för barns språkutveckling och ökade språkmedvetenhet men är alla eniga om dess möjlighet till lustfylld aktivitet för barn.Resultatet visade en stor skillnad vad gäller förskolornas användning av rim och ramsor. På den ena förskolan använde sig pedagogerna av rim och ramsor frekvent och säger sig ha gjort så under alla år. Pedagogerna här ser användningen av rim och ramsor som ett naturligt inslag för att träna språket, men även för att bl.a. skapa gemenskap. De ser användningen som något barnen upplever som lustfyllt. På andra förskolan användes rim och ramsor mycket sällan. Det har kommit i bakgrunden av andra metoder.
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Hubbard, Colton M. "Tea Songs." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116378208.
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Patel, Griva. "Physical engagement in nursery rhyming games in oral, print, and digital mediums: Data matrix." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52118.
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The first children’s video game called Mixed up Mother Goose was created by Roberta Williams in 1987. This game was created for a desktop. Today, many children’s games exist on a range of digital platforms. While these platforms offer different types of interactions for engagement and learning, many of these interactions are limited to tapping, dragging and clicking. Current studies have shown that physical interaction is important for young children’s development. Traditionally, nursery rhymes have been this source of physical interaction to engage children in the process of learning. This study looks at the physical engagement of children with nursery rhymes in oral, print and digital mediums. Engagement in oral medium consists of learning nursery rhymes through the movement of the body such as action rhymes and finger plays. Engagement in print medium consists of learning nursery rhymes through interactive books that include movable books, puppet books and sound books. Digital medium, including platforms such as touchscreen devices and laptops, continue to evolve from tap and click games to increased physical engagement of children. Although digital medium is a new phenomenon, it is following a similar evolution as print and oral mediums. Digital medium is increasingly engaging children with interactive play. As part of a larger project, this research collects information and provides a matrix that identifies the attributes of physical engagement employed by these three mediums.
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Galway, Elizabeth Angela. "From nursery rhymes to nationhood : constructing Canadian national identity through children's literature, 1867-1911." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400927.
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Hughes, Sylvaine. "Les nursery rhymes anglaises et leur contribution au développement linguistique, psychologique et culturel de l'enfant." Paris 10, 2000. http://www.theses.fr/2000PA100061.
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Cette etude des nursery rhymes anglaises a pour but de mettre en valeur leur contribution majeure au developpement linguistique, psychologique et culturel de l'enfant. L'introduction definit le corpus utilise, retrace brievement son historique, puis expose le deroulement de ces recherches. La premiere partie presente l'apport des nursery rhymes a l'eveil linguistique et cognitif de l'enfant. Elledemontre qu'une exposition precoce aux sonorites, rythme et alliterations des comptines est un facteur important dans le developpement de l'appreciation du langage musical, et de la comprehension du langage verbal. L'etude lexicale des nursery rhymes revele une vision rassurante du monde, que renforce l'utilisation de structures grammaticales et syntaxiques recurrentes, caracteristiques aussi du langage enfantin. L'analyse thematique montre que les nursery rhymes sont des vecteurs de transmission culturelle et met en lumiere les concepts sous-jacents de l'implicite et du non-dit, elements essentiels du processus de maturation de l'enfant. La deuxieme partie explore les autres contributions des comptines au developpement de l'enfant. Elle explique comment les nursery rhymes renforcent ses capacites a passer de la maitrise du langage oral a celle de l'ecrit, comment elles se font ouverture au nonsense, a l'imaginaire et a la poesie, et, par l'intermediaire d'une breve etude de l'illustration des nursery rhymes, comment elles contribuent a favoriser son eveil esthetique. La conclusion insiste sur la necessite de preserver les nursery rhymes, en tant que tradition orale mais aussi parle biais du livre illustre, et les definit comme un atout majeur dans le developpement de l'enfant.
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Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.
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This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
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Braga, Raimunda Nonata Fortes. "Cantigas de roda em tempos de alta modernidade : representações sociais dos docentes e dos pais de alunos das escolas do campo em Chapadinha (MA)." Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=652.
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Nursery Rhymes are understood as popular demonstrations and express feelings of regionality, ascendancy and originality, reflecting the rooting of acquirements and everyday
experiences of the individual and the social group of belonging. Characterized as cultural practices, the nursery rhymes carry elements that cross generations and move in time and space. This research aims to analyze the Social Representations (SR) of teachers and parents of students on the played and sung nursery rhymes within schools that belong to the Sistema Municipal de Educação de Chapadinha, in Maranhão. The Social Representations in this research acquire a main character, because they allow recognizing at the same time the importance of nursery rhymes as a cultural practice and a didactic teaching, which provides the appreciation of the local culture and the rescue of values that tend to disappear on the current modernity in which we live. The exploratory and descriptive research is guided by a plan that gathers as instruments of data collection semi-structured interviews with teachers, meetings with focus groups of parents of students, previously marked and organized according to their availability of time and space, as well as the analysis of official documents that establish the guidelines to be worked in the first and second years of elementary school (Escolas do Campo) of the city of Chapadinha, besides observation reports, resulting from
remarks made in situ. The data comprehension was performed by content analysis underneath the theoretical perspective that guides this approach, providing as a result the understanding that nursery rhymes meet childhood needs of the students because as cultural practices where
they find the possibilities that can guide their learning, socialization and intersubjective exchanges interests, which, for them, are significant because they see themselves and find
themselves within the perspectives of experienced context.As cantigas de roda, entendidas como manifestações culturais populares, expressam sentimentos de regionalidade, de ascendência e de originalidade, traduzindo o enraizamento dos saberes e das experiências cotidianas do indivíduo e do grupo social de pertencimento. Caracterizadas como práticas culturais, as cantigas de roda carregam elementos que perpassam as gerações e se movimentam no tempo e espaço. Esta pesquisa se propõe a analisar as Representações Sociais (RS) de docentes e de pais de alunos sobre as cantigas de roda brincadas e cantadas no âmbito das escolas pertencentes ao Sistema Municipal de Educação de Chapadinha, no Maranhão. As Representações Sociais, nesta pesquisa, adquirem um caráter central, pois permitem reconhecer, a um só tempo, a importância das cantigas de roda como práticas culturais e didático-pedagógicas, que propiciam a valorização da cultura local e o resgate de valores que tendem ao desaparecimento na atual modernidade em que se vive. A pesquisa exploratória e descritiva orienta-se por um plano, que reúne como instrumentos de coleta de dados as entrevistas semi-estruturadas com os professores, os encontros com os grupos focais dos pais de alunos, previamente marcados e organizados de acordo com suas disponibilidades de tempo e de espaço, bem como a análise dos documentos oficiais que estabelecem os saberes a serem trabalhados nos 1 e 2 anos do ensino fundamental das Escolas do Campo da cidade em questão, além de notas de campo, resultante de observações realizadas in loco. A interpretação dos dados foi realizada por meio da análise de conteúdo, sob a perspectiva teórica que orienta esta abordagem, oferecendo como resultado a compreensão que as cantigas de roda atendem às necessidades lúdicas dos alunos, porque, como práticas culturais, nelas encontram as possibilidades que podem guiar os seus interesses de aprendizagens, de socialização, de trocas intersubjetivas, que, para eles, são significativas, porque se vêem e se encontram dentro das perspectivas do contexto vivenciado.
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Machado, Silvia de Ambrosis Pinheiro. "Canção de ninar brasileira: aproximações." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-28082012-124302/.
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A definição mais imediata para canção de ninar, uma das várias denominações brasileiras para este gênero poético-musical, é estabelecida por sua finalidade: canção feita para adormecer criança pequena; uma definição funcional,portanto. A análise do conteúdo poético e da forma destas canções permite identificar os elementos imprescindíveis à sua composição e eficácia estética, ampliando tal conceito. Desta maneira, a canção de ninar pode ser considerada um dos primeiros objetos culturais a que o ser humano é exposto. O medo da morte (perdas, despedidas, separações), presente nos cuidados maternos, paternos e de outros adultos com as crianças pequenas, especialmente com os recém-nascidos, penetra as canções de ninar em diferentes culturas, expressando-se em vários elementos, inclusive em suas figuras de terror. A esta linha interpretativa, substancializada por constatações advindas de uma prática clínica de atendimento psicológico às famílias de recém-nascidos, foi acrescida outra de caráter mais sociológico: o estudo de alguns textos de canções de ninar tradicionais brasileiras revelou elementos dos encontros e desencontros étnico-culturais dos diferentes povos que formaram a nação brasileira. O traço de terror, geralmente compreendido como medida disciplinar para o sono, aparece acentuado nas nossas canções também porque se origina em um ambiente colonial, escravocrata, contaminado por ameaças e hostilidades. Junto a vestígios de horror apareceram também traços de resistência e preservação cultural das etnias indígenas e negras; como se as canções de ninar fossem veículos propícios ao transporte resguardado de elementos fundamentais da cultura dos grupos humanos colonizados ou escravizados. As pesquisas e reflexões de Mário de Andrade e o estudo de acalantos compostos por artistas brasileiros contemporâneos permitiram conhecer e delinear melhor este gênero: o contexto que o origina, seu tom melancólico, sua forma curta e repetitiva, o uso da sonoridade nasal hum e da vogal u. Por sua qualidade artística, o acalanto pode revigorar o ambiente cultural que cerca o nascimento e a infância. Neste sentido, ele é potencialmente humanizador. O ambiente cultural é tão fundamental e delimitador da experiência humana quanto o ambiente físico e emocional (familiar ou institucional). Cuidar do surgimento das palavras, da sua afinação com a experiência vivida, de seu vigor e sentido; cuidar da experiência inicial com a palavra é condição para o desenvolvimento pleno deste ser de linguagem que é o homem. Assim, redimensiona-se neste estudo o conceito de puericultura que passa a abranger também as ações de cultivo da palavra e da poesia com a criança pequena.The most immediate definition of lullaby, only one among several Brazilian denominations for this poetic-musical genre, is determined by its main purpose: a song intended for little children to fall asleep, a functional definition, therefore. The analysis of the poetical content and of the form of these songs allows us to identify the essential elements of their aesthetic composition and effectiveness, broadening such concept. Thus, the lullaby may be considered one of the first cultural objects that the human being is exposed to. The fear of death (losses, farewells, separations), present in the cares given by mothers, fathers and other grown-ups to little children, especially newborn babies, permeates the lullabies in different cultures, expressing itself in many elements, including its terror figures. To this interpretative line, based on observations derived from the practice of psychological assistance to the families of newborn babies, another one of a more sociological nature has been added: the study of some texts extracted from traditional Brazilian lullabies has revealed elements of the ethnic-cultural matches and mismatches of the different cultures that shaped the Brazilian nation. The element of terror, generally understood as a disciplinary measure for sleeping, is highlighted in our songs because it also has its origin in a colonial slave-based environment, contaminated by threats and hostilities. Along with the vestiges of horror, there have arisen traces of resistance and cultural preservation of black and indigenous ethnic groups, as if the lullabies had been proper conducive vehicles to the hedged transportation of fundamental elements of the culture of the colonized or enslaved human groups. The researches carried out by Mario de Andrade, as well as his reflections, and the study of lullabies composed by contemporary Brazilian artists allowed the better understanding and outline of this genre: the context where it comes from, its melancholic tone, its short and repetitive form, the use of the nasal sonority \'hum\' and the vowel \'u\'. For its artistic value, the lullaby can be quite refreshing for the cultural environment surrounding birth and childhood. In this sense, it is potentially humanizing.The cultural environment is as important and delimiting for human experience as the physical and emotional environment (familiar or institutional). Caring about the arising of new words, their affinity to the life experience, their vitality and sense; caring about the initial experience with words is a condition for the full development of this language-based being, the man. Hence, in this study, the concept of childcare is resized so as also to include the actions of cultivation of word and poetry with the little child.
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Santos, Luis Carlos Ribeiro dos. "Jogos rapsódicos: a música e a dança popular na aprendizagem das artes cênicas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-14092016-115347/.
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A dança e a música dos Cocos e Sambas de Caboclo, do Samba rural e das Cirandas e cantigas de roda, por suas características próprias de ludicidade e de significação cultural, são o território das experiências estéticas e saberes dos jogos rapsódicos. Esta pesquisa propõe uma pedagogia das artes cênicas através de uma educação corporal e musical que integra tais saberes e experiências da dança popular e da música nos processos de criação e aprendizagem do atuante. Deste modo, os jogos rapsódicos são brincadeiras cantadas, dançadas, tocadas e contadas que colocam em movimento as vozes poéticas e corporeidades do narrador e do brincante das nossas celebrações e práticas culturais, para complementar as teorias e métodos da pedagogia das artes cênicas ensinados no Brasil.Dance and music of Coco and Caboclo\'s Samba, from rural Samba and from Cirandas, Northeastern Brazilian circle dances, for their own playful features and their cultural meaning, are territory for aesthetic experiments, and knowledge for the rhapsodic games. This research proposes performimg art pedagogy by means of body and musical education, which integrates such knowledge and experience of popular dance and music into the actor\'s processes of learning and creation. Thus, rhapsodic games are sung, danced, played and told games, which prompt the poetic voices and corporeity of narrators and players from our celebrations and cultural practices, in order to complement the theories and methods of the performing art pedagogy taught in Brazil.
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YI-PEI, LIN, and 林意佩. "Application of Digital Nursery Rhymes and Conventional Nursery Rhymes From the Viewpoint of Preschool Educator." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/x3x64j.
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Lin, Mei-Yun, and 林美雲. "Wang, Jin-Shiuan’s Taiwanese Nursery Rhymes." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/57773741066106440190.
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碩士國立臺東大學
兒童文學研究所
92
Wang, Jin-Shiuan, a typical Taiwanese rural kid, is especially interested in creating Taiwanese nursery rhymes. Mr. Wang’s awarded book “Red Rice Cake (Un-Ku-Kue)” is the first creative series of Taiwanese nursery rhymes in Taiwan. He is creative in various areas: short stories, comics, children’s literature, oil paintings, stories, nursery rhymes, etc., which all have distinguished accomplishments. Among Mr. Wang’s works, Taiwanese nursery rhymes are especially praised and caused great impact on Taiwan’s children literature, which also have provided as excellent resources for native language teaching. Examining Wang, Jin-Shiuan’s Taiwanese nursery rhymes and status, this thesis includes aspects of “Galaxy,” “Author,” “Accomplished Works,” “Readers,” and “Literature Studies,” etc.. This thesis has seven chapters. Chapter One “Introduction”: Briefly describes the intention and purpose of the research. Thus, probes into Wang, Jin-Shiuan’s nursery rhymes’ present status and accomplishment, based mainly on introducing Wang, Jin-Shiuan’s creative background. Chapter Two focuses on Wang, Jin-Shiuan’s life, writing process, creative philosophy. Chapter Three to Six focus on theories and researchers’ reading reflections and directly probe into works’ contents and special styles. Chapter Seven “Conclusion”: classifies Wang, Jin-Shiuan’s work specialty and readers’ reactions, then examine the value of Wang, Jin-Shiuan’s works as native language teaching resources, Taiwanese nursery rhymes’ creative development, and praise on creator’s contribution and status in Taiwanese Nursery rhymes.
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KUEI, HSIU-MEI, and 歸秀梅. "Paiwan People''s Traditional Nursery Rhymes." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30714514519346486741.
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碩士國立中央大學
中國文學系碩士在職專班
95
This paper is mainly consisted of 6 chapters for exploration and interpretation: Chapter 1, Preface – addresses research motive and purpose, research range and limits, research methodology and procedure. Chapter 2, Introduction of Paiwan People – Firstly describes the name origin of Paiwan People and its tribe formation, development and evolution processes; then uses the myths and legends of Paiwan People to phase in, so as to understand its life origin and people spirit; and finally introduces the category and content of Paiwan People’s traditional folk songs, so as to understand the artistic presentation of its folk song culture. Chapter 3, Thematic Content Analysis of Traditional Nursery Rhymes – Categorizes Paiwan People’s traditional nursery rhymes into 5 main categories of sleep inducing rhymes, legend rhymes, living rhymes, knowledge rhymes, and fun rhymes; and respectively according to its content features, discusses the cultural development backgrounds of nursery rhymes, rebuilds the primitive culture and custom of Paiwan People’s old tribe. Chapter 4, The Cultural Meaning Presented in Traditional Nursery Rhymes – via profound exploration on traditional nursery rhymes, characterizes and summarizes the cultural phenomenon of its spectacular and abundant social class status, millet diet and hunting activities, and appreciates the cultural meaning presented by them. Chapter 5, The Performing Skills and Artistic Features of Traditional Nursery Rhymes – tries to discuss the performing skills of Paiwan People’s nursery rhymes by means of syntactic construction, recitation fashion and rhetoric manipulation, and exhibit its unique artistic sense of beauty and features. Chapter 6, Conclusion – synthetic conclusion and future outlook. Summarizes the study results and proposes suggestions and reflections, expects to undertake the great responsibility of cultural heritage together, to allow the cultural essence of Paiwan People to be more beaming and heating.
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chang, chen-yi, and 張禎宜. "A STUDY ON TAIWANESE NURSERY RHYMES." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03888433298856084051.
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碩士國立中山大學
中國語文學系研究所
93
This study focuses on Taiwanese nursery rhymes. In addition to lullabies and nursery rhymes, it also includes rhymes and songs chanted to pray for good fortune at birth rituals and those sung to teach and encourage children. Most of the rhymes and songs discussed here, including those pronounced in Taiwanese (the Hokkien language in Taiwan) and Hakka, are popular in Taiwan and passed down from generation to generation. Some nursery rhymes and songs in Mandarin and in other Taiwan aboriginal languages are also included to make necessary comparisons. First, this study analyzes the sentence arrangement, structure, rhythm, and presentation of these nursery rhymes in order to examine their structure characteristics. Based on their contents, then, they are classified into five categories: lullabies, colic care songs and rhymes, playtime songs and rhymes, prayer songs and rhymes, as well as value-teaching songs and rhymes. The five categories are examined and analyzed, and their cultural backgrounds explored. Finally, based on the structures, contents, and embedded cultures of these nursery rhymes, their values are discussed and presented. This research contains six chapters: Chapter 1: Introduction. It broadly introduces the content and the structure of this research. Chapter 2: A Structural Analysis of the Nursery Rhymes. This chapter focuses on the characteristics of these nursery rhymes: sentence arrangements, structures, rhythm, and presentation skills. Chapter 3: A Content Analysis of the Nursery Rhymes. Based on the content, each rhyme is classified and analyzed. Chapter 4: Cultures in the Nursery Rhymes. This chapter discusses some embedded cultural activities such as birth and marriage in nursery rhymes to explore the relationships between ethnic cultures and their individual rhymes. Chapter 5: Values of the Nursery Rhymes. The values of nursery rhymes are examined from the aspects of education, life, and ethnic cultures. Chapter 6: Conclusion. The significance and implications of this research as well as its future extended research are discussed in this chapter.
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Lo, Chieh, and 羅傑. "My Grandmother’s Nursery Rhyme." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/54486561115764874802.
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碩士國立臺灣藝術大學
應用媒體藝術研究所
95
ABSTRACT National Taiwan University of Arts The Graduate School of Applied Media Arts My Grandmother’s Nursery Rhyme Thesis advisor：Dr. Bing Chu Graduate student：Lo, Chieh Date：January.2007 The legend of Dachen Retreat took place in 1955, when a total of seventeen thousand Dachen residents followed the army garrison’s retreat, deserting the island in the midst of East China Sea, and fleeing to Taiwan. The way Dachen migrants saw their hometown was different from the honored veterans who made the retreat to Taiwan around 1949, for the island hosts no living relatives and community members. How did the elderly Dachen people, when reminiscing the old time, define their native island? Fifty years after the retreat, the Dachen migrants have settled in Taiwan and raised offspring. Eventually, the second and third generations does not define Dachen as their native land. Instead, they define their roots as Taiwan. This has created a gap in perception of hometown between generations. The meaning of hometown could vary between individuals, but where their ancestors came from is a fact that can never be changed. My Grandmother’s Nursery Rhyme is a documentary focusing on the traits of Dachen dialect and the variance of the language over the past fifty years. Being the second-generation Dachen migrant, the director documents the stories of his parents and elders, and digs deep into their most inner thoughts, perceptions and interests. There might be resources related to Dachen legend and documents might be made, but we would like to tell the story in our own way, the story of “our legend, our past.” Key words: Dachen Retreat, Dachen people, Grandmother, Nursery Rhyme, hometown
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Shu-chen, Liu, and 劉淑甄. "The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme The The Study of Nursery Rhyme Teaching to Develop Children’s Rhyme Awareness." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/83503308706585096633.
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碩士國立台北師範學院
兒童英語教育研究所
94
ABSTRACT Nursery rhymes bring out the multi-value instruction and effective learning. The present study aims to use nursery rhymes- the meaningful and interesting teaching material- to improve children’s rhyme awareness and make English learning more effective. It was designed to examine the effects of nursery rhymes instruction. The participants who were selected in this study were sixty-seven EFL third-graders from two different classes at Hu-dong Elementary School in Changhua County, Taiwan. They were divided into two groups within their own classes, one was for nursery rhymes instruction, and the other one was for story-telling instruction. There were twenty-minute lessons for each group every week, and the experiment periods lasted for twelve weeks. The results are as follows: 1. Nursery rhymes instruction improves children’s rhyme awareness significantly. 2. Sufficient teaching is an import factor to make nursery rhymes instruction to have the impact. 3. The effects of rhyme awareness improving generalizes to non-teaching target rhymes. Based on the results, the study made some suggestions to publishers, English teachers, and further researches. Keywords: Nursery Rhymes, Rhyme Awareness
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SU, CHIEN-RONG, and 蘇建榮. "A Study of Wu-Chang Hsieh’s Nursery Rhymes." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/6jncsb.
Full textAbstract:
碩士國立臺北教育大學
語文與創作學系語文教學碩士班
97
Wu-Chang Hsieh is a senior and professional writer of children’s literature. He is proficient in writing, re-writing, and editing, and has received much acclaim for his works. Among the writers of nursery rhymes in Taiwan, Hsieh is the most prolific one. He is the first nursery rhyme writer to win the National Literature and Art Achievement Award with his work “Let’s Sing Bo Po Mo”. Focusing on his abundant nursery rhymes, this study aimed to probe into his literature experience, creative ideas, and further explore the content and approaches adopted to present his nursery rhymes. Through organization, analysis, and induction, the writing styles and features of Hsieh’s works were described. This paper consisted of five chapters. An outline of each chapter is presented as follows: The first chapter “Introduction” described the motivation, objectives, range, method, constraint and provided a review of literatures to outline the framework and procedure of this research. The second chapter “Wu-Chang Hsieh and Nursery Rhymes” began with an exploration of Hsieh’s literary experience and writing traces. Later, perspectives embedded in his nursery rhymes, including “Ten Commandments” and “Integrating Nursery Rhymes and Children’s Poems”, were organized to introduce Hsieh’s creative and edited works of nursery rhymes. The third chapter “The Contents of Wu-Chang Hsieh’s Nursery Rhymes”: Based on related theories and reader’s feedbacks, an analysis of the genres, themes, and materials of Hsieh’s works was presented. The fourth chapter “Hsieh’s Writing Approaches”: Based on related theories and reactions of the researcher, approaches adopted by Hsieh to write nursery rhymes, including rhetoric, syntax, rhyming, and structure, were induced and analyzed. The fifth chapter “Conclusion”: Features, values, and contribution of Hsieh’s nursery rhymes to the development of Taiwanese nursery rhymes were concluded. Constraints of this research were also proposed as a reference for future researchers.
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ZI, Shu I., and 許意紫. "The Research on the Yunlin Country Lunbei Township zhaoan Hakka Nursery Rhymes-For example Liao Jun Long Compose Popular Nursery Rhymes." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/19123245404896411505.
Full textAbstract:
碩士國立新竹教育大學
音樂學系碩士班
101
ABSTRACT The Hakka dialect will have the different tune, some four counties, the sea land, Dabu, the jaoping, Zhaoan and will forever grade other local tune, the intonation are changeable, the system will be numerous and disorderly.But is opposite in four county Hakkas tune, the Zhaoan Hakkas's nursery rhymes appears hides extremely not clear.The author body is a local music graduate student, embraces highly the interest regarding the Zhaoan nursery rhymes phenomenon, joins in the field to investigate the Yunlin County logical sequence back township, launches the collection and the reorganization logical sequence back Hakkas nursery rhymes. The present paper composition, the chapter one is the introduction, the research motive with an item place, studies the author the Yunlin County logical sequence back Zhaoan Hakkas nursery rhymes the research - to do take Liao Junlong as the example motive with an item place the description, the research scope and the limit, the noun explanation, contains in the Hakkas, the Zhaoan guest, the Hakkas nursery rhymes, according to character singing own interpretation, the palm the play makes the noun explanation.The second chapter correlation literature, the Hakkas correlation literature, the Zhaoan Hakkas moves, the third chapter of research technique, the field inspection law, studies the tool, the research construction, fourth chapter of Yunlin logical sequence back Zhaoan nursery rhymes research, Yunlin logical sequence back Zhaoan Hakkas sound department, Yunlin logical sequence back Zhaoan Hakkas nursery rhymes background and language characteristic, Yunlin logical sequence back Zhaoan Hakkas nursery rhymes form and analysis, fifth chapter of Mr./Mrs. Liao Junlong Zhaoan Hakkas creation nursery rhymes research, Liao Junlong biography brief resume of events, Mr.Liao Junlong Zhaoan Hakkas creation nursery rhymes background, Mr. Liao Junlong Zhaoan Hakkas creation nursery rhymes form and analysis. Key word:Zhaoan Hakka Chinese Hakka Chinese Rhymes Hakka Chinese Popular compose nursery rhymes
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Chou, Ping-Tzu, and 周秉慈. "The Study of Hua xia-ling 's Nursery Rhymes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/25971897849496981657.
Full textAbstract:
碩士銘傳大學
應用中國文學系碩士在職專班
105
Hua xia-ling(1918-2015)is the pioneer of Taiwan pre-school course promotion behavior, she also worked hard on children's literature. She wrote many works of children's literature, including children's nursery rhymes, essay, fairy tales and many other materials of writing. The motivation of her works is all about children. To create better learning materials for children, she wrote the first children book in 1965. She was also the member of " Children Books Reporter Club", she engaged herself in the works of " Chung-Hua Children’s Serial Books". Her works are close to children's life, and reflect the interests of children's living. Her frank and simple words make children easy to repeat, and the most remarkable work is her " Reverse song''. This thesis is a research of Hua xia-ling 's children's literature. The whole research was divided into six chapters. Chapter One "Introduction" - Briefly explain the motivation and purpose of research, literature review, and also establish the research range and measure. Chapter Two " Hua xia-ling 's autobiography and works" - summarize the life of Hua xia-ling , and also learn the production process, ideas, and the category of her works. Chapter Three" the thinking of Hua xia-ling 's nursery rhymes" - analyse the types, topics, and materials of Hua xia-ling 's nursery rhymes. Chapter Four "the artistry of Hua xia-ling 's nursery rhymes" - compare the performance form of her nursery rhymes, including structure, rhymes, and skills of rhetorician. Chapter Five "The Value and Contribution of Hua xia-ling 's nursery rhymes" - discuss the contribution of her works toward children's literature and the characters and value of her works. Chapter Six "Conclusion" - Conclude the outcome of research and the direction of the research for future. Through the outlines of all the chapters, expect to understand the difficulties of the era she was born and her personal production ideas and style. Also, know the importance of her works for that era. See how she use her magical pen to cultivate the beautiful flowers on the wasteland of children's literature.
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Tseng, Chiung-Ying, and 曾瓊盈. "A Study on English Nursery Rhymes Activities in the Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/09318671382220413092.
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碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
101
The study explored the implementation process of English nursery rhyme activities at kindergartens. By connecting English nursery rhyme with child’s learning activities, it can enable learning experience in reaching English and experiencing different languages to children with the research problems to cover: how to choose course material for English nursery rhyme activities at kindergartens? What is the implementation process of activity and how to respond to difficulties? What are the affective responses of children to English nursery rhyme activities? And what are the responses of kindergarten teachers and parents on English nursery rhyme activities? The researcher was the teacher who implemented English nursery rhyme activities at the kindergarten of research site, with research method to observe and to take note of English nursery rhyme activity, and conducted process, observed and interviewed children and the original class teachers for their responses on English nursery rhyme activities, as well as performed questionnaire survey on parents for their responses on English nursery rhyme activities. The research outcomes include: 1. Choice of course material for English nursery rhyme at kindergarten was comprehensively referring to child’s age, theme of teaching, melody of nursery rhyme which children were already familiar with, and relative to the children’ life experiences, having simple story and interesting person, thing and object, dynamic scene of bustle and excitement, and English nursery rhymes associated with festivals; 2. Implementation of English nursery rhyme activities at kindergartens combined with children’s prime learning activities (morning exercise, book corner, transition time, theme-based learning activities, free play), and flexibly adjusted upon children’s responses to the activities; 3. Difficulties in implementing English nursery rhyme activities at kindergarten in this study were hardware equipment constraints. It was hard to combine with children’s learning activity because the researcher was not a teacher at that kindergarten. Eco-based teaching topic made it difficult to combine with learning in different languages and culture as well as insufficiency in personal teaching for the researcher; 4. The affective responses of children on English nursery rhyme activities at kindergartens were mostly inclined to liking English nursery rhyme activities, including active response orally and active participation by their body movement, children’s affective responses have shown that “play” is important medium that English nursery rhyme activities are favored by children; 5. Responses of kindergarten teachers and parents were affirmative and supportive. Suggestions associated with English nursery rhyme activity teaching and future study were proposed upon the research outcomes. Keyword: kindergarten, English nursery rhyme, activity
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Hui-Ling, Lin, and 林慧玲. "Teaching English Nursery Rhymes to Second Graders: An Action Research." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50588021117007876386.
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碩士臺中師範學院
語文教育學系碩士班
93
The purpose of this study was to explore the effects of English nursery rhymes on EFL children’s motivation and language proficiency. Qualitative data were triangulated using interviews, observations, and document analysis. One class of 34 second graders in an elementary school in Taichung City was chosen as the participants. The curriculum was designed based on the textbook－Dear English I. After 21 weeks of teaching, the results indicated that English nursery rhymes had positive effects on English learning interests and could effectively develop students’ abilities in listening and speaking. The major findings of the research are as follows: 1. Using English nursery rhymes can foster students’ English learning interests. 2. The model of program based on English nursery rhymes can effectively develop students’ language skills. 3. Listening to CD after school can assist students with the ability of speaking and singing. 4. The task-based assessment can inspire students’ motivation and build their confidence. 5. Action research is useful for English teachers to promote personal and professional development. Finally, based on the findings, some suggestions on English teaching, action research, and further studies are recommended in the study.
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廖郁馨. "An action study on using nursery rhymes for remedial teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26254360840356008839.
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Chen, Yi-Rung, and 陳怡蓉. "“Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” The Application of Native Language Education in Primary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/82251974150398495331.
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碩士國立屏東教育大學
文化創意產業學系
101
Nersury rhyme – the collective memories accompanied the growing up of countless people, they are the songs kids chant and recite, the spiritual food of kids’ enlightenment, the source of happiness of childhood, and the best teaching materials when kids learning language and recognizing the world. Hakka Affairs Council took place the first Hakka nursery rhyme contest in 1997. To the finalist, they added simple and easy words, vivid and lively pictures, they compiled and printed and recorded five versions of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” to be the supplementary teaching materials of Hakka language: si-xian tone , hai-lu tone, da-pu tone, rao-ping tone, and the zhao-an tone. This thesis is in accordanced with “si-xian tone” version of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme”, and sort out the relative historical materials by historical view. In this thesis, we explored its content and forms, teaching methods and tactics, and educational functions and value through content analysis method, phenomenons interpretation method, and literature comparetive method to illustrate its application of native language education in primary school. In this study, we discovre the topics of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” are abundant, the subject matter is extensive, the sentence patterns is free, the rhyme is natural, the rhetoric is ingenious, and also close to kids’ life, not only assist the listening, speaking, pronunciation, reading, and writing of native language in primary school, but also to be integrated into the class oral and writing education, Mathematics education, society education, nature education, life science and technology education, art education, humanities education, health education, physical education, and the intergated activities education of the Grade 1-9 Curriculum, to establish the foundation of Hakka language, to upgrade the abilities of Hakka language, to balance the development of moral education, intellect education, physique education, society education, and aesthetics education. According to the conclusions we had drawn above, in this thesis, we made several recommendations. First, about the teaching materials of nursery rhyme, we should use the Hakka feature characters, mark Hakka phonetic alphabet, the pictures should be chimed in with the content, and energetically create new modern Hakka nursery rhyme. Second, about the teaching of nursery rhyme, we should increase the ration of Hakka modern nursery rhyme, and teach with flexible and diversified methods. Third, the direction of following studies, we could proceed toward the activities of Hakka modern nursery rhyme, the compare of troditional and modern nursery rhyme, the relations of language and music of nursery rhyme.
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Lee, Hsiufen, and 李秀芬. "The Research Of Nursery Rhymes In The Early Republic Of China." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/58126586369001880368.
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碩士靜宜大學
中國文學系
100
The nursery rhymes are also known as children's songs. As the media of the popular literature, nursery rhymes not only pass down the art of regional dialects, preserve the most purely social lifestyle and the essence of ancestors’ wisdom, but also present people's living habits mmost directly. The origin of nursery rhymes is very early . Though they were used as a political tool in the beginning, the nursery rhymes which really belong to children were born after Ming and Qing Dynasties. Such kind of nursery rhymes contain pure fun of children and high value. Through exploring the history and meaning of the development of the nursery rhymes, we can find the track of the civilization evolution of mankind . In the early Republic of China, special political background resulted in social unrest. The nursery rhymes popular in this period reflect people's life of lower class. However, people focus on the inquiry of a single topic or the research of single text in specific area for long time when doing research on nursery rhymes. Therefore, aime at the faultiness mentioned above, I decide to do research of a integral whole on the nursery rhymes in the early Republic of China . Fiest of all, we explore the origins and circulation of nursery rhymes in this thesis. And then, we analyze the contents of nursery rhymes in the early Republic of China. By analyzing and ordering the contents of nursery rhymes, we present contribution of nursery rhymes to the heritage of Chinese culture. By analyzing the artistic skills of nursery rhymes, we explore the artistic expression of them in literature , discover the value of them, present the life style of early Republic of China, and preserve cultural resources at that time. Through exploring nursery rhymes, we hope to entirely pass down the social culture of early Republic of China, let children relive the beauty of dialects in various region, uplift the identity of children to culture , rather than the heritage of themselves. Through these nursery rhymes ,we further hope to enable children to develop good moral character, learn all kinds of knowledge and customs of festivals , and help to their pronounciation. We also hope that the results of this research will be the the basis for the selection of nursery material, and provid the referable direction to people intrested in the study of nursery rhymes or social researchers.
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Hsu, Hsuan-Mei, and 許炫美. "An Action Research of Nursery Rhymes Integrated into Preschool Curriculum Subjects." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ty5mj3.
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碩士國立清華大學
音樂學系音樂碩士在職專班
105
Abstract In recent years, with the annoucement and enforcement of the "New Curriculum Guidelines in 2012," preschool courses have to be in line with the new rules. According to the new guidelines, music education has been incorporated as part of aesthetics, which makes it no longer an individual subject, and has to combine with other courses. New challenges has emerged under such circumstances. As a teacher, the researcher implemented an action research on the theme course of "the Spring" for the affiliated preschool of an elementary school in Taoyuan City, to explore different ways of incorporating nursery rhymes into the theme courses, the implementation of music education, learning achievements and peer scaffoldings, as well as parental recognitions. In doing this, the researcher's expectation was to analyze the researches in actual teaching, and to eventually come up with a viable teaching pattern to implement music education after the enforcement of the "New Curriculum Guidelines." The main results from this research were summarized as below: 1.The methods of incorporating nursery rhymes into preschool theme courses are full of flexibilities and varieties. While combining nursery rhymes with the theme courses, teachers may use them as the material of teaching, as a medium of learning, as the contextual music, and also as the materials for creation. 2.The implementation of the music education incorporated with nursery rhymes needs to in line with the theme courses. It's also necessary to align with the current environment and the interests of the children. While teaching nursery rhymes, "imitate singing" would be a better way to proceed, with enhancements through activities like playing around and physical movements. Last but not the least, incorporating different musical elements through various extended activities helps to make the music education for kids even deeper and broader. 3.Incorporate nursery rhymes with the theme courses can strengthen the learning achievement of the kids, which helps to achieve the ten competence indicators that are related to music education. Among them, more achievements were found in competence indicators related to "explore and aware" and "perform and create"; while it is harder to attain to the competence indicator of "response and appreciation" owing to the limitation of the innate conditions. 4.The incorporation of nursery rhymes into the theme courses helps to promote peer scaffoldings. Young children get more from their peers than from what they find and experience themselves. For peer scaffoldings, the most astonishing point of time is usually the free sessions right after teaching. 5.For the children, the teaching mode of incorporating nursery rhymes into preschool theme courses is fun and interesting, which can bring achievements. This pattern brings positive reactions and results in the daily lives after involving with the teaching activities. Therefore, parents recognize and support this pattern of teaching too. Keywords: nursery rhymes, preschool, theme course, action research
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Sing, Hwa Mee, and 孫華楣. "The Succesion of Teochew Nursery Rhymes in Kampung Sungai Burung Malaysia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/07504025344703322288.
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碩士國立政治大學
幼兒教育所
104
Teochew nursery rhymes originated from Chao Shan area, in Canton, China. When the immigrants moved to Malaysia, this type of nursery rhymes was once widely sung, for several generations, and had educated many Teochew immigration children. However, with social change traditional nursery rhymes no longer play the role in the childhood now. Therefore, this study is dedicated to the Teochew nursery rhymes by completing a research and a collection of Teochew nursery rhymes, which spread between 1940 to 1970 in the hometown of the researcher--a Teochew fishing village in Kampung Sungai Burung, Perak state, Malaysia. From this research, the reader can know how these rhymes had grown and transformed among the immigrants/villagers based on the sociocultural understanding. Furthermore, the research also discovers that Teochew rhymes contains a special meaning within the hearts of the overseas Teochew people. After one and a half year’s field research, 42 Teochew nursery rhymes are collected. There were four sources to spread these nursery rhymes in the past: (i) learnt from the singing of the immigrants especially women; (ii) promoted by a radio DJ named Heng Zheng-Jing through his dialect program; (iii) children’s inter-learning game; (iv) the young girls learnt the lullaby from their mother. Being a medium of traditional education, Teochew rhymes portraits the learning scenarios of the village children in the early days, as well as representation the unique, historical value of the Teochew nursery rhymes. As an important carrier of culture, Even though these rhymes originated from China, there had shown a diverse interpretation of meanings when they arrive to South-East Asia. Standing on a point between the present and the past, captured by the writer’s personal growing experience in a Teochew fishing village in Malaysia, this study possesses ‘intentionality’ that tries to comprehend the traditional culture, and to disclose the evolvement history of Teochew nursery rhymes outside China; the most important part of the study perhaps lies in preserving (and rescuing) the precious cultural asset of the Malaysia’s Teochew community.
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Su, Tzu-Yun, and 蘇姿云. "A Study of the Influence of Nursery Rhymes on Children’s Phonological Awareness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/80503431238251913886.
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碩士樹德科技大學
幼兒保育學系
92
From the process of learning experiments, the purpose of this study is to investigate the phonological awareness of three-year-old children in order to strengthen infant capabilities. The main focus is on testing of the phonological awareness at learning environments and curriculum instruction of children nursery rhymes . Before going into more formal design of this study, it is necessary to review all the literatures in this field, such as the definition of phonological awareness and related theoretical frameworks. In this area studied, we use three measurement tools in initial consonant tests, rhyming tests, and tone awareness tests. Furthermore, the empirical results of testing can provide useful guidelines for the development of phonological awareness at experimental designs of curriculums. The selection method in this research is a purposive sampling, picking 36 three-year-old kindergarten students for two-group experimental design study. It adopts multi-stage statistical methods during the four-week study period. From twenty hours children nursery rhymes education as experimental design, we identify the differences between the treatment and control groups from empirical testing. In other words, the children nursery rhymes education applied two times after the pre-measurement and impacts of two testing are analyzed systematically. The descriptive statistics can verify the nature of sample structure and illustrate the empirical results of experiment. In the mixed experimental design, empirical evidence also can be enriched from the two-way ANOVA for data analysis. In summary, the major findings of this study demonstrate: (1) It is obvious that the pre-measurement testing provides little progress in the development of phonological awareness in initial consonant tests, rhyming tests, and tone awareness tests; (2) After the experimental treatment of nursery rhymes education, we found that infants have significant development in rhyming tests and tone awareness tests. However, this does not imply that the similar significant impact of education can be identified in initial consonant tests. In other words, the effect of experimental design has not reached the level of significance. Therefore, we made some suggestions on the improvement of measurement tools, curriculum activity designs, and practical guidance for curriculum activities, as well as directions for future studies.
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吳秀媛. "Comparative Analysis of Conceptual Metaphor in Taiwan Hakka and Minan Nursery Rhymes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/4w2wj7.
Full textAbstract:
碩士國立高雄師範大學
客家文化研究所
97
Comparative Analysis of Conceptual Metaphor in Taiwan Hakka and Minan Nursery Rhymes Abstract The differential conceptual ideas embodied in linguistic metaphors of different languages present both diversity and relevance among different languages and cultures. Through comparison of these linguistic metaphors we may foreground the cultural traits of one linguistic community. In this thesis I employed George Lakoff and Mark Johnson’s theory of conceptual metaphor to examine Hakka nursery rhymes. I explore the conceptual metaphors that repeatedly appear in Hakka nursery rhymes, and investigate if these conceptual metaphors can also be found in Min-nan language and other Chinese nursery rhymes, through which I highlight the characteristics of Hakka nursery rhymes and their similarities with Min-nan language and other Chinese nursery rhymes. I analyze a series of Hakka nursery rhymes, and argue that eight figures of speech are prominently used in Hakka nursery rhymes, such as personification, repetition, hyperbole, concatenation, and metaphor. In addition, I suggest that most Hakka nursery rhymes can be classified into five categories, including “the heavens and earth,” “ethics and values,” “customs and habits,” “material cultures,” and “natural environment.” Furthermore, I demonstrate that each category contains particular conceptual metaphors. Finally, I note that some conceptual metaphors in Hakka nursery rhymes are also shared in Min-nan language and other Chinese nursery rhymes. I therefore argue that only through cross-cultural comparison can we better discern the similarity, difference and association among different cultures.
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Lin, Shian-sue, and 林仙姝. "Narrative Nursery Rhyme and Its Use in Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/72840612792571687647.
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碩士國立臺南大學
語文教育學系教學碩士班
95
Narrative Nursery Rhyme and Its Use in Teaching. The Study is divided into five chapters. The first shapter Introduces the researcher’s motivation, purpose, document discussion, research range and limitation. In the second chapter, itdrfines” the Narrative Nursery Rhyme” and its characteristics. In the third chapter, it arranges the narrative nursery rhyme from Book1 to Book12. (They are included three publishers : Kang Hsuan, Nani and Han Lin Publishing Company.) It also compares the narrative nursery rhyme of the three Publishers to supply teachers specific guide-line. In the forth Chapter, it makes use of the narrative nuesery rhyme in article teaching, it writing teaching and mother tongue teaching in order to promote the teaching efficiency. In the final chapter, it makes reflections and suggestions. The researcher hopes to provide the guideline in teaching nursery rhyme. If the teacher arranges nursery rhyme efficiently in teaching, it will promote teaching efficiency and children’s learning motivation. If the children are attractive by the nursery rhyme, they will be leaded to the positive value. The researcher also hopew to provide a specific guideline to Those who are interested in children literature.
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TIEN, HSIAO-YU, and 田筱瑜. "A study of Hui-Yueh Fon’s nursery rhyme from presentation and rhetoric.A study of Hui-Yueh Fon’s nursery rhyme from presentation and rhetoric.A study of Hui-Yueh Fon’s nursery rhyme from presentation and rhetoric.A study of Hui-Yueh Fon’s nursery rh." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/90848221208318080777.
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碩士國立臺中教育大學
語文教育學系碩士班
95
This study analyzed Hui-Yueh Fon’s Chinese nursery rhyme from presentation and rhetoric. By discussing the distribution of the presentation and rhetoric of Mr. Fon’s Chinese nursery rhyme in order to understand the usage and effect of the presentation and rhetoric.The results are as follows: 1. Presentation: (1)The author always uses there presentations at the same time. (2)The most frequently used presentations is “juxtaposition”. (3)There are still twenty-one presentations that don’t appear in the nursery rhyme. (4)The frequency of usage shows significant difference. (5)The nursery rhyme never uses single structural hierarchy. 2. Rhetoric (1)There is a centralization in the nursery rhyme. (2)The author uses the skill of rhetoric well. (3)The most frequently used rhetoric is “repetition”. (4)The author always uses four rhetoric at the same time. (5)The author only uses fifteen rhetoric in the nursery rhyme.
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Sung, Wan Chun, and 宋琬淳. "The Effects of Nursery Rhymes Instruction on Phonological Awareness among EFL Third Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6qhcbd.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
107
The purpose of this study was to investigate the effects of English rhymes instruction on third graders’ English phonological awareness and to understand the reflections of those who received English rhymes instruction. 50 third-graders from two classes, participated in this quasi-experimental study in an elementary school in New Taipei City. The experimental group with 25 students received English rhymes instruction; while the control group with 25 students received traditional instruction. This study was based on the pre-and-post-test design in which the participants received an eight-week English rhymes instruction program. “ English Phonological Awareness Test” was conducted before and after the study. After the program, a Learning Feedback Questionnaire was given in order to understand their thoughts and opinions. The test results from experimental group and control group were improved, but there was no significant difference between experimental group and control group. English Phonological Awareness Test is divided into four parts: sound matching, phoneme segmentation, phoneme blending and phoneme deletion. The main findings of the study indicated that English rhymes facilitated the development of third graders’ English phonological awareness, especially on sound matching. The results showed that there was no significant difference in the aspects of phoneme segmentation, phoneme blending and phoneme deletion. Besides, students held positive attitude toward the effects of English rhymes instruction, including confidence and motivation in English learning. Finally, some suggestions based on the findings of the study were provided for those who are interested in English rhymes and phonological awareness and for further studies.
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Chen, Shr-Yun, and 陳詩昀. "The comparisons of Chinese and English nursery rhymes and teach at language classes." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/3ngqks.
Full textAbstract:
碩士國立臺東大學
語文教育研究所
98
Nursery rhymes are the poems for children, and also the literary works that keep company with children, no matter where they are. The tune is the bone of a song, and the lyrics are the souls. The Chinese and English nursery rhymes will be compared by form styles, esthetic sense, and cultural backgrounds. The lyrics of nursery rhymes not only shows feelings but also can be used in Chinese class, English class, and dialects. Besides the functions of language education, we could discuss the cultural symbols to make us get familiar with our cultures and western cultures. We also could understand the differences between the two cultures, and appreciate the beauty of cultures. From the lyrics, we could analyze their tempos and styles by rhythms and syllables. Therefore, we could know about the esthetic styles and take them into reading, talking, and writing classes.
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Hsu, Kun-chen, and 徐坤珍. "The Study of Social CultureImplication of Hakka Nursery Rhyme." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78375084527780387169.
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碩士國立聯合大學
經濟與社會研究所
98
There are many inherited Hakka nursery rhymes in the Taiwan Hakka society. Hakka nursery rhymes are the poems or songs sung by the children in the Hakka society. Learning Hakka nursery rhyme is a way for children to learn the Hakka language and to acknowledge this world. Nursery rhyme always had very deep social culture meanings, and Hakka nursery rhyme enlightens the education of these Hakka children. Through questionnaires and analysis, we can see that from singing nursery rhymes, children learn abundant Hakkanese vocabularies and obtain the Hakka culture from entertainment. Hakka nursery rhymes push forward the inheritance of the Hakka language and Hakka culture. Learning Hakka nursery rhymes since childhood, not only helps to speak Hakkanese, but also to appreciate the beauty of Hakka culture. The purpose of this thesis is to discuss the history and development of Taiwan Hakka nursery rhyme, and to analyze the rhetoric and presentation of ideas. Thus, to annotate the social culture meaning implicated in the Hakka nursery rhyme, and to create its innovative future. This paper states that the Taiwan Hakka society should not only reinforce the collecting of traditional nursery rhymes, but also to create modern nursery rhymes. The conclusion of this thesis is that in addition to write new poems and songs and making it into audio book will bring new sprits in to the Hakka nursery rhyme, which will help the inheritance and development of the Hakka culture.
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Chien, Yi-Wen, and 簡憶雯. "The Research of Mandarin Chinese Nursery Rhyme in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9gq794.
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Chang, Shu-Mai, and 張舒美. "Kinmen Nursery Rhymes and Its Significance in Modern Kinmen Children''s Education." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46096554237173083072.
Full textAbstract:
碩士銘傳大學
應用中國文學系碩士在職專班
99
Kinmen Island is located approximately two hundred and thirty-five kilometers west of Taiwan. It is close to Xiamen Island, and is situated at the mouth of Jiulong River on the coast of southern Fujian province. Kinmen oversees the Taiwan Strait and is therefore of geo-strategic value which has always brought turmoil and poverty from wars during its history. In addition, residents of Kinmen have always gone to Southeast Asia to make a living due to its barren land and shortage of agricultural production. This situation made Kinmen a unique culture, as a hometown for overseas Chinese. Kinmen’s honest and simple folkways, has made it become a place of etiquette, kindness, and thriving culture, especially since Zhu Zhi landed on the island to develop education. In history, Kinmen has cultivated many civilian and military officers; to serve the government became popular and many descendents followed this way. Kinmen’s nursery rhyme originated from language in southern Fukien province. It is with the slight intonation and accent of central China, intermingled with Malayan aboriginal dialect within Kinmen language. Its sound and rhyme spreads through the neighborhood of Kinmen. It possesses five major characteristics: “implication of the traditional style of Chinese nursery rhymes, rich with local flavor, heritage of life experiences, a unique expression of the battlefield, and with practical value." Kinmen nursery rhymes carry the role of "Southern Fukien, the battlefield and the hometown of overseas Chinese." The rhymes are experienced with the severe test of wars and its content has being enriched, and has also created six art characteristics: “rich in imagination, native sentiment, theme of diversity, diversified structure, coordinated and smooth rhythm, and complexity of character." The purpose of this thesis attempts to study from aspects of “historical heritage, sociological exploration, folklore studies, education with world view, activation of music, cultivation of literature, and active use of linguistics,” and to give the rhyme a responsibility “as a link between the past and the future, and continue the past and open a new way for the future.” It is also to give the Kinmen nursery rhymes a philosophy of practicing "life is education, and education is for life," as well as encouraging the atmosphere of "literature populism, and civilian literature." Through verification of moral theory in education psychology, learning theory, and local education, it is expected that Kinmen nursery rhymes may activate children’s teaching on campus; making nursery rhymes responsible for passing down the mother tongue in the home. In this current era of creativity and invention, the Kinmen nursery rhyme is quietly and deeply cultivating children''s education. As the wheel of this era moves forward, the ideal of Kinmen nursery rhyme being rooted in children education will be achieved.
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Shiue, Wun-Yan, and 薛文燕. "A Study on the Nursery Rhymes of Bunun Tribe-Listening to the Primitive Singing." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41876841868044908655.
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Huang, Benjamin, and 黃群淵. "Using Nursery Rhymes to Enhance Phonological Awareness & learning Motivation in Primary School Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/43783887475382046947.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
95
The study aimed to investigate the effects of using nursery rhymes instruction on fourth-grade students’ English phonological awareness and learning motivation. This study adopted a one-factor quasi-experimental design. Forty fourth graders from an elementary school in Miaoli county were recruited and were assigned as the experimental group and the control group respectively, with similar level of English learning achievement. Meanwhile, the subjects did not take any English lessons outside school during the experimental period. The experimental group received nursery rhymes English teaching with phonological awareness training, while the control group received the conventional English teaching with phonological awareness training. The instruments used in this study included the pre/post English Phonological Awareness Tests and Learning Movitation Questionnaire. Before the experiment, phonological awareness test was conducted, which revealed that there was no significant difference in the performance between the two group. After the experimental period, which lasted for 8 weeks, each with 80 minutes for two classes, data collected from phonological awareness post-test and Learing Motivation Questionnaire were analyzed quantitatively with descriptive statistics, independent-samples t-tests and dependent-samples t-tests. The results showed that by between-group comparison, the experimental group performed significantly better than the control group in English Phonological Awareness test. Post-test within group comparison suggested that the experimental group made significantly more progress in phonological awareness performance than the control group, although both group did make improvement between pre- and post- test of phonological awareness test. In addition, data collected from Learning Motivation Questionnaire also indicated that the experimental group developed a very positive and supportive attitude toward the adoption of nursery rhymes instruction in their English teaching. Based on the findings of this study, suggestions for the directions of further research and for those who are interested in the implementing of nursery rhymes and other subject areas were offered at the end.
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Jou, Tsao Tso, and 曹佐柔. "The Archive of Taiwan Indigenous Nursery Rhymes: Research on Kao-Sheng HUNG's Field Collection." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/zvrsg2.
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碩士國立臺灣師範大學
民族音樂研究所
101
Recently, because of the rising of ethnic consciousness and the issue of cultural diversity, indigenous cultures have earned more attention. Indigenous, an important cultural asset to human beings, represent the history of our ancestors’ struggle, and how to preserve and continue Taiwanese indigenous cultures has become a significant issue in government’s policy-making. Kuo-Sheng HUNG, working on local cultures and histories, dedicated his whole life to indigenous culture’s origin of humanities, folk rituals, and community care. By means of voice and data recording, he preserved and studied indigenous historical records throughout almost every indigenous tribe in Taiwan. Kaohsiung’s Culture Research Association of Taiwan’s Mountains, founded in 1984, aimed at collecting and organizing indigenous cultures that are on the brink of extinction. Recently, it has involved in the promotion of the National Digital Archives Project and published a series of books and audio records of indigenous traditional nursery rhymes. Its contribution to the preservation of indigenous literature and the promotion of indigenous cultures is there for all to see. The study will first discuss Kuo-Sheng HUNG’s contribution to the preservation of indigenous nursery rhymes, and delve into the foundation and the purpose of Kaohsiung’s Culture Research Association of Taiwan’s Mountains through his life story and ideological background. The study will further focus on his recent publication, a series of indigenous traditional nursery rhymes, looking into the meaning of those traditional rhymes and its contribution to the preservation of indigenous nursery rhymes and reflecting on the route and process of his fieldwork collection. Lastly, there will be a video showing you the whole study.
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Chen, Ya-Chin, and 陳雅琴. "A Study of Design and Implementation of Chinese Nursery Rhymes in Chinese Language Teaching." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50372618041769546815.
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碩士國立高雄師範大學
華語文教學研究所
103
Abstract Voice is the first and basic tool that babies learn to communicate with the world around them. It is natural for babies to differ from different languages from different rhythms and phonemes. From cultural perspective, the Chinese nursery rhymes have a great deal of baby learning functions, such as life experience and phonological awareness. From education and learning viewpoints, the Chinese nursery rhymes activities easily make learners blend in Chinese-language life and demand learners’ low Chinese level cognition. That has a great learning effect. Thus, the research began with discussing and analyzing the characteristics of nursery rhymes and with the theories of children’s language development. Second, the research is experimenting with the action research. The teaching materials, three Chinese nursery rhymes, are picked up from the website: www.huayuworld.org. The teachers will teach learners’ four skills of listening, speaking, reading, and writing with those three rhymes. The purpose of the research is to know the course design and the learning effect of the Chinese nursery rhymes. The research has three conclusions: 1. Curriculam domain: the Chinese nursery rhymes have simply and lively melody. The lyrics not only are close to children’s life, but also fit children’s learning psychology, and spice learning situations as well. In this way, the rhymes engage learners in Chinese learning and improve learning effect. 2. Cognitive domain: Huayuworld.Org provides multiple nursery rhymes. The rhymes need a teacher to unite and explain, so that learners could be guided and correctly learn Chinese and Chinese culture. 3. Psychomotor domain: the Chinese nursery rhymes increase learners’ learning willingness. The catchy rhymes help learners memorize vocabulary. The rhymes also assist learners in imaging the meanings of words. That boost learners’ learning self-esteem. The last, the research suggests the directions and the improvement based on the practical teaching design. 1. Develop a Theme-based instruction into the Chinese nursery rhyme teaching material. 2. Build a multiple assessment model of the Chinese nursery rhymes. 3. Build teacher capacities for children Chinese teaching and teaching material development.
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翁世雄. "Life History of nursery rhyme creation of Xie Wu-Zhang." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/55383720681784064848.
Full textAbstract:
碩士國立新竹教育大學
人資處語文教學碩士班
98
Xie Wu-Zhang is one of the renowned authors in the literature field of nursery rhymes in Taiwan. His works have been produced in both quality and quantity. As for quality, his writings have received National Award of Literature and Arts, Kaohsiung Award of Literature and Arts, Hong Jian-Quan Award for Children’s Literature, the Chinese Award for Children’s Literature and so forth. Concerning quantity, from 1978 to 2009, Xie Wu-Zhang has written more than thirty collections of nursery rhymes, as well as more than one thousand pieces of nursery rhymes. With such significant number of his publications, Xie Wu-Zhang has earned the respect and support of publishers and readers in the field. This research is undertaken through the approach of life history study. By means of document collecting, text analyzing, and in-depth interviews, the researcher attempts to explore the intentionality of life in the social context of time and space. With these methods, the nature and content of life creation in the nursery rhyme sphere is well interpreted and understood. The research summery is as follows: History of nursery rhyme creation of Xie Wu-Zhang Xie Wu-Zhang’s creation of children’s literature started with making poems for children, which led him into the area of nursery rhyme writing. In 1982, one of his books ‘Let’s sing with BPM’ received National Award of Literature and Arts. Since then Xie Wu-Zhang had established a reputation as a nursery rhyme writer. In 1994, his five nursery rhyme collections ‘Silently, softly, whirl the snowflakes’, ‘Chirp, buzz, fly the insects’, ‘Green giant tree, colorful sweet flowers’, ‘Meow the goose swims’, and ‘Chirp vegetables, sweet fruits’ won the Chinese Award for Children’s Literature. These awards marked the climax of Xie Wu-Zhang’s writing career. In addition, Taiwan’s creation activity of nursery rhymes reached its peak at the time. Afterwards, Xie Wu-Zhang published ‘Mandarin Daily News Illustrative Dictionary (volume 1 and 2)’ in 2000, which includes more than eight hundred pieces of works. ‘Word twins (volume 1 an2)’ published in 2009 is Xie Wu-Zhang’s latest work collection of nursery rhymes. Process of nursery rhyme creation of Xie Wu-Zhang There are three aspects involved in the creation process: (1) long-term memories for nursery rhyme creation, including the knowledge of nursery rhymes, the material for nursery rhymes, and nursery rhyme readers; (2) the environment for nursery rhyme creation, including the habits of writing nursery rhymes, creative thought for nursery rhymes creation, the inspiration for nursery rhyme creation; (3) the phases of creating and revising nursery rhymes. These are the three aspects, interacting with and monitoring each other, that form Xie Wu-Zhang’s process of nursery rhyme creation. Style of nursery rhyme creation of Xie Wu-Zhang Applying ‘poetic language’ in nursery rhymes is a distinguishing feature of Xie Wu-Zhang’s style. He combines nursery rhymes with poems, adding a new dimension to, as well as setting a new trend in nursery rhymes. As to the content of his ‘poetic language’, the feature consists of widening the arrangement and scope of nursery rhymes, ‘poetic keyword’ in nursery rhymes, ‘poetic delight’ in nursery rhymes, ‘poetic conception’ in nursery rhymes, and ‘poetic creation’ in nursery rhymes. Through a life history study of Xie Wu-Zhang’s nursery rhymes creation, from looking into the nature of the activity, the researcher observes that Xie Wu-Zhang had achieved a major breakthrough in the field. He brought nursery rhymes to life and widened conventional views. With such enthusiasm for creation, it is seen that Xie Wu-Zhang has been dedicated to the field, enriching the landscape of creation life and nourishing the garden of nursery rhymes. Bessides, due to the study work, the author builds a blissful friendship with Xie Wu-Zhang. With such wonderful gift, the harvest of study is considerable in terms of the author’s teaching practice and personal reflection. The research currently comes to an end; however, people, time, space, events, and threads of thought are still constantly flowing. Since they never stop, innovative ideas and newborn creation are about to form, to be expected. Keywords: Xie Wu-Zhang, nursery rhymes, process of nursery rhyme creation, life history
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HSU, YI-CHIN, and 徐儀錦. "Appling Modern Hakka Nursery Rhymes to Hakka Teaching: Taking Examples from ZHEN-BIN ZHONG’s Works." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/w97vt6.
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碩士國立屏東教育大學
文化創意產業學系
102
It is vital for us to continue our mother tongue; it can not only be interrupted, but should be rooted deeply from generation to generation. Once we fail to hand down our mother tongue from generation to generation, it will be filled with crisis just like the geological fault after the earthquake. It is obviously Hakkanese duty to speak Hakka. In addition to speaking Hakka with our children at home, it is also important to teach Hakka dialect at school. The reason is that we should guide children to realize the significance of Hakka, and to appreciate the beauty of Hakka while learning Hakka literature. After returning home, kids can talk more about Hakka topics with their family and even share the special terms, the upcoming lost vocabulary words and the interesting modern creative rhymes that they learn at school. As a result, it can create an atmosphere of gaiety and also pass on Hakka heritage to the young generation. Promoting motivation for children to learn Hakka lies in attracting and arousing their interests; therefore, the major keys are teaching methodology and teaching materials. In this study, modern Hakka nursery rhymes of ZHEN-BIN ZHONG can be perfectly applied to Hakka teaching. From interviewing individuals and by asking students, we can learn more about how amazingly his Hakka rhymes apply to Hakka teaching, Hakka drama and Hakka oral art applications, all of which can bring more joy for children. The study thus concluded that ZHEN-BIN ZHONG's modern Hakka nursery rhymes are life-stylized, fun, attractive, and popular with children. Furthermore, it is even more interesting for children to study Hakka. Meanwhile, it is extremely effective to apply modern Hakka rhymes of ZHEN-BIN ZHONG to Hakka teaching, and the rhymes are also great teaching materials which are well worth being passed on.
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XU, YA-LING, and 許雅玲. "Integrating English Nursery Rhymes into Instruction to Improve Phonological Awareness and Vocabulary of Learning Retention." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/19194151269893999321.
Full textAbstract:
碩士國立屏東大學
教育學系碩士班
104
With the development of the global village, English has become the primary foreign language. However, the double-peak phenomenon of English learning situation has become the main problem among elementary schools and the effectiveness of learning English was not as expected. The purpose of this study was to explore the effects of integrating English nursery rhymes into instruction to enhance learners’ phonological awareness and vocabulary. This study also investigated learners’ responses and perceptions of the effects of integrating English nursery rhymes of learning retention into instruction. Ten participants were recruited from the third graders of a cram school in Kaohsiung City. In this study an action research method was introduced and the data were systematically collected through qualitative and quantitative techniques, including test, interview, feedback questionnaire, site observation, video recording, tape recording and teaching notes taking. Triangulation was adopted in order to improve the validity and reliability of the study. The pretest and posttest data were analyzed with descriptive statistics and paired sample t-test. The qualitative data were analyzed and interpreted with due care. The findings of this study were stated as follows: First, the integration of English nursery rhymes into English instruction significantly enhanced the participants’ phonological awareness of learning retention. Second, the integration of English nursery rhymes into English instruction significantly improved the participants’ vocabulary recognition of learning retention. Third, most of the students’ responses and perceptions on the effects of integrating English nursery rhymes into instruction were positive and supportive. Fourth, The findings from the study indicated that with rhythm and repetition, nursery rhymes related to children’s life experience can make it easier for the young learner to learn numerous aspects of the language. Based on the findings and results from this study, the researcher suggested that English teachers and homeroom teachers make the best of nursery rhymes to develop pupils’ English phonological awareness and vocabulary of learning retention.
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Han-Ching, Shih, and 施瀚清. "The Influence of Blend Nursery Rhymes into Teaching Mode on Learning Effectiveness of Children English." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09652487566339256485.
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碩士開南大學
商學院碩士在職專班
103
Generally speaking, kids who learned language from children’s nursery rhymes have more advantages in pronunciation. Kids learned language by capturing the meaning of the words in the lyrics of the nursery rhymes, and the learning effectiveness is better. While teaching English in elementary school, kids can build fine English communication skills through listening and singing children’s nursery rhymes, which are easy to be learned due to the melody and rhythmical meter. As a result, teaching children’s nursery rhymes can raise kids’ interests in learning language, and effectively makes them to be willing to learn English naturally. In this study, observational method and participant observation are both used while adopting children’s nursery rhymes in actual language teaching environment to discuss the effects of children nursery rhymes on kid’s English learning academic achievement as a reference for English teaching in the future. From literature review and empirical analysis, this study concludes that the results of elementary school students’ English exam had obvious improvement after the experiment; speaking of the listening skills, students who were involved in the whole experimental course can understand and make appropriate responses to the lyrics. Their speaking skills were also improved and the kids had no problem to use common sentences and vocabularies; meanwhile, their learning interests had been effectively stimulated after the children’s nursery rhymes course.
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Yen, Tzu-yi Crystal, and 顏慈怡. "Effect of Teaching English Nursery Rhymes and Chants on Young Taiwanese EFL Beginners'' Rime Awareness." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99421810073548682834.
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碩士東海大學
外國語文學系
91
Abstract The purpose of this study was to examine the effect of English nursery rhyme and chant instruction on young Taiwanese EFL beginners’ rime awareness. In addition, the effect of three components (participants’ musical intelligence, linguistic intelligence, and attitudes toward English nursery rhymes and chants) on these young learners’ rime awareness was examined in view of different instructional methods. The participants in the study were 59 second graders from two classes (33 boys and 26 girls) with about the same entry level of rime awareness. One class served as the experimental group and the other as the control group. The same English nursery rhymes and chants were introduced to both groups. However, the experimental group received explicit instruction on rimes whereas the control group did not. The instruction for each group included 10 weekly sessions, each of which lasted 20 to 25 minutes. A one-way ANOVA and Paired-Samples T Tests were used to analyze the data. The significance decision level α < .05 was used for all statistical significance tests. A one-way ANOVA, with p = .207, did not show statistical significance between the experimental and control groups on the Rime Awareness Posttest. The lack of statistical significance might be partially due to small sample size (a total of 57 participants). Another possible factor was that the instructional methods per se did not significantly influence learners’ acquisition of rime awareness since both groups used the same instructional materials, which might arouse learners’ rime awareness to some extent in both groups. To find out whether there would be any significant difference due to the combined effect of instructional methods and instructional materials, the research design of the study was revised with the two-group design being switched to two one-group designs. The original experimental group was termed Group One in the revised design, and the control group was termed Group Two. Paired-Samples T Tests were performed on each group’s rime awareness pretest and posttest. The results showed a statistically significant difference, with p = .021 for Group One, and no significant difference, with p = .231, for Group Two. Paired-Samples T Tests were also performed on the rime awareness pretest and posttests between the subgroups of salient versus weak musical intelligence, salient versus weak linguistic intelligence, and positive versus negative attitudes toward English nursery rhymes for Group One. Significant difference was found both between the subgroups of salient versus weak musical intelligence, with p = .031, and between the subgroups of salient versus weak linguistic intelligence, with p = .046. Although rhyming words are a common feature of many existing English nursery rhymes and chants, the findings show that explicit instruction on rimes seems necessary if young Taiwanese EFL beginners are to develop rime awareness. The findings also suggest that, along with the explicit instruction on rimes, these learners’ salient musical and linguistic intelligence may have an effect on their development of rime awareness. Due to the participants’ limited English proficiency, this study only focused on their auditory discrimination of rhyming words. Future studies are suggested to incorporate written letter recognition in the instruction for learners with higher English proficiency to see if that accelerates the development of learners’ rime awareness and learning of letter-sound correspondence.
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Cho, Yu-Pei, and 卓鈺珮. "An Action Research of Adopting English Nursery Rhymes and Drama Activity to perfrom Remedial Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/83428783366941232010.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
97
Abstract The purpose of this research aims to explore the effects of after-school remedial program on fourth graders’ attitudes toward English learning and the listening & speaking learning efficiency with English nursery rhymes and drama activity. The research method employed is action research. First of all, the researcher recruits 22 subjects who are acknowledged as underachievers according to their English grades of the past two semesters. Then the subjects are pretested by Primary School English Learning Attitude Scale and ILTEA Starters 102 listening & speaking practice test. The subjects later take Primary School English Learning Attitude Scale and ILTEA Starters 103 listening and speaking practice test as post test. The outcomes of pretest and post test lead to uncover the effects of after-school remedial program on subjects’ English learning attitudes and English listening & speaking achievement. The results of this study are as follows: 1. The subjects’ English learning attitude obviously turns to be more positive. 2. English listening and speaking ability were enhanced. . 3. The difficulties that the researcher encounter are (1) The subjects are not enthusiastic about the drama activities in the first place because of unfamiliarity. (2) The insufficient time of teaching was another difficulty. . Based on the results, this research made some suggestions to administrative departments, schools, teachers, as well as future studies.
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Zhao-Rong, Qiu, and 邱兆蓉. "A Study of the Creation on Hakka Nursery Rhymes of Sen-Tai Tsai in Liu-dui." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21827934971882602177.
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碩士國立屏東科技大學
客家文化產業研究所
104
Sen-Tai Tsai is a native Hakkanese in Liudui area in Taiwan. He is very concerned with the inheritance of Hakka language and culture. With his love and concern of the land, he has created many lively Hakka nursery rhymes during his spare time. The research subjects are 119 nursery rhymes created by Sen-Tai Tsai. To analyze Sen-Tai Tsai’s motivation, ideas, and the process of his creation; the gathering of materials; the rhymes’ embodiments and values etc. Literature review, in-depth interview, theories related to nursery rhymes are used to reach the goal. The research results are hoped to help the teaching of Hakka, and the inheritance of Liudui Hakka culture. The results are: 1. Tsai’s motivation in creating nursery rhymes originated from his dedication to the preserve of Hakka language and culture, his attention in the natural ecology, his hope that children can learn Hakka happily. His heyday of creation was his 18 years patrolling in forests. Through his exquisite observation and participation; the lively rhythms of nursery rhymes, children can understand the secret and importance of the Mother Nature, the promptness of group fusion and cultural language’s inheritance. 2. Most of Tsai’s nursery rhymes were based on his life experiences in rural area and the changing of the Mother Nature. Tsai had his unique ideas to all the people, things, the Mother Nature and life experiences of the Hakka ancestors. He conveyed his caring and love of the nature and human lives to children through the recitation and singing of nursery rhymes. 3. Most of Tsai’s creations are combinations of casual, free-styled sentences. The main sentence patterns are formed by 3, 5, or 7 words. By matching with various sentence patterns, the rhymes then close to the style of modern children’s rhymes. Just like his personal traits, his nursery rhymes do not restricted to certain rules or rhythms; but they are fluent and think outside the box. 4. Tsai is the pioneer in Hakka nursery rhymes. His creations are very special, contain the characteristics of local education, Hakka education, aesthetic education and the value of inspiration. After composing, those rhymes can increase children’s interests in Hakka learning, instill the ideas of the protection of ecology to children, inspire children’s thinking and caring of their native lands. And the mythic rhymes can inspire children’s imagination. Most of Tsai’s Hakka rhymes are close to the creation of children’s rhymes. To make them prevalent, the composition and promotion from the professionals are required. It is hoped that public sector can give creators more substantial encouragements in respect to creators’ intellectual property rights. By creating a friendly environment to Hakka groups, Hakka groups then can identify with their own language and culture. The inheritance of Hakka language and culture then will be encouraged.
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Wu, Li-Shan, and 吳麗珊. "Application of English Songs and Nursery Rhymes on Developing Taiwanese Children’s Phonological Awareness and Learning Motivation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99214622878390726686.
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碩士國立屏東大學
英語學系碩士班
103
The present study aimed to explore the effects of English Songs and Nursery Rhymes Instruction on Taiwanese young children’s English learning motivation and their onset-rime awareness towards spoken English. The participants were 25 second graders from Wan Tan elementary school in Pingtung County. They received a twelve-week English songs and nursery rhymes instruction, 40 minutes per week. The data were collected through quantitative techniques, including alphabetic recognition assessment, English learning motivation scale, and onset and rime awareness test. Paired-samples T-test procedures were conducted to compare the pretest and the posttest for the motivation scale and the onset and rime awareness test. Additionally, the classroom observation and the interview data were transcribed and analyzed qualitatively in order to get a deep insight of the impacts of English songs and nursery rhymes instruction on children’s learning motivation. The main findings of the study showed that English songs and nursery rhymes instruction facilitated the development of young Taiwanese students’ English learning motivation and the development of their behaviors, such as singing, dancing, and performing in front of the whole class. Meanwhile, the qualitative data also revealed that the students could sing, dance and play games with the whole class joyfully regardless of their shyness. Furthermore, the results also showed that the ESNRI had positive effects on developing the onset and rime awareness of the high-achievers and intermediate-achievers, but no positive effects were found on developing the onset and rime awareness of the low-achievers. Based on the findings, pedagogical implications and suggestions for further studies are provided.
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Lin, Chin-Yeh, and 林金葉. "The Effects of Integrating English Nursery Rhymes into Instruction to Improve Phonological Awareness and Sight Words." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24620749619232429287.
Full textAbstract:
碩士康寧大學
應用外語研究所
103
With the development of the global village, English has become the primary foreign language. However, the double-peak phenomenon of English learning situation has become the main problem among elementary schools and the effectiveness of learning English was not as expected. The purpose of this study was to explore the effects of integrating English nursery rhymes into instruction to enhance learners’ phonological awareness and sight words. This study also investigated learners’ responses and perceptions of the effects of integrating English nursery rhymes into instruction. Twenty-two participants were recruited from the fourth graders of an elementary school in Tainan City. Quasi-experimental design was applied and data was statistically analyzed by T-test and descriptive statistics. The findings of this study were stated as follows: First, the integration of English nursery rhymes into English instruction significantly enhanced the participants’ phonological awareness. Second, the integration of English nursery rhymes into English instruction significantly improved the participants’ sight words recognition. Third, most of the students’ responses and perceptions on the effects of integrating English nursery rhymes into instruction were positive and supportive. Finally, some pedagogical implications were offered in this study.
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Huang, Wei, and 黃為. "Repetition and Recitation on Kindergarteners’ Vocabulary Growth and Fluency Development through Children’s Songs and Nursery Rhymes." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45702073803233261377.
Full textAbstract:
碩士玄奘大學
應用外語學系碩士班
101
The purposes of this study are to analyze the vocabulary size of English children’s songs and nursery rhymes through corpus-based instruments; to construct and illustrate the lexical, phonological and syntactic patterns through structural analyses; and to investigate the vocabulary growth, fluency development and retention by mastering English children’s songs and nursery rhymes in a kindergarten through word recognition and word production. Furthermore, the questionnaire is designed to extract parental feedbacks toward the effects of English children’s songs and nursery rhymes instruction. Synthesizing the perspectives in the study, this research investigated systematically from surface structures of morpheme and phoneme, to deep structure of semantic connection as a holistic storage and adept retrieval. Here are the triad foundational processes of language acquisition, which lead the students to the accomplished goal by teaching English children’s songs and nursery rhymes to kindergarteners. First of all, awareness-raising: mastering the knowledge and skills of grapheme-phoneme correspondence. Second, autonomy, fluency development and mastery learning: enhancing learners’ vocabulary growth and reading rates by storing the entire songs and rhymes holistically into mastery learning of sight words. Last but not least, authenticity, Weltanschauung: reinforcing learners’ retention and internalization of the semantic chains of meanings and lessons, and further apply to their life.