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Title: 概念導向閱讀教學應用在國小英語補救教學之研究
Implementing Concept-Oriented Reading Instruction in a Primary EFL Remedial Program
Authors: 黃薰瑤
Huang, Syun-Yao
Contributors: 許麗媛
Hsu, Li-yuan
Huang, Syun-Yao
Keywords: 概念導向閱讀教學
L2 Intrinsic Reading Motivation
L2 Reading Ability
Remedial Program
Date: 2019
Issue Date: 2020-03-02 11:34:07 (UTC+8)
Abstract:   本研究旨在分析及探討概念導向閱讀教學應用在國小英語補救教學情況,採取問卷分析法進行國小英語補救教學之閱讀內在動機之分析,所使用的評量依據為小學全民英檢閱讀測驗之前後測分析,並使用問卷分析及訪問調查受試者對於此閱讀教學法的看法與感受。
The study aims to explore how Concept-Oriented Reading Instruction (CORI) affects students’ intrinsic reading motivation and reading ability in a primary EFL remedial program. Students’ perceptions of the use of CORI in their English remedial class were also investigated. Seven students from the same remedial program were recruited to participate in the present study. Data were collected from the following sources: the post-experiment questionnaire, the GEPT-Kids Reading pre-test and post-test, and interviews.
The results of the study show that among the three dimensions of intrinsic reading motivation, the use of CORI as a teaching method was more effective in enhancing students’ reading involvement. No significant differences, however, were found between students’ scores on the GEPT-reading pretest and post-test. As for students’ perceptions of the remedial course, the findings from the questionnaire and interviews indicate that most students were positive about the use of CORI in the class. Finally, suggestions on teaching English reading to struggling young students are also discussed.
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