Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/136671


Title: 台灣高中生在閱讀不同文體時閱讀策略之使用
A Study on Taiwanese Senior High School Students’ Use of Reading Strategies Across Text Types
Authors: 謝玖吟
Hsieh, Chiu-Yin
Contributors: 余明忠
Yu, Ming-Chung
謝玖吟
Hsieh, Chiu-Yin
Keywords: 閱讀策略
文體
以英語為外語之學習者
Reading strategy
Text type
EFL learners
Date: 2021
Issue Date: 2021-08-04 16:23:57 (UTC+8)
Abstract: 本研究旨在瞭解不同文體對台灣高中生閱讀策略使用之影響。特別是閱讀不同文體時閱讀策略之使用程度、差異性以及相關性。本研究的研究對象為六十七位新北市某高中高三學生。研究工具包含十篇閱讀文章以及五份閱讀策略問卷。閱讀文章涵蓋五種文體,包含敘述文、流程文、說明文、論說文及敘事文,每種文體分別涵括兩種子文體。實驗中,研究對象需讀完兩篇相同文體的文章,緊接著回答閱讀策略問卷。資料分析方式包括描述統計以及推論統計。本研究結果顯示,整體而言,學生不論閱讀任何文體都使用相似的閱讀策略,且使用頻率高。然而,閱讀策略的三大類中,學生最常使用的閱讀策略是問題解決策略,接者是整體性策略及支持性閱讀策略。雖然閱讀策略之使用整體呈現高度一致性,但仍可觀察到些許差異。其中,學生閱讀敘述文時,整體性閱讀策略之使用頻率略為其他文體低。此外,學生閱讀敘述文及敘事文時,其中一個整體性策略亦有顯著差異。最終,根據以上研究結果,本研究提出相關的教學建議,並說明本研究之限制,作為未來相關研究之參考。
The purpose of the present study is to probe into Taiwanese senior high school students’ use of reading strategies when they read different types of text. Specifically, the researcher investigated the extents, differences, and correlations of reading strategies applied when the students approached five different types of text (i.e., narrative, procedural, expository, persuasive, and recount texts).Sixty-seven 12th graders from New Taipei City participated in the study. The instruments of the study included ten reading texts and a modified Survey of Reading Strategy (SORS) (Mokhtari & Sheorey, 2002). The five types of texts were selected and each type included two subgenres of reading texts. In each reading task, the participants read two texts of the same genre and then immediately responded to the SORS. In the end, five questionnaires for different text types from each participant were collected and analyzed. Both descriptive and inferential statistics were adopted to analyze the data collected.The findingseveal that Taiwanese senior high school students applied overall reading strategies consistently to a high extent across text types. In addition, among the three main categories of reading strategies, the problem-solving reading strategy was used most frequently, followed by global and support reading strategies across text types. Despite the uniformity, some inconsistencies were observed. First, students applied global reading strategies at a lower frequency when reading narrative texts than when reading other genres. The finding also suggests that one of the global reading strategies was used significantly more when the students read recount texts than when they read narrative texts. Based on the findings of the present study, pedagogical implications, limitations, and suggestions for future studies are also presented in this study.
Reference: Adam, Jean-Michel. (1992). Les textes: types et prototypes. Récit, description, argumentation, explication et dialogue. Paris: Nathan.
Afflerbach, P. P. (1990). The influence of prior knowledge on expert readers' main idea construction strategies. Reading research quarterly, 31-46.
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The reading teacher, 61(5), 364-373.
Anderson, J.C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Anderson, N. J. (2005). L2 learning strategies. In Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah, NJ: Lawrence Erlbaum Associates.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. Handbook of reading research, 1, 255-291.
Barrot, J. S. (2016). ESL learners’ use of reading strategies across different text types. The Asia-Pacific Education Researcher, 25(5-6), 883-892.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, Cambridge University Press.
Beaugrande, Robert-Alain and Wolfgang Dressler. (1981). Introduction to text linguistics. London-NY: Longman.
Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL quarterly, 26(2), 319-343.
Bransford, J. D. (1984). Schema activation and schema acquisition. Comments on RC Anderson's remarks. Anderson, RC; Osborn, J & Tierney, RJ (eds.).
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Addison Wesley Longman.
Burbules, N. C., & Callister Jr, T. A. (1999). The risky promises and promising risks of new information technologies for education. Bulletin of Science, Technology & Society, 19(2), 105-112.
Çakir, O. (2008). The effect of textual differences on children's processing strategies. Reading Improvement, 45(2), 69-83.
Cantrell, S. C., & Carter, J. (2009). Relationships among learner characteristics and adolescents' perceptions about reading strategy use. Reading Psychology, 30(3), 195–224.
Carrell, P. L. (1984). The effects of rhetorical organization on ESL readers. TESOL quarterly, 18(3), 441-469.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL quarterly, 21(3), 461-481.
Carrell, P. L. (1992). Awareness of text structure: Effects on recall.Language learning, 42(1), 1-18.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL quarterly, 17(4), 553-573.
Chomphuchart, N. (2006). The effect of text genre on Thai graduate students’ reading strategy use. Unpublished dissertation, State University of New York at Buffalo.
Cohen, A. D. (1998). Strategies in learning and using a second language. Reading, MA; Addison Wesley Longman.
Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do style, strategies, and tasks meet? International Review of Applied Linguistics, 41, 279- 291.
Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth­grade skilled readers to search for and locate information on the Internet. Reading research quarterly, 42(2), 214-257.
Collins, A., & Smith, E. E. (1980). Teaching the process of reading comprehension. Center for the Study of Reading Technical Report; no. 182.
Denton, E. L., Chintala, S., & Fergus, R. (2015). Deep generative image models using a laplacian pyramid of adversarial networks. In Advances in neural information processing systems (pp. 1486-1494).
Dickson, S., Simmons, D., & Kameenui, E. (1995). Text organization and its relation to reading comprehension: A synthesis of the research (Tech. Rep. No. 17). Eugene: National Center to Improve the Tools of Educators, University of Oregon.
Fludernik, M. (2000). Genres, text types, or discourse modes? Narrative modalities and generic categorization. Style, 34(2), 274-292.
Ghonsooly, B., & Loghmani, Z. (2012). The relationship between EFL learners' reading anxiety levels and their metacognitive reading strategy use. International Journal of Linguistics, 4(3), 326.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977.
Grabe, W. (1991). Current developments in second language reading research. TESOL quarterly, 25(3), 375-406.
Grabe, W. (2004). Research on teaching reading. Annual review of applied linguistics, 24, 44-69.
Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge University Press.
Hatim, B., & Mason, I. (2014). Discourse and the Translator. Routledge.
Hedge, T. (1988). Writing. Oxford: Oxford University Press.
Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational research methods, 1(1), 104-121.
Huang, H. C., Chern, C. L., & Lin, C. C. (2009). EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study. Computers & Education, 52(1), 13-26.
Jacobs, G. M., & Yong, S. T. H. (2004). Using Cooperative Learning to Teach via Text Types. Online Submission, 4(2), 117-126.
Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a foreign language, 19(1), 34-55.
Johnson, P. (1982). Effects on Reading Comprehension of building background knowledge. TESOL quarterly, 16(4), 503-516.
Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. Learning styles in the ESL/EFL classroom, 170-194.
Kintsch, W., & Greene, E. (1978). The role of culture­specific schemata in the comprehension and recall of stories. Discourse processes, 1(1), 1-13.
Kletzien, S. B., & Baloche, L. (1994). The shifting muffled sound of the pick: Facilitating student-to-student discussion. Journal of Reading, 37(7), 540-545.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Kucan, L., & Beck, I. L. (1996). Four Fourth Graders Thinking Aloud: An Investigation of Genre Effects. Journal of Literacy Research, 28(2), 259–287.
Lee, M. L. (2006). A study of the effects of rhetorical text structure and English reading proficiency on the metacognitive strategies used by EFL Taiwanese college freshmen. Unpublished doctoral dissertation, University of Idaho, Moscow, ID.
Lei, J. I. (2009). An investigation of the effects of discourse types on Taiwanese college students’ reading strategy use. Unpublished dissertation, Indiana University of Pennsylvania, Philadelphia.
Lien, H. Y. (2011). EFL Learnersʼ reading strategy use in relation to reading anxiety. Language Education in Asia, 2(2), 199-212.
MacIntyre, P. D., & Noels, K. A. (1996). Using social‐psychological variables to predict the use of language learning strategies. Foreign language annals, 29(3),373-386.
Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner's interlanguage system: The case of Iranian learners. Journal of Language Teaching and Research, 3(3), 466.
McNamara, D. S. (2009). The importance of teaching reading strategies. Perspectives on language and literacy, 35(2), 34-38, 40.
Meyer, B. J., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21(1), 121-143.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of educational psychology, 94(2), 249.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25(3), 2-11.
Mónos. (2016). A study of the English reading strategies of Hungarian university students with implications for reading instruction in an academic context. Malaysian Journal of ELT Research, 1(1).
Nassaji, H. (2002). Schema theory and knowledge‐based processes in second language reading comprehension: A need for alternative perspectives. Language learning, 52(2), 439-481.
Nordin, N. M., Rashid, S. M., Zubir, S. I. S. S., & Sadjirin, R. (2013). Differences in reading strategies: How ESL learners really read. Procedia-Social and Behavioral Sciences, 90, 468-477.
Oxford, R., Cho, Y., Leung, S., & Kim, H. J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics, 42(1), 1-48.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The modern language journal, 73(3), 291-300.
Paris, S., Jacobs, J., (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55, 2083–2093.
Park, Y. H. (2010). Korean EFL College Students’ Reading Strategy Use to Comprehend Authentic Expository/Technical Texts in English. Unpublished doctoral dissertation, University of Kansas.
Pereira‐Laird, J. A., & Deane, F. P. (1997). Development and validation of a self‐ report measure of reading strategy use. Reading Psychology: An International Quarterly, 18(3), 185-235.
Perfetti, C. A. (1989). There are generalized abilities and one of them is reading. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (p. 307–335). Lawrence Erlbaum Associates, Inc.
Pressley, M. & Afflerbach, P. (1995). Verbal reports of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Elbaurm Associates.
Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of educational psychology, 97(1), 70.
Rumelhart, D. E. (1985). Notes on a schema for stories, Representation and Understanding: Studies in Cognitive Science, DG Bobrow &A. M. Collins.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The modern language journal, 83(2), 202-218.
Schmitt, M. C. (1990). A questionnaire to measure children's awareness of strategic reading processes. The Reading Teacher, 43(7), 454-461.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-521.
Shen, Y. S., & Min, H. T. (2003). A study of the effects of two text structures on Taiwanese EFL junior high school students strategy use. Unpublished master’s thesis. National Cheng Kung University, Taiwan.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Smith, M. W. (1991). Constructing meaning from text: An analysis of ninth-grade reader responses. The Journal of Educational Research, 84(5), 263-272.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Steffensen, M. S., Joag-Dev, C., & Anderson, R. C. (1979). A cross-cultural perspective on reading comprehension. Reading research quarterly, 10-29.
Stockmeyer, N. O. (2009). Using Microsoft Word's readability program. Michigan Bar Journal, 88, 46.
Trosborg, A. (1997). Text typology: Register, genre and text type. Benjamins Translation Library, 26, 3-24.
Werlich, Egon. (1976). A text grammar of English. Heidelberg: Quelle and Meyer.
Yu, C. T. (2013). Taiwanese College EFL Learners' Reading Strategies: Constructs, Roles of Gender and Language Proficiency. Unpublished master’s thesis, National Taiwan Ocean University, Taiwan.
Zhang, X. (2008). The effects of formal schema on reading comprehension: An experiment with Chinese EFL readers. Computational Linguistics and Chinese Language Processing, 13(2), 197–214.
Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.
Description: 碩士
國立政治大學
英語教學碩士在職專班
106951004
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106951004
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

Files in This Item:

File Description SizeFormat
100401.pdf1020KbAdobe PDF0View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing