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題名 工作記憶和英語為外語的閱讀兩者間的關係--以嘉義市一所國中為個案
Relationship between Working Memory and EFL Reading Comprehension: A Case Study of Chiayi Junior High School Students
作者 歐雅婷
Ou, Irene
貢獻者 余明忠
Yu, Ming Chung
歐雅婷
Ou, Irene
關鍵詞 工作記憶
英文閱讀
字面理解
推論理解
工作記憶閱讀廣度測驗
working memory
English reading comprehension
literal comprehension
inferential comprehension
reading span task
日期 2016
上傳時間 3-八月-2016 11:41:05 (UTC+8)
摘要 本研究旨在探討工作記憶對英文閱讀理解的相關性，而其中更細分去看工作記憶對字面理解和推論理解的影響。另一方面，測量工作記憶的閱讀廣度作業(RST)在研究工作記憶和閱讀理解時常被忽略不同作業測量是否對研究結果有所影響，而廣為研究採用的是辨識閱讀廣度(recognition-RST)以及再認閱讀廣度(recall-RST)。因此，本研究除了探討工作記憶對英文字面和推論理解的相關性，也欲比較此兩種不同閱讀廣度作業對於工作記憶和閱讀理解的關係是否有所不同。
實驗對象是嘉義市立研究者任教的一所國中，全校37個班級，其中抽出可以配合研究過程的學生，總計190人，來自七個班級。這些班級的學生都有各自原本班級要進行的課程，因此為了施測方便，以班級為單位，不同班級完成不同的工作記憶廣度，會使研究有辦法進行，因此，本研究並無設定特定的分組規準，七個班級會分兩頭取得各自的工作記憶廣度—也就是四個班級完成再認閱讀廣度(recall-RST)以及閱讀測驗; 另外三個班級辨識閱讀廣度(recognition-RST)以及閱讀測驗。其中使用的閱讀測驗旨在評量參與者字面閱讀理解和推論閱讀理解的能力。研究結果顯示再認閱讀廣度的工作記憶對字面閱讀理解的相關性、和推論閱讀理解的相關性、和整個閱讀理解的相關性皆未達顯著相關性。另外，辨識閱讀廣度的工作記憶對字面閱讀理解的相關性、和推論閱讀理解的相關性、和整個閱讀理解的相關性也皆未達顯著相關性。此次研究結果和Ruppe 等人(2006)以及Sweller(1994) 的研究一樣，主張工作記憶和字面閱讀理解關係不大。至於推論閱讀理解部分，本研究針對工作記憶和推論閱讀理解的相關性和其他研究則不符，許多研究主張工作記憶對高階認知學習(high-level cognition activities) 有極大的幫助 (Anderson et al., 1996; Altepkin & Ercetin, 2001; Baddeley, 2012; Conway & Engle, 1994; Daneman & Hannon, 2007)。此處和其他研究主張意見分歧，可以從Gathercole和Alloway (2007 ) 的說法來解釋，工作記憶對於學習認知活動的相關性是有所限制的。談及影響工作記憶和推論理解或是與其他較具挑戰性的認知活動時，尚有很多相關因素在研究中需要考量，例如參與者的閱讀技巧、專注力和背景知識。最後，本研究欲探討辨識閱讀廣度(recognition-RST)以及再認閱讀廣度(recall-RST)對於工作記憶再閱讀的影響力是否有所差別，迴歸分析表示此兩種閱讀廣度測到的工作記憶對閱讀的影響力無顯著差異; 針對這點，有些學者主張閱讀廣度雖不同，但都能測驗到相同的工作記憶(Turner & Engle, 1989)，然而也另外有學者主張辨識和再認閱讀廣度測驗到的工作記憶有所不同(Alptekin & Ercetin, 2009; Unsworth & Engle, 2007)。因此未來需要更完善的研究設計和實施，排除其他影響工作記憶和閱讀相關的因素，例如分組規準、參與者的閱讀技巧、背景知識等，才能更加確定工作記憶對字面和推論理解的影響力，以及不同的工作記憶測量工具對工作記憶影響力的差異。
This study examined the influence of working memory (WM henceforth) on literal and inferential comprehensions in second language (L2) reading. WM refers to individuals’ cognitive process in which new and old information is temporarily stored and simultaneously processed. The strength of WM enables individuals to accomplish complex tasks, such as reading and reasoning. It sounds invincible, but it has its limitation (Baddeley, 2000; Conrad & Hull, 1964). The capacity of WM (WMC) represents the abstract concept of WM and is often measured with reading span tasks (RSTs). Also this study was aimed to investigate whether the influence of WM on reading comprehensions (RC henceforth) was different when WM is measured with different RSTs. According to Alptekin and Ercetin (2009), the difference of measurement tasks about WMC is often not taken into consideration in research. Thus, the investigator measured the participants’ WMC with two main RSTs, a recall-RST and a recognition-RST, and the results were later analyzed with their performance of L2 literal and inferential comprehensions.
The participants in this study were 190 students from 7 classes in a Chiayi City Junior High School with a total of 37 classes. Due to the limitation of course schedules at school, participants had to attend their own classes. The investigator decided to group entire classes into same WM group in order to carry out the study. Thus, no specific grouping criterion was applied—the participants from three classes accomplished a recognition-RST and a RC test; the participants of the rest accomplished a recall-RST and a RC test. The test of RC contained four passages with five literal and five inferential RC questions, and was designed to assess participants’ ability to read literally and inferentially.
The findings showed that WMC measured with a recall-RST had no correlations with participants’ literal, inferential and overall RC. In the recognition-RST group of WM, the correlations of WM and RC was not significant, either. The current study and previous studies all suggested that WMC had no influence on literal RC (Rupp et al., 2006; Sweller, 1994). However, the result of WMC in this study did not successfully demonstrate positive correlation with inferential RC, which was against previous findings (Anderson et al., 1996; Altepkin & Ercetin, 2001; Baddeley, 2012; Conway & Engle, 1994; Daneman & Hannon, 2007). This result suggested that it was not easy to relate WM to the performance of inferential RC. Though the strength of WM is highly related to complex tasks, according to Gathercole and Alloway (2007), WM is unfortunately limited in certain ways regarding its influence on cognitive activities. Relevant factors, such as participants’ reading skills, attention to each current task and background knowledge, if not controlled, might interfere with the positive influence of WM on RC. Further research is warranted to fully examine the relationship between WM and RST in terms of one’s ability to read literally and inferentially. 
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描述 碩士
國立政治大學
英語教學碩士在職專班
100951001
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100951001
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (作者) 歐雅婷zh_TW
dc.contributor.author (作者) Ou, Ireneen_US
dc.creator (作者) 歐雅婷zh_TW
dc.creator (作者) Ou, Ireneen_US
dc.date (日期) 2016en_US
dc.date.accessioned 3-八月-2016 11:41:05 (UTC+8)-
dc.date.available 3-八月-2016 11:41:05 (UTC+8)-
dc.date.issued (上傳時間) 3-八月-2016 11:41:05 (UTC+8)-
dc.identifier (其他 識別碼) G0100951001en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99679-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 100951001zh_TW
dc.description.abstract (摘要) 本研究旨在探討工作記憶對英文閱讀理解的相關性，而其中更細分去看工作記憶對字面理解和推論理解的影響。另一方面，測量工作記憶的閱讀廣度作業(RST)在研究工作記憶和閱讀理解時常被忽略不同作業測量是否對研究結果有所影響，而廣為研究採用的是辨識閱讀廣度(recognition-RST)以及再認閱讀廣度(recall-RST)。因此，本研究除了探討工作記憶對英文字面和推論理解的相關性，也欲比較此兩種不同閱讀廣度作業對於工作記憶和閱讀理解的關係是否有所不同。
實驗對象是嘉義市立研究者任教的一所國中，全校37個班級，其中抽出可以配合研究過程的學生，總計190人，來自七個班級。這些班級的學生都有各自原本班級要進行的課程，因此為了施測方便，以班級為單位，不同班級完成不同的工作記憶廣度，會使研究有辦法進行，因此，本研究並無設定特定的分組規準，七個班級會分兩頭取得各自的工作記憶廣度—也就是四個班級完成再認閱讀廣度(recall-RST)以及閱讀測驗; 另外三個班級辨識閱讀廣度(recognition-RST)以及閱讀測驗。其中使用的閱讀測驗旨在評量參與者字面閱讀理解和推論閱讀理解的能力。研究結果顯示再認閱讀廣度的工作記憶對字面閱讀理解的相關性、和推論閱讀理解的相關性、和整個閱讀理解的相關性皆未達顯著相關性。另外，辨識閱讀廣度的工作記憶對字面閱讀理解的相關性、和推論閱讀理解的相關性、和整個閱讀理解的相關性也皆未達顯著相關性。此次研究結果和Ruppe 等人(2006)以及Sweller(1994) 的研究一樣，主張工作記憶和字面閱讀理解關係不大。至於推論閱讀理解部分，本研究針對工作記憶和推論閱讀理解的相關性和其他研究則不符，許多研究主張工作記憶對高階認知學習(high-level cognition activities) 有極大的幫助 (Anderson et al., 1996; Altepkin & Ercetin, 2001; Baddeley, 2012; Conway & Engle, 1994; Daneman & Hannon, 2007)。此處和其他研究主張意見分歧，可以從Gathercole和Alloway (2007 ) 的說法來解釋，工作記憶對於學習認知活動的相關性是有所限制的。談及影響工作記憶和推論理解或是與其他較具挑戰性的認知活動時，尚有很多相關因素在研究中需要考量，例如參與者的閱讀技巧、專注力和背景知識。最後，本研究欲探討辨識閱讀廣度(recognition-RST)以及再認閱讀廣度(recall-RST)對於工作記憶再閱讀的影響力是否有所差別，迴歸分析表示此兩種閱讀廣度測到的工作記憶對閱讀的影響力無顯著差異; 針對這點，有些學者主張閱讀廣度雖不同，但都能測驗到相同的工作記憶(Turner & Engle, 1989)，然而也另外有學者主張辨識和再認閱讀廣度測驗到的工作記憶有所不同(Alptekin & Ercetin, 2009; Unsworth & Engle, 2007)。因此未來需要更完善的研究設計和實施，排除其他影響工作記憶和閱讀相關的因素，例如分組規準、參與者的閱讀技巧、背景知識等，才能更加確定工作記憶對字面和推論理解的影響力，以及不同的工作記憶測量工具對工作記憶影響力的差異。		zh_TW
dc.description.abstract (摘要) This study examined the influence of working memory (WM henceforth) on literal and inferential comprehensions in second language (L2) reading. WM refers to individuals’ cognitive process in which new and old information is temporarily stored and simultaneously processed. The strength of WM enables individuals to accomplish complex tasks, such as reading and reasoning. It sounds invincible, but it has its limitation (Baddeley, 2000; Conrad & Hull, 1964). The capacity of WM (WMC) represents the abstract concept of WM and is often measured with reading span tasks (RSTs). Also this study was aimed to investigate whether the influence of WM on reading comprehensions (RC henceforth) was different when WM is measured with different RSTs. According to Alptekin and Ercetin (2009), the difference of measurement tasks about WMC is often not taken into consideration in research. Thus, the investigator measured the participants’ WMC with two main RSTs, a recall-RST and a recognition-RST, and the results were later analyzed with their performance of L2 literal and inferential comprehensions.
The participants in this study were 190 students from 7 classes in a Chiayi City Junior High School with a total of 37 classes. Due to the limitation of course schedules at school, participants had to attend their own classes. The investigator decided to group entire classes into same WM group in order to carry out the study. Thus, no specific grouping criterion was applied—the participants from three classes accomplished a recognition-RST and a RC test; the participants of the rest accomplished a recall-RST and a RC test. The test of RC contained four passages with five literal and five inferential RC questions, and was designed to assess participants’ ability to read literally and inferentially.
The findings showed that WMC measured with a recall-RST had no correlations with participants’ literal, inferential and overall RC. In the recognition-RST group of WM, the correlations of WM and RC was not significant, either. The current study and previous studies all suggested that WMC had no influence on literal RC (Rupp et al., 2006; Sweller, 1994). However, the result of WMC in this study did not successfully demonstrate positive correlation with inferential RC, which was against previous findings (Anderson et al., 1996; Altepkin & Ercetin, 2001; Baddeley, 2012; Conway & Engle, 1994; Daneman & Hannon, 2007). This result suggested that it was not easy to relate WM to the performance of inferential RC. Though the strength of WM is highly related to complex tasks, according to Gathercole and Alloway (2007), WM is unfortunately limited in certain ways regarding its influence on cognitive activities. Relevant factors, such as participants’ reading skills, attention to each current task and background knowledge, if not controlled, might interfere with the positive influence of WM on RC. Further research is warranted to fully examine the relationship between WM and RST in terms of one’s ability to read literally and inferentially. 		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
List of Tables v
List of Figures vi
Chinese Abstract vii
Abstract iii
CHAPTER ONE INTRODUCTION 1
CHAPTER TWO LITERATURE REVIEW 7
Reading Comprehension 7
Working Memory Capacity (WMC) 13
Theories Concerning WM and Reading Comprehension 19
Measurement for WMC—Reading Span Test (RST) 26
CHAPTER THREE METHODOLOGY 31
Participants 31
Instruments 32
Procedure 41
Data Analysis 42
CHAPTER FOUR RESULT 45
Introduction 45
Correlation Analyses of the Reading Comprehension and WMC 45
Regression Analyses of the Reading Comprehension and WMC 47
CHAPTER FIVE DISCUSSION 53
The Influence of WM on Literal Comprehension 53
The Influence of L2 WMC on L2 Inferential Comprehension 56
RST Types and WMC 59
CHAPTER SIX CONCLUSION 65
Summary of the Study 65
Limitation 68
Pedagogical Implication 79
Suggestions for Future Studies 81
REFERENCES 85
APPENDIX A RST—LIST OF RST STIMULUS SENTENCES 97
APPENDIX B The Reading Comprehension Test with Four Passages Applied in the Study 99		zh_TW
dc.format.extent 1639835 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100951001en_US
dc.subject (關鍵詞) 工作記憶zh_TW
dc.subject (關鍵詞) 英文閱讀zh_TW
dc.subject (關鍵詞) 字面理解zh_TW
dc.subject (關鍵詞) 推論理解zh_TW
dc.subject (關鍵詞) 工作記憶閱讀廣度測驗zh_TW
dc.subject (關鍵詞) working memoryen_US
dc.subject (關鍵詞) English reading comprehensionen_US
dc.subject (關鍵詞) literal comprehensionen_US
dc.subject (關鍵詞) inferential comprehensionen_US
dc.subject (關鍵詞) reading span tasken_US
dc.title (題名) 工作記憶和英語為外語的閱讀兩者間的關係--以嘉義市一所國中為個案zh_TW
dc.title (題名) Relationship between Working Memory and EFL Reading Comprehension: A Case Study of Chiayi Junior High School Studentsen_US
dc.type (資料類型) thesisen_US
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