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題名 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
作者 黃薰瑤
Huang, Syun-Yao
貢獻者 許麗媛
Hsu, Li-yuan
黃薰瑤
Huang, Syun-Yao
關鍵詞 概念導向閱讀教學
第二語言內在閱讀動機
第二語言閱讀能力
補救教學
CORI
L2 Intrinsic Reading Motivation
L2 Reading Ability
Remedial Program
日期 2019
上傳時間 2-三月-2020 11:34:07 (UTC+8)
摘要 　　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。
　　本研究的結果顯示：在閱讀內在動機部份，包含閱讀功效、閱讀參與度、閱讀意願，尤閱讀參與度受概念導向閱讀教學法的正向影響而增長最具；在閱讀能力部份，以小學全民英檢之前、後測做比較後無明顯差異；而受試者對於概念導向閱讀教學法的看法與感受普遍呈現正向回饋。最後，依據本研究結果提出相關建議，供日後英語閱讀補救教學與研究之參考。
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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描述 碩士
國立政治大學
英語教學碩士在職專班
104951011
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951011
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-yuanen_US
dc.contributor.author (作者) 黃薰瑤zh_TW
dc.contributor.author (作者) Huang, Syun-Yaoen_US
dc.creator (作者) 黃薰瑤zh_TW
dc.creator (作者) Huang, Syun-Yaoen_US
dc.date (日期) 2019en_US
dc.date.accessioned 2-三月-2020 11:34:07 (UTC+8)-
dc.date.available 2-三月-2020 11:34:07 (UTC+8)-
dc.date.issued (上傳時間) 2-三月-2020 11:34:07 (UTC+8)-
dc.identifier (其他 識別碼) G0104951011en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/128971-
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) 104951011zh_TW
dc.description.abstract (摘要) 　　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。
　　本研究的結果顯示：在閱讀內在動機部份，包含閱讀功效、閱讀參與度、閱讀意願，尤閱讀參與度受概念導向閱讀教學法的正向影響而增長最具；在閱讀能力部份，以小學全民英檢之前、後測做比較後無明顯差異；而受試者對於概念導向閱讀教學法的看法與感受普遍呈現正向回饋。最後，依據本研究結果提出相關建議，供日後英語閱讀補救教學與研究之參考。		zh_TW
dc.description.abstract (摘要) 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.		en_US
dc.description.tableofcontents TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION 1
CONCEPT-ORIENTATION READING INSTRUCTION 2
MOTIVATION 3
PURPOSE OF THE STUDY 4
RESEARCH QUESTIONS 4
SIGNIFICANCE OF THE STUDY 4
CHAPTER 2 LITERATURE REVIEW 7
YOUNG CHILDREN’S L2 READING 7
CONCEPT-ORIENTED READING INSTRUCTION 9
Definition 9
Principles 10
Teaching Effects in CORI 14
INTRINSIC READING MOTIVATION 15
Definition 15
Characteristics 16
STUDIES IN REMEDIAL TEACHING IN ELEMENTARY SCHOOLS IN TAIWAN 18
CHAPTER 3 RESEARCH METHOD 21
PARTICIPANTS 21
THE CORI INSTRUCTION 22
INSTRUMENTS 24
Teaching Materials 25
GEPT Kids reading test 27
Post-experiment Questionnaire 28
Interviews 29
DATA ANALYSIS 30
CHAPTER 4 RESULTS 31
STUDENTS’ RESPONSES TO POST-EXPERIMENT QUESTIONNAIRE 31
Items Regarding Students’ Reading Efficacy 32
Items Regarding Students’ Reading Involvement 33
Items Regarding Students’ Reading Willingness 34
STUDENTS’ PERFORMANCE ON THE GEPT KIDS READING TESTS 36
The Effects of CORI on the Students’ Overall Reading Ability 36
The Effects of CORI on the Students’ Word Recognition 37
The Effects of CORI on the Students’ Grammar Knowledge 37
The Effects of CORI on the Students’ Reading Comprehension 38
STUDENTS’ PERCEPTIONS TOWARD CORI 39
Post-experiment Questionnaire on Students’ Perceptions to CORI 39
Interviews on Students’ Perceptions of CORI 42
CHAPTER 5 DISCUSSION AND CONCLUSION 47
FIGURE 5.0.1 MODEL OF EFFECTS OF CORI ON INTRINSIC MOTIVATION AND READING ABILITY 47
DISCUSSION OF THE MAJOR FINDINGS 48
RESEARCH QUESTION ONE: TO WHAT EXTENT DOES CORI ENHANCE STUDENTS’ INTRINSIC READING MOTIVATION IN A PRIMARY EFL REMEDIAL PROGRAM? 48
RESEARCH QUESTION TWO: TO WHAT EXTENT DOES CORI INCREASE STUDENTS’ READING ABILITY IN A PRIMARY EFL REMEDIAL PROGRAM? 49
RESEARCH QUESTION THREE: HOW DO THESE STUDENTS PERCEIVE THE USE OF CORI IN THEIR ENGLISH REMEDIAL CLASS? 50
PEDAGOGICAL IMPLICATIONS 51
LIMITATIONS OF THE PRESENT STUDY AND SUGGESTIONS FOR FUTURE RESEARCH 52
REFERENCES 54
APPENDIX 1 66
APPENDIX 2 69

 
Lists of Tables

TABLE 4.1 STUDENTS’ RESPONSES TO ITEMS REGARDING READING EFFICACY 32
TABLE 4.2 STUDENTS’ RESPONSES TO ITEMS REGARDING READING INVOLVEMENT 33
TABLE 4.3 STUDENTS’ RESPONSES TO ITEMS REGARDING READING WILLINGNESS 34
TABLE 4.4 COMPARISON OF THE STUDENTS’ OVERALL READING ABILITY BEFORE AND AFTER CORI 36
TABLE 4.5 COMPARISON OF THE STUDENTS’ ENGLISH WORD RECOGNITION BEFORE AND AFTER CORI 37
TABLE 4.6 COMPARISON OF THE STUDENTS’ ENGLISH GRAMMAR KNOWLEDGE BEFORE AND AFTER CORI 37
TABLE 4.7 COMPARISON OF THE STUDENTS’ ENGLISH READING COMPREHENSION BEFORE AND AFTER CORI 38


 
Lists of Figures

FIGURE 3.1.1 A FLOW CHART OF CLASSROOM READING ACTIVITIES: BEFORE READING 23
FIGURE 3.1.2 A FLOW CHART OF CLASSROOM READING ACTIVITIES: DURING READING 24
FIGURE 3.1.3 A FLOW CHART OF CLASSROOM READING ACTIVITIES: AFTER READING 24
FIGURE 3.2.1 THE FIRST NONFICTION BOOK FOOD TRUCKS 26
FIGURE 3.2.2 THE SECOND NONFICTION BOOK BASKETBALL 26
FIGURE 3.2.3 THE THIRD NONFICTION BOOK ALL KINDS OF HOMES 27
FIGURE 3.2.4 THE FORTH NONFICTION BOOK FIREFIGHTERS 27
FIGURE 5.0.1 MODEL OF EFFECTS OF CORI ON INTRINSIC MOTIVATION AND READING ABILITY 47		zh_TW
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dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951011en_US
dc.subject (關鍵詞) 概念導向閱讀教學zh_TW
dc.subject (關鍵詞) 第二語言內在閱讀動機zh_TW
dc.subject (關鍵詞) 第二語言閱讀能力zh_TW
dc.subject (關鍵詞) 補救教學zh_TW
dc.subject (關鍵詞) CORIen_US
dc.subject (關鍵詞) L2 Intrinsic Reading Motivationen_US
dc.subject (關鍵詞) L2 Reading Abilityen_US
dc.subject (關鍵詞) Remedial Programen_US
dc.title (題名) 概念導向閱讀教學應用在國小英語補救教學之研究zh_TW
dc.title (題名) Implementing Concept-Oriented Reading Instruction in a Primary EFL Remedial Programen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202000094en_US