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題名 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作者 謝玖吟
Hsieh, Chiu-Yin貢獻者 余明忠
Yu, Ming-Chung
謝玖吟
Hsieh, Chiu-Yin關鍵詞 閱讀策略
文體
以英語為外語之學習者
Reading strategy
Text type
EFL learners日期 2021 上傳時間 4-八月-2021 16:23:57 (UTC+8) 摘要 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.參考文獻 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. 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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. 描述 碩士
國立政治大學
英語教學碩士在職專班
106951004資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951004 資料類型 thesis dc.contributor.advisor 余明忠 zh_TW dc.contributor.advisor Yu, Ming-Chung en_US dc.contributor.author (作者) 謝玖吟 zh_TW dc.contributor.author (作者) Hsieh, Chiu-Yin en_US dc.creator (作者) 謝玖吟 zh_TW dc.creator (作者) Hsieh, Chiu-Yin en_US dc.date (日期) 2021 en_US dc.date.accessioned 4-八月-2021 16:23:57 (UTC+8) - dc.date.available 4-八月-2021 16:23:57 (UTC+8) - dc.date.issued (上傳時間) 4-八月-2021 16:23:57 (UTC+8) - dc.identifier (其他 識別碼) G0106951004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136671 - 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) 106951004 zh_TW dc.description.abstract (摘要) 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。 zh_TW dc.description.abstract (摘要) 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. en_US dc.description.tableofcontents Acknowledgement iiiTable of Contents ivList of Tables viiChinese Abstract viiiEnglish Abstract ixCHAPTER 1 INTRODUCTION 11.1 Background and Motivation 11.2 Purpose of the Study 21.3 Significance of the Study 31.4 Organization of the Study 3CHAPTER 2 LITERATURE REVIEW 52.1 Text Types 52.2 Schema Theory in Reading 72.3 Reading Strategy 92.4 Reading Strategy Usage Affected by Text Types 15CHAPTER 3 METHODOLOGY 193.1 Participants 193.2 Materials and Instruments 203.3 Procedure 253.4 Data Analysis 27CHAPTER 4 RESULTS 294.1 Extents of the reading strategies used across text type 294.2 Differences in the reading strategies used across text types 374.3 Relationships among the reading strategies used across text types 414.4 Summary 42CHAPTER 5 DISCUSSION 435.1 Extents to which Taiwanese senior high school students used certain reading strategies across text types 435.2 Significant differences observed in the reading strategies used across text types 485.3 Strong correlations among the reading strategies used across text types 505.4 Summary 50CHAPTER 6 CONCLUSION 536.1 Major Findings 536.2 Pedagogical Implications 566.3 Limitations and Suggestions for Future Studies 57REFERENCES 61APPENDIX 69Appendix A 69Appendix B 72Appendix C 74 zh_TW dc.format.extent 1045379 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951004 en_US dc.subject (關鍵詞) 閱讀策略 zh_TW dc.subject (關鍵詞) 文體 zh_TW dc.subject (關鍵詞) 以英語為外語之學習者 zh_TW dc.subject (關鍵詞) Reading strategy en_US dc.subject (關鍵詞) Text type en_US dc.subject (關鍵詞) EFL learners en_US dc.title (題名) 台灣高中生在閱讀不同文體時閱讀策略之使用 zh_TW dc.title (題名) A Study on Taiwanese Senior High School Students’ Use of Reading Strategies Across Text Types en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 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). 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