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題名 圖表組織對台灣高職學生英語閱讀理解與閱讀策略使用以及其對圖表組織態度之研究
The Effects of Graphic Organizers on Taiwanese Vocational High School Students’ English Reading Comprehension, Use of Reading Strategies, and Students’ Attitudes
作者 黃韻竹
Huang, Yun-Chu
貢獻者 許麗媛
Hsu, Li-Yuan
黃韻竹
Huang, Yun-Chu
關鍵詞 第二語言閱讀教學
圖表組織圖
高職學生
閱讀策略
reading instruction in L2
graphic organizers
vocational high school students
reading strategies
日期 2023
上傳時間 6-Jul-2023 17:03:39 (UTC+8)
摘要 本研究旨在發掘圖表組織圖對於臺灣高職學生閱讀理解及閱讀策略使用之效果，此外，學生對於圖表組織圖的態度也在討論範疇內。本研究由19位來自臺灣北部的私立高職學生參與，並在為期六週的彈性學習課室中實行；其中9位學生被分配到實驗組，意即使用圖表組織圖輔助閱讀；另10位學生則是對照組，此組學生的教師，使用文法翻譯法來教學。研究者對於兩組學生在接觸兩種教學法的前後，分別對其閱讀理解以及閱讀策略的使用進行了測驗，本研究使用到之工具為：節錄自四技二專統一入學測驗之閱讀測驗題目、閱讀策略使用之問卷、對圖表組織圖態度之問卷，以及個別訪談。
研究結果顯示，不論是實驗組及對照組的閱讀理解能力在兩種教學法的前後，均沒有顯著進步。雖然實驗組在閱讀測驗的後測分數較前測佳，但進步未達統計顯著程度。其次，由判讀閱讀策略使用之問卷前後測結果可知，接受圖表組織圖教學的實驗組較對照組，在教學後開始使用更多閱讀策略。再者，從對圖表組織圖態度之問卷及個別訪談中可得知，多數受試者對於將圖表組織圖納入閱讀教學抱持正面態度：有人相信圖表組織圖可以幫助他們找到文章的大意；有人認為因為圖表組織圖是圖形，可以大大地降低文字閱讀的難度；也有人覺得圖表組織圖可以幫助單字學習與記憶。
This study investigated the effects of graphic organizers (GOs) on Taiwanese vocational high school students’ English reading comprehension and use of reading strategies. In addition, these learners’ attitudes toward learning English reading with GOs were examined as well. 19 students from two classes of alternative curriculum participated in the study. They were from a private vocational high school located in Northern Taiwan, with 9 in the experimental group (EG) and 10 students in the control group (CG). The experimental group received the reading instruction using GOs, while the control group was instructed through traditional grammar-translation method, and the experiment lasted for six weeks. The students’ reading comprehension and use of reading strategies before and after the instruction of the two groups were examined. Data were collected from the following sources: the reading comprehension tests extracted from the Technological and Vocational Education (TVE) Joint College Entrance Examination, the Survey of Reading Strategies (SORS), the Graphic Organizer Attitudes Questionnaire (GOAQ) and individual interviews.
Concerning the effect of GOs on reading comprehension, the result of this study shows that neither the EG nor CG group`s reading performance significantly improved after the six-week instruction. Although participants from the experimental group improved slightly after receiving GO instruction, indicating that GOs may have a facilitative influence on their reading comprehension process, the effect was not statistically significant. As for the effect of GOs on participants’ use of reading strategies, the finding shows that participants who received the instruction on GOs reportedly using significantly more reading strategies than those who did not. Moreover, there was also an increase in their use of reading strategy after the experiment. Furthermore, the findings from GOAQ and interviews show that most participants held positive attitudes toward the incorporation of GOs into reading instruction. Some of them regarded GOs as tools that help them find main ideas within texts. Others reported that GOs reduce the difficulty of articles because they could use visual cues to find the relationship between ideas. Still others expressed that GOs aid vocabulary learning and retention.
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Anderson, N. J. (2004). Metacognitive reading strategy awareness of ESL and EFL learners. The CATESOL Journal, 16(1), 11-27.
Anderson, N. J. (2008). Metacognition and good language learners. Lessons from Good Language Learners, 99-109. https://doi.org/10.1017/CBO9780511497667.010
Al-Hinnawi, A. N. (2012). The Effect of the Graphic Organizer Strategy on University Students’ English Vocabulary Building. English Language Teaching, 5(12), 62-69. https://doi.org/10.5539/elt.v5n12p62
Armbruster, B., Anderson, T., & Meyer, J. (1991). Improving content-area reading using instructional graphics, Reading Research Quartely, 26, 393-416. https://doi.org/10.2307/747895
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal behavior. Journal of Educational Psychology, 51, 27-272. https://doi.org/10.1037/h0046669
Barron, R. (1969). The use of vocabulary as an advance organizer. In H. H. Sanders (Ed.), Research on Reading in the Content Area: First Year Report. Syracuse University Press.
Bauman, J., & Culligan, B. (1995). About the General Service List. Retrieved from http://jbauman.com/aboutgsl.html
Bhooth, A., Azman, H., & Ismail, K. (2014). The role of the L1 as a scaffolding tool in the EFL reading classroom. Procedia-Social and Behavioral Sciences, 118, 76-84. https://doi.org/10.1016/j.sbspro.2014.02.011
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134. https://doi.org/10.1111/j.1540-4781.1989.tb02534.x
Chen, I. C., & Liu, W. T. (2016). The effect of the use of graphic organizers on EFL sixth graders’ English reading comprehension in Taiwan. National Formosa University(國立虎尾科技大學學報), 33(1), 85-109. https://doi.org/10.6425/JNHUST.201603_33(1).0007
Chiang, C. L. (2005). The effects of graphic organizers on Taiwanese tertiary students’ EFL reading comprehension and attitudes towards reading in English. Unpublished master’s thesis. Australian Catholic University, Australia.
Clark, J. H. (1991). Using visual organizers to focus on thinking. Journal of Reading, 34, 526-534.
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描述 碩士
國立政治大學
英國語文學系
110551009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110551009
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 黃韻竹zh_TW
dc.contributor.author (Authors) Huang, Yun-Chuen_US
dc.creator (作者) 黃韻竹zh_TW
dc.creator (作者) Huang, Yun-Chuen_US
dc.date (日期) 2023en_US
dc.date.accessioned 6-Jul-2023 17:03:39 (UTC+8)-
dc.date.available 6-Jul-2023 17:03:39 (UTC+8)-
dc.date.issued (上傳時間) 6-Jul-2023 17:03:39 (UTC+8)-
dc.identifier (Other Identifiers) G0110551009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/145937-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 110551009zh_TW
dc.description.abstract (摘要) 本研究旨在發掘圖表組織圖對於臺灣高職學生閱讀理解及閱讀策略使用之效果，此外，學生對於圖表組織圖的態度也在討論範疇內。本研究由19位來自臺灣北部的私立高職學生參與，並在為期六週的彈性學習課室中實行；其中9位學生被分配到實驗組，意即使用圖表組織圖輔助閱讀；另10位學生則是對照組，此組學生的教師，使用文法翻譯法來教學。研究者對於兩組學生在接觸兩種教學法的前後，分別對其閱讀理解以及閱讀策略的使用進行了測驗，本研究使用到之工具為：節錄自四技二專統一入學測驗之閱讀測驗題目、閱讀策略使用之問卷、對圖表組織圖態度之問卷，以及個別訪談。
研究結果顯示，不論是實驗組及對照組的閱讀理解能力在兩種教學法的前後，均沒有顯著進步。雖然實驗組在閱讀測驗的後測分數較前測佳，但進步未達統計顯著程度。其次，由判讀閱讀策略使用之問卷前後測結果可知，接受圖表組織圖教學的實驗組較對照組，在教學後開始使用更多閱讀策略。再者，從對圖表組織圖態度之問卷及個別訪談中可得知，多數受試者對於將圖表組織圖納入閱讀教學抱持正面態度：有人相信圖表組織圖可以幫助他們找到文章的大意；有人認為因為圖表組織圖是圖形，可以大大地降低文字閱讀的難度；也有人覺得圖表組織圖可以幫助單字學習與記憶。		zh_TW
dc.description.abstract (摘要) This study investigated the effects of graphic organizers (GOs) on Taiwanese vocational high school students’ English reading comprehension and use of reading strategies. In addition, these learners’ attitudes toward learning English reading with GOs were examined as well. 19 students from two classes of alternative curriculum participated in the study. They were from a private vocational high school located in Northern Taiwan, with 9 in the experimental group (EG) and 10 students in the control group (CG). The experimental group received the reading instruction using GOs, while the control group was instructed through traditional grammar-translation method, and the experiment lasted for six weeks. The students’ reading comprehension and use of reading strategies before and after the instruction of the two groups were examined. Data were collected from the following sources: the reading comprehension tests extracted from the Technological and Vocational Education (TVE) Joint College Entrance Examination, the Survey of Reading Strategies (SORS), the Graphic Organizer Attitudes Questionnaire (GOAQ) and individual interviews.
Concerning the effect of GOs on reading comprehension, the result of this study shows that neither the EG nor CG group`s reading performance significantly improved after the six-week instruction. Although participants from the experimental group improved slightly after receiving GO instruction, indicating that GOs may have a facilitative influence on their reading comprehension process, the effect was not statistically significant. As for the effect of GOs on participants’ use of reading strategies, the finding shows that participants who received the instruction on GOs reportedly using significantly more reading strategies than those who did not. Moreover, there was also an increase in their use of reading strategy after the experiment. Furthermore, the findings from GOAQ and interviews show that most participants held positive attitudes toward the incorporation of GOs into reading instruction. Some of them regarded GOs as tools that help them find main ideas within texts. Others reported that GOs reduce the difficulty of articles because they could use visual cues to find the relationship between ideas. Still others expressed that GOs aid vocabulary learning and retention.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT i
CHINESE ABSTRACT ii
ABSTRACT iii
CHAPTER ONE 1
Background 1
Purpose of the Study 4
CHAPTER TWO 5
Reading Instruction and Reading Comprehension 5
Reading Strategies 8
Graphic Organizers 9
Definition of GOs 10
Text Structure and Types of GOs 10
Empirical Studies about GOs 14
Studies on GOs Focusing on the Taiwanese Context 15
CHAPTER THREE 18
Participants and Research Context 18
Instruments 20
A Vocabulary Test 20
The instructional materials 23
Reading comprehension tests 25
The Survey of Reading Strategies (SORS) 27
Graphic Organizer Attitudes Questionnaire (GOAQ) 27
Interview 28
Procedure 28
Data Analysis 34
CHAPTER FOUR 36
The Results of the Reading Comprehension Tests 36
The Pretest of CG and EG 36
The Posttest of CG and EG 37
The Pretest and the Posttest of CG 38
The Pretest and the Posttest of EG 38
The Results of the SORS 39
The Comparison of SORS Scores Between Groups Prior to the Experiment 40
The Comparison of SORS Scores Between Groups after the Experiment 41
The SORS Scores of CG Before and After the Experiment 42
The SORS Scores of EG Before and After the Experiment 42
The Results of the GOAQ 43
The Interview Data 48
The Functions of GOs 49
The Strategies of Drawing GOs 50
Attitudes toward GOs 51
Reading Motivation and GOs 52
CHAPTER FIVE 54
Major Findings and Discussion 54
The Effect of GOs on Reading Comprehension 54
The Use of Reading Strategies 56
Learners’ Attitudes Toward GOs 57
Limitations and Suggestions for Future Studies 57
Conclusion 60
References 62
Appendix 71		zh_TW
dc.format.extent 3797761 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110551009en_US
dc.subject (關鍵詞) 第二語言閱讀教學zh_TW
dc.subject (關鍵詞) 圖表組織圖zh_TW
dc.subject (關鍵詞) 高職學生zh_TW
dc.subject (關鍵詞) 閱讀策略zh_TW
dc.subject (關鍵詞) reading instruction in L2en_US
dc.subject (關鍵詞) graphic organizersen_US
dc.subject (關鍵詞) vocational high school studentsen_US
dc.subject (關鍵詞) reading strategiesen_US
dc.title (題名) 圖表組織對台灣高職學生英語閱讀理解與閱讀策略使用以及其對圖表組織態度之研究zh_TW
dc.title (題名) The Effects of Graphic Organizers on Taiwanese Vocational High School Students’ English Reading Comprehension, Use of Reading Strategies, and Students’ Attitudesen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(2), 63-73.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75(4), 460-472. https://doi.org/10.1111/j.1540-4781.1991.tb05384.x
Anderson, N. J. (2004). Metacognitive reading strategy awareness of ESL and EFL learners. The CATESOL Journal, 16(1), 11-27.
Anderson, N. J. (2008). Metacognition and good language learners. Lessons from Good Language Learners, 99-109. https://doi.org/10.1017/CBO9780511497667.010
Al-Hinnawi, A. N. (2012). The Effect of the Graphic Organizer Strategy on University Students’ English Vocabulary Building. English Language Teaching, 5(12), 62-69. https://doi.org/10.5539/elt.v5n12p62
Armbruster, B., Anderson, T., & Meyer, J. (1991). Improving content-area reading using instructional graphics, Reading Research Quartely, 26, 393-416. https://doi.org/10.2307/747895
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal behavior. Journal of Educational Psychology, 51, 27-272. https://doi.org/10.1037/h0046669
Barron, R. (1969). The use of vocabulary as an advance organizer. In H. H. Sanders (Ed.), Research on Reading in the Content Area: First Year Report. Syracuse University Press.
Bauman, J., & Culligan, B. (1995). About the General Service List. Retrieved from http://jbauman.com/aboutgsl.html
Bhooth, A., Azman, H., & Ismail, K. (2014). The role of the L1 as a scaffolding tool in the EFL reading classroom. Procedia-Social and Behavioral Sciences, 118, 76-84. https://doi.org/10.1016/j.sbspro.2014.02.011
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121-134. https://doi.org/10.1111/j.1540-4781.1989.tb02534.x
Chen, I. C., & Liu, W. T. (2016). The effect of the use of graphic organizers on EFL sixth graders’ English reading comprehension in Taiwan. National Formosa University(國立虎尾科技大學學報), 33(1), 85-109. https://doi.org/10.6425/JNHUST.201603_33(1).0007
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