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題名 讀者回應法在高中英詩教學效益之研究
The Effects of Reader Response Approach on English Poetry Teaching in Senior High School
作者 金慶芳
Chin, Ching-fang
貢獻者 林啟一
Lin, Chi-yee
金慶芳
Chin, Ching-fang
關鍵詞 讀者回應法
英詩
教學
reader response approach
English poem
teaching
日期 2003
上傳時間 14-Sep-2009 12:16:33 (UTC+8)
摘要 本研究旨在探討讀者回應法在高中英詩教學上的效益。在探討中著重在比較兩種教學模式──讀者回應模式與傳統教學模式──的成效，更各別以實驗組與控制組進行研究。其重點針對以下五項：(1)學生的英文學習動機(2)學生對英詩的興趣(3)學生的寫作能力(4)學生的語言能力(5)同儕的互動和師生間的互動。
      依據Dias和Hayhoe（1988）的論點，自1930年代起，新文評（New Criticism）、結構主義（Structuralism）和後結構主義（Post-structuralism）即影響著英詩教學，然而這股文評思潮，隨著讀者反應理論的興起，逐漸式微。起而代之的是強調以讀者為中心，重視讀者與文本間的互動，並允許讀者對同一文學作品有不同詮釋的教學模式，此教學模式已成為文學教師樂於採用的教學法。
      本研究採用Rosenblatt（1978）為首的理論與建議，輔以各種活動，導引高中生解讀英詩，以實證讀者回應教學模式的具體成效，暨測試傳統的教學模式。
      此研究以台北市立大同高中兩班七十七位高一學生為研究對象。兩班學生分成實驗組和控制組，教授同樣英詩，在為期四個月的教學活動中，實驗組接受讀者回應的教學模式，並參與討論，回應研究者所設計的題目和活動。控制組則採用傳統的教學模式，教授文本內容、結構為主。兩組皆以學生的問卷調查、GEPT成績、學習單和研究者的訪談、觀察做為本研究分析的基礎。
      經由資料分析，茲將本研究發現之摘要條列如下：
     1.整體而言，讀者回應教學模式比傳統教學模式更具效果。
     2.實驗組學生對英文學習動機高於控制組學生。
     3.實驗組學生比控制組學生對英詩更具濃厚興趣。
     4.實驗組學生的寫作能力優於控制組學生。
     5.實驗組學生的整體語言能力高於控制組學生。
     6.依據問卷與研究者觀察，實驗組同儕間的互動與師生間的互動皆較控制組更具活力。
      本研究結論發現，讀者回應法對學生的英文學習動機、英詩的興趣、一般寫作、語言的能力和同儕、師生的互動皆有良好的成效。
Though New Criticism, Structuralism and Post-structuralism have dominated literature teaching since 1930s, reader response approach with its emphasis on the interaction between the text and the reader, has come into prominence and made a great impact on teaching literature over the last two decades. This research aimed to investigate the effects of reader response approach on English poetry teaching at a senior high school in terms of the students’ motivation in English, interest in poetry, writing ability, language proficiency, interaction, and teaching modes.
      A total of seventy-seven 10th graders at Taipei Municipal Ta-tung Senior High participated in the study. They were divided into two groups: the experimental group (37 students) instructed in the reader response approach with diverse activities, and the control group (40 students) taught in the traditional way of teaching. The experiment was done once a week, within the four class periods in the whole semester from September 8, 2003 to January 9, 2004 with a total of sixteen weeks. Instruments such as the GEPT, a questionnaire, interviews, observations, students’ worksheets and students’ poems were employed to evaluate the effects based on the quantitative basis.
      The results of this study were summarized as follows:
     1.Overall, the response-based teaching gained much more popularity than the tradition way, which might suggest that the response-based teaching is more effective than the traditional one.
     2.The experimental group showed higher motivation in learning English than the control one.
     3.The experimental students displayed a deeper interest in poetry than the control students.
     4.Students’ writing ability of the experimental group was superior to that of the control group, as evidenced by the t-test.
     5.The language proficiency of the experimental group was higher than that of the control group.
     6.According to the questionnaires, interviews and observations, the interaction in the experimental group was more dynamic than that in the control group.
      In conclusion, this study proposes some pedagogical implications for senior high school teachers in teaching English poetry, suggesting that the reader response approach achieved better effects in this aspect.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
90951010
92
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090951010
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (Authors) 金慶芳zh_TW
dc.contributor.author (Authors) Chin, Ching-fangen_US
dc.creator (作者) 金慶芳zh_TW
dc.creator (作者) Chin, Ching-fangen_US
dc.date (日期) 2003en_US
dc.date.accessioned 14-Sep-2009 12:16:33 (UTC+8)-
dc.date.available 14-Sep-2009 12:16:33 (UTC+8)-
dc.date.issued (上傳時間) 14-Sep-2009 12:16:33 (UTC+8)-
dc.identifier (Other Identifiers) G0090951010en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31806-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 90951010zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 本研究旨在探討讀者回應法在高中英詩教學上的效益。在探討中著重在比較兩種教學模式──讀者回應模式與傳統教學模式──的成效，更各別以實驗組與控制組進行研究。其重點針對以下五項：(1)學生的英文學習動機(2)學生對英詩的興趣(3)學生的寫作能力(4)學生的語言能力(5)同儕的互動和師生間的互動。
      依據Dias和Hayhoe（1988）的論點，自1930年代起，新文評（New Criticism）、結構主義（Structuralism）和後結構主義（Post-structuralism）即影響著英詩教學，然而這股文評思潮，隨著讀者反應理論的興起，逐漸式微。起而代之的是強調以讀者為中心，重視讀者與文本間的互動，並允許讀者對同一文學作品有不同詮釋的教學模式，此教學模式已成為文學教師樂於採用的教學法。
      本研究採用Rosenblatt（1978）為首的理論與建議，輔以各種活動，導引高中生解讀英詩，以實證讀者回應教學模式的具體成效，暨測試傳統的教學模式。
      此研究以台北市立大同高中兩班七十七位高一學生為研究對象。兩班學生分成實驗組和控制組，教授同樣英詩，在為期四個月的教學活動中，實驗組接受讀者回應的教學模式，並參與討論，回應研究者所設計的題目和活動。控制組則採用傳統的教學模式，教授文本內容、結構為主。兩組皆以學生的問卷調查、GEPT成績、學習單和研究者的訪談、觀察做為本研究分析的基礎。
      經由資料分析，茲將本研究發現之摘要條列如下：
     1.整體而言，讀者回應教學模式比傳統教學模式更具效果。
     2.實驗組學生對英文學習動機高於控制組學生。
     3.實驗組學生比控制組學生對英詩更具濃厚興趣。
     4.實驗組學生的寫作能力優於控制組學生。
     5.實驗組學生的整體語言能力高於控制組學生。
     6.依據問卷與研究者觀察，實驗組同儕間的互動與師生間的互動皆較控制組更具活力。
      本研究結論發現，讀者回應法對學生的英文學習動機、英詩的興趣、一般寫作、語言的能力和同儕、師生的互動皆有良好的成效。		zh_TW
dc.description.abstract (摘要) Though New Criticism, Structuralism and Post-structuralism have dominated literature teaching since 1930s, reader response approach with its emphasis on the interaction between the text and the reader, has come into prominence and made a great impact on teaching literature over the last two decades. This research aimed to investigate the effects of reader response approach on English poetry teaching at a senior high school in terms of the students’ motivation in English, interest in poetry, writing ability, language proficiency, interaction, and teaching modes.
      A total of seventy-seven 10th graders at Taipei Municipal Ta-tung Senior High participated in the study. They were divided into two groups: the experimental group (37 students) instructed in the reader response approach with diverse activities, and the control group (40 students) taught in the traditional way of teaching. The experiment was done once a week, within the four class periods in the whole semester from September 8, 2003 to January 9, 2004 with a total of sixteen weeks. Instruments such as the GEPT, a questionnaire, interviews, observations, students’ worksheets and students’ poems were employed to evaluate the effects based on the quantitative basis.
      The results of this study were summarized as follows:
     1.Overall, the response-based teaching gained much more popularity than the tradition way, which might suggest that the response-based teaching is more effective than the traditional one.
     2.The experimental group showed higher motivation in learning English than the control one.
     3.The experimental students displayed a deeper interest in poetry than the control students.
     4.Students’ writing ability of the experimental group was superior to that of the control group, as evidenced by the t-test.
     5.The language proficiency of the experimental group was higher than that of the control group.
     6.According to the questionnaires, interviews and observations, the interaction in the experimental group was more dynamic than that in the control group.
      In conclusion, this study proposes some pedagogical implications for senior high school teachers in teaching English poetry, suggesting that the reader response approach achieved better effects in this aspect.		en_US
dc.description.tableofcontents Table of Contents pages
     Acknowledgements iv
     Chinese Abstract x
     English Abstract xii
     Chapter
     1 Introduction 1
     1.1 Statements of Problems 4
     1.1.1 Teachers’ Problems 4
     1.1.2 Students’ Problems 4
     1.1.3 Problems of Testing 5
     1.2 Motivations 6
     1.3 Purpose of the Study 9
     1.4 Significance of the Study 9
     1.5 Organization of the Study 10
     2. Literature Review 11
     2.1 Literature in the ESL/EFL Course 11
     2.1.1 Opponents of Literature Used in the ESL/EFL Course 12
     2.1.2 Proponents of Literature Used in the ESL/EFL Course 13
     2.2 Poetry in the ESL/EFL Class 14
     2.2.1 Poetry Instruction in the ESL/EFL Class Abroad 14
     2.2.2 Poetry Instruction in the EFL Class in Taiwan 15
     2.3 Theories of Criticism and Reader Response Theories on
     Poetry Teaching 18
     2.3.1 New Criticism 18
     2.3.2 Structuralism 19
     2.3.3 Post-structuralism 20
     2.3.4 Reader Response Theories 21
     2.3.4.1 Rosenblatt’s Transactional Theory 21
     2.3.4.2 Iser’s Interactional Theory 22
     2.3.4.3 Bleich’s Subjective Criticism 23
     2.3.4.4 Fish’s Interpretive Community 23
     2.3.4.5 Holland’s Psychological Criticism 24
     2.4 General Propositions of Reader Response Approach 24
     2.5 Methodological Application of Reader Response Approach 25
     2.6 Hypotheses 29
     3 Methodology 31
     3.1 Research Questions 31
     3.2 Subjects 31
     3.3 Time Allocation 32
     3.4 Instruments 32
     3.4.1 Test 32
     3.4.1.1 Pre-test 33
     3.4.1.2 Post-test 34
     3.4.2 Questionnaire 35
     3.4.3 Interview 35
     3.4.4 Observation 36
     3.4.5 Students’ Worksheet 36
     3.4.6 Poetry Writing 37
     3.4.7 Poetry Recitation Contest and Poetry Written Test 37
     3.5 Rationale for the Researcher’s Poetry Teaching Methodology 38
     3.5.1 Four Types of Questions of Different Levels 39
     3.5.2 Researcher-designed Questions for Both Groups 41
     3.6 Procedures 44
     3.6.1 Syllabus and Materials for One Semester’s Poetry Teaching 44
     3.6.2 Experiment Design 45
     3.6.2.1 Teaching Approach Used in the Experimental Group 46
     3.6.2.2 Teaching Approach Used in the Control Group 46
     3.6.3 Teaching Plan and Process 46
     3.6.3.1 Teaching Plan and Process for the Control Group 47
     3.6.3.2 Teaching plan and Process for the Experimental Group 47
     3.6.3.2.1 Unit 1: Various Styles of Poems 48
     3.6.3.2.2 Unit 2: Sound of a Poem--- “Dust of Snow” 49
     3.6.3.2.3 Unit 3: Meter in Poetry--- “Down by the
     Salley Gardens” 52
     3.6.3.2.4 Unit 4: Imagery of a Poem--- “Fog” 56
     3.6.3.2.5 Unit 5: Simile and Metaphor of a Poem---
     “Dream Deferred” 58
     3.6.3.2.6 Unit 6: Parallelism in Poetry--- “My Heart
     Leaps Up When I Behold” 61
     3.6.3.2.7 Unit 7: Theme of a Poem--- “The Road Not
     Taken” 65
     3.6.3.2.8 Unit 8: Poetry Recitation Contest 67
     3.7 Data analysis 68
     4 Results and Discussion 69
     4.1 The Results of the Questionnaires 69
     4.2 Analysis of the Six Research Questions 71
     4.3 The Top 3 Poems the Students Like 89
     4.4 Difficulties Students Encounter While Appreciating Poems 92
     4.5 Responses to the Questions about the Poems 93
     4.6 About English Poetry and Poetry Writing 94
     5 Conclusion 96
     5.1 Summary of the Major Findings 96
     5.1.1 The First Major Finding 96
     5.1.2 The Second Major Finding 97
     5.1.3 The Third Major Finding 97
     5.1.4 The Fourth Major Finding 97
     5.1.5 The Fifth Major Finding 98
     5.1.6 The Six Major Finding 98
     5.2 Pedagogical Implications 99
     5.3 Problems and Limitations 106
     5.4 Suggestions for Further Studies 107
     Appendixes 108
     References 159		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090951010en_US
dc.subject (關鍵詞) 讀者回應法zh_TW
dc.subject (關鍵詞) 英詩zh_TW
dc.subject (關鍵詞) 教學zh_TW
dc.subject (關鍵詞) reader response approachen_US
dc.subject (關鍵詞) English poemen_US
dc.subject (關鍵詞) teachingen_US
dc.title (題名) 讀者回應法在高中英詩教學效益之研究zh_TW
dc.title (題名) The Effects of Reader Response Approach on English Poetry Teaching in Senior High Schoolen_US
dc.type (資料類型) thesisen
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