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題名 字彙預測功能與閱讀教學
The Role of Predictive Words in Reading Comprehension Instruction
作者 趙淑亭
Chao, Shu-ting
貢獻者 尤雪瑛
Yu, Hsueh-ying
趙淑亭
Chao, Shu-ting
關鍵詞 預測性字彙
連接詞
文章架構
閱讀教學
predictive signal
discourse-organizing words
textual words
connectives
conjuctions
textual pattern
日期 2005
上傳時間 14-Sep-2009 12:17:25 (UTC+8)
摘要 某些字彙可預告句子間的關係及文章架構。這些特殊的預測性字彙包含了連接詞及一部份的名詞、動詞、形容詞及副詞。本研究的目的是探討學習這類預測性字彙在提昇學生閱讀能力的成效。
      研究對象是桃園縣某所高中104位三年級學生。研究主要工具包括一份評估學生閱讀能力的全民英檢考題；兩份問卷用來調查學生對於預測性字彙及文章架構的認知；及最後進行的訪談以了解教學成效。研究過程分為三個步驟: (1)前測--- 閱讀能力測驗及問卷。以測驗成績將分數高於平均的學生分至A組而分數低於平均的學生分至B組，來調查不同程度的學生對此教學的回應有無任何差異。而問卷則是調查學生對所要教授的預測性字彙及文章架構有無任何背景知識 (2)教學實驗---為期四個月的預測性字彙與文章結構教學 (3)後測--- 問卷及個別訪談，以瞭解學生在學過預測性字彙與文章結構後，在提昇閱讀能力方面有無任何成效。
      研究結果發現，此教學實驗對學生的英文閱讀能力有正面影響。學生回應在閱讀時的速度及在興趣和信心這兩方面都比在接受教學之前提升。A組的學生在有關篇章結構的閱讀測驗題目中表現較B組學生好。同時A組的學生也比較知道如何使用預測性字彙來解析文章結構。至於學生常用的字彙為連接詞。
Certain lexical items are strongly associated with identifiable clause and textual patterns. In other words, they represent the organization of discourse. These words include connectives and a set of open-system vocabulary with similar properties like connectives. The purpose of the study is to investigate how the instruction in lexical signals and pattern may facilitate reading comprehension. The researcher also examines what kind of predictive words are used most frequently in the process.
     One hundred and four students, from a senior high school in Taoyuan, were the participants of the study. The reading comprehension test of GEPT, intermediate level (LTTC, 2002), was used to classify the subjects into two sub-groups before the instruction. Group A was the one with the scores above the mean of the test scores. Group B was the one with the scores below the mean. The researcher classified the two groups so as to examine if the subjects in the two groups had any different feedback or response to the instruction. A questionnaire was applied to investigate if the subjects had any idea about the use of signals and patterns before the instruction. Then, a four-month signal and pattern instruction was conducted on all the participants in the study. After the instruction, the second questionnaire was applied to the subjects to gather their feedbacks and responses to the instruction. Furthermore, 30 subjects were randomly selected for interview to get in-depth information for qualitative analysis.
     The results show the instruction had a positive effect on the subjects when they read English texts. Their reading speed, interests and confidence increased after the teaching of organizing signals and text patterns. And they were confident in using signals to spell out clause patterns. However, some of the subjects had problems of identifying textual patterns, which usually involve several clause patterns combined together to form a text. The signals they used most frequently were connectives, the most overt signals in texts. And the subjects in Group A performed better than those in Group B when making use of predictive signals to spell out patterns. The result shows a strong relationship between the subjects’ English proficiency level and their manipulation of discourse-organizing words and textual patterns.
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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
919510072
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0919510072
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh-yingen_US
dc.contributor.author (Authors) 趙淑亭zh_TW
dc.contributor.author (Authors) Chao, Shu-tingen_US
dc.creator (作者) 趙淑亭zh_TW
dc.creator (作者) Chao, Shu-tingen_US
dc.date (日期) 2005en_US
dc.date.accessioned 14-Sep-2009 12:17:25 (UTC+8)-
dc.date.available 14-Sep-2009 12:17:25 (UTC+8)-
dc.date.issued (上傳時間) 14-Sep-2009 12:17:25 (UTC+8)-
dc.identifier (Other Identifiers) G0919510072en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31814-
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) 919510072zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 某些字彙可預告句子間的關係及文章架構。這些特殊的預測性字彙包含了連接詞及一部份的名詞、動詞、形容詞及副詞。本研究的目的是探討學習這類預測性字彙在提昇學生閱讀能力的成效。
      研究對象是桃園縣某所高中104位三年級學生。研究主要工具包括一份評估學生閱讀能力的全民英檢考題；兩份問卷用來調查學生對於預測性字彙及文章架構的認知；及最後進行的訪談以了解教學成效。研究過程分為三個步驟: (1)前測--- 閱讀能力測驗及問卷。以測驗成績將分數高於平均的學生分至A組而分數低於平均的學生分至B組，來調查不同程度的學生對此教學的回應有無任何差異。而問卷則是調查學生對所要教授的預測性字彙及文章架構有無任何背景知識 (2)教學實驗---為期四個月的預測性字彙與文章結構教學 (3)後測--- 問卷及個別訪談，以瞭解學生在學過預測性字彙與文章結構後，在提昇閱讀能力方面有無任何成效。
      研究結果發現，此教學實驗對學生的英文閱讀能力有正面影響。學生回應在閱讀時的速度及在興趣和信心這兩方面都比在接受教學之前提升。A組的學生在有關篇章結構的閱讀測驗題目中表現較B組學生好。同時A組的學生也比較知道如何使用預測性字彙來解析文章結構。至於學生常用的字彙為連接詞。		zh_TW
dc.description.abstract (摘要) Certain lexical items are strongly associated with identifiable clause and textual patterns. In other words, they represent the organization of discourse. These words include connectives and a set of open-system vocabulary with similar properties like connectives. The purpose of the study is to investigate how the instruction in lexical signals and pattern may facilitate reading comprehension. The researcher also examines what kind of predictive words are used most frequently in the process.
     One hundred and four students, from a senior high school in Taoyuan, were the participants of the study. The reading comprehension test of GEPT, intermediate level (LTTC, 2002), was used to classify the subjects into two sub-groups before the instruction. Group A was the one with the scores above the mean of the test scores. Group B was the one with the scores below the mean. The researcher classified the two groups so as to examine if the subjects in the two groups had any different feedback or response to the instruction. A questionnaire was applied to investigate if the subjects had any idea about the use of signals and patterns before the instruction. Then, a four-month signal and pattern instruction was conducted on all the participants in the study. After the instruction, the second questionnaire was applied to the subjects to gather their feedbacks and responses to the instruction. Furthermore, 30 subjects were randomly selected for interview to get in-depth information for qualitative analysis.
     The results show the instruction had a positive effect on the subjects when they read English texts. Their reading speed, interests and confidence increased after the teaching of organizing signals and text patterns. And they were confident in using signals to spell out clause patterns. However, some of the subjects had problems of identifying textual patterns, which usually involve several clause patterns combined together to form a text. The signals they used most frequently were connectives, the most overt signals in texts. And the subjects in Group A performed better than those in Group B when making use of predictive signals to spell out patterns. The result shows a strong relationship between the subjects’ English proficiency level and their manipulation of discourse-organizing words and textual patterns.		en_US
dc.description.tableofcontents Page
     
     Acknowledgements……………………………………………………………. iii
     Table of Contents……………………………………………………………… iv
     List of Tables………………………………………………………………….. vii
     Chinese Abstract………………………………………………………………. ix
     English Abstract……………………………………………………………….. xi
     
     Chapter
     1. Introduction……………………………………………………………….. 1
      1.1 Background and Motivation of this Study.………………………......... 1
      1.2 Research questions……………………………………………............. 3
      1.3 Organization of the Thesis…………………………………………… 4
     
     2. Literature Review ...……………………………………………………….. 5
      2.1 Modes of Reading Comprehension ……………….…………………… 5
     2.2 Lexical Signals in Texts……………………………………………...… 8
     2.3 Textual Patterns of the Text…………………………………………….. 15
     
     3. Methodology………………………………………………………………… 22
     3.1 Subjects …………………………………………………………………. 22
     3.2 Instruments……………………………………………………………… 23
     3.2.1 Reading Comprehension Test……………………….……………. 24
     3.2.2 The Questionnaire before the Instruction…………………………. 24
     3.2.3 Observation in Class………………………………………………. 25
     3.2.4 The Questionnaire after the Instruction…………………………… 25
     3.2.5 Interview after the Instruction…………………………………….. 26
     3.3 Signal and Pattern Instruction………………………………………..…. 27
     3.4 Procedure of the Whole Study………………………………………… 28
     3.5 Data Analysis……………………………………………………………. 29
     
     4. Instruction On Signal And Textual Patterns………………………………… 31
     4.1 Instruction Procedure …………………………………………………… 31
     4.2 Instruction on Connectives…………………………………………….... 32
     4.3 Instruction on Vocabulary 3 Items………………………………………. 37
     4.4 Instruction on Textual Pattern…………………………………………… 44
     4.5 Summary of the Instruction Process…………………………………….. 59
     
     5 Results And Discussion……………………………………………………. 62
     5.1 Results of Questionnaire I………………………………………………. 62
     5.2 Results of Questionnaire II……………………………………………… 66
     5.2.1 The Most Frequently Use Signals………………………………. 67
     5.2.2 Effect of the Signal and Pattern Instruction…………………….. 68.
     5.2.2.1 Effects on the Use of Signaling Words………………….. 68
      5.2.2.2 Effects on the Identification of Textual Pattern…………. 82
     5.3 Results of Interview Questions…………………………………………. 85
     5.3.1 Feedback to the Use of Predictive Lexical Signals……………… 86
     5.3.2 Feedback to the Use of Textual Pattern………………………… 91
     5.4 Summary of the Results………………………………………………… 96
     
     6 Conclusions…………………………………………………………………. 99
     6.1 Summary of the Study…………………………………………………... 99
     6.2 Pedagogical Implications……………………………………………….. 101
     6.3 Limitations………………………………………………………….…… 103
     
     References……………………………………………………………………… 105
     
     Appendix
     I. Reading Comprehension Test…………………………………………. 112
     II. Questionnaire I……………………………………………………….. 125
     III. Questionnaire II……………………………………………………... 127
     IV. Interview Questions………………………………………………….. 130
     V. Timetable of Signal and Pattern Instruction…………………………… 131
     VI. Connectives…………………………………………………………… 132
     VII. Winter’s Vocabulary 3 Items………………………………………… 133
     VIII. Signals of Problem Solution Pattern……………………………….. 134.		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0919510072en_US
dc.subject (關鍵詞) 預測性字彙zh_TW
dc.subject (關鍵詞) 連接詞zh_TW
dc.subject (關鍵詞) 文章架構zh_TW
dc.subject (關鍵詞) 閱讀教學zh_TW
dc.subject (關鍵詞) predictive signalen_US
dc.subject (關鍵詞) discourse-organizing wordsen_US
dc.subject (關鍵詞) textual wordsen_US
dc.subject (關鍵詞) connectivesen_US
dc.subject (關鍵詞) conjuctionsen_US
dc.subject (關鍵詞) textual patternen_US
dc.title (題名) 字彙預測功能與閱讀教學zh_TW
dc.title (題名) The Role of Predictive Words in Reading Comprehension Instructionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alderson, J. C. (1982). Report of the discussion on communicative language testing.zh_TW
dc.relation.reference (參考文獻) IN J. C. Alderson, & A. Hughes (Eds.). Issuing in Language Testing. vol.111. London: The British Council.zh_TW
dc.relation.reference (參考文獻) Alderson, J. C. (1984). Reading in a foreign language: a reading problem or azh_TW
dc.relation.reference (參考文獻) language problem? IN J. C. Alderson, & A. H. Urquhart (Eds.). Reading in azh_TW
dc.relation.reference (參考文獻) Foreign Language. London: Longman.zh_TW
dc.relation.reference (參考文獻) Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. IN G. H. Bower (Ed.). The Psychology of Learning and Motivation, 9. New York: Academic Press.zh_TW
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