1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

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.
參考文獻 Alderson, J. C. (1982). Report of the discussion on communicative language testing.
IN J. C. Alderson, & A. Hughes (Eds.). Issuing in Language Testing. vol.111. London: The British Council.
Alderson, J. C. (1984). Reading in a foreign language: a reading problem or a
language problem? IN J. C. Alderson, & A. H. Urquhart (Eds.). Reading in a
Foreign Language. London: Longman.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
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.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York:
Breen and Stratton.
Bartlett, F.C. (1978). Remembering. Cambridge, England: Cambridge University
Press.
International Reading Association.
Gough, P. B. (1972). One second of reading. IN J.F. Kavanaugh, & I. G. Mattingly
(Eds.). Language by Ear and Eye (pp. 331-358). Cambridge, MA: MIT Press.
Grellet, F. (1981). Developing reading skills. Cambridge: Cambridge University
Press.
Halliday, M. A. K., and R. Hasan. (1976). Cohesion in English. London: Longman.
Hoey, M. (1979). Signalling in discourse. Birmingham, U. K.: Birmingham
University English Language Research.
Hoey, M. (1983). On the surface of discourse. London: Allen and Unwin.
Hoey, M., & Winter, E.O. (1986). Clasue relations and writer’s communicative task.
Meyer, B. J. F., & Freedle, R.(1979). The effects of different discourse types on
IN B. Couture (Ed.). Functional Approaches to Writing: Research Perspective.
Norwood: Ablex.
Hoey, M. (1994). Signalling in discourse: A functional analysis of a common
discourse pattern in written and spoken English. IN M. Coulthard (Ed.).
Advances in Written Text Analysis (pp. 26-45). London: Routledge.
Hoey, M. (2001). Textual interaction. London: Routledge.
Holland, R. & Lewis, A. (1997). Written discourse. Centre for English language Studies. The University of Birmingham.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of
successful and nonsuccessful second language learners. System 5 (2), 110-123
Hosenfeld, C. (1979). Case studies of ninth grade readers. IN J. C. Alderson, & A. H.
recall. Princeton, N.J.: Educational Testing Service.
Urquhart (Eds.). Reading in a Foreign Language. (pp27-36). London: Longman.
Hudson, T. (1982). The effects of induced schemata on the ‘short circuit’ in L2
reading. Language Learning 32 (1), 1-31
James, M. O. (1987). ESL reading pedagogy: Implication of schema-theoretical
research. IN J. Devine, O.L. Carrel, & D. E. Eskey (Eds.). Research in Reading
English as a Second Language (pp. 177-188). Washington, D. C.: Teachers
of English to Speakers of Other Language.
Johnson, B. E. (1982). Effects on reading comprehension of building background
knowledge. TESTOL Quarterly, 16 (4), 503-516.
Johnson, B. E. (1994). The reading edge. Taipei: Bookman Books.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: CUP
Jordan, M. P. (1984). Rhetoric of everyday English texts. London: Allen and Unwin.
LaBerge, D., & Samuels, S. J. (1985). Toward a theory of automatic information
processing in reading. IN H. Singer, & R. B. Ruddell (Eds.). Theoretical
Models and Processes of Reading. Newark, DE: International Reading
Association.
Liu, D. (2000). Writing cohesion: Understanding content lexical ties in TESOL. English Teaching Forum, 38 (1), 28-33.
Merriam, S. B. (2002). Qualitative research and case study applications in education
(2ed.). San Francisco: Jossey-Bass.
Meyer, B., Brandt, D., & Bluth, G. (1980). Use of top level structure in text: Key for
reading comprehension of ninth grade students. Reading Research Quarterly,
McCarthy, M., & Carter, R. (1994). Language as discourse. Longman: New York.
16, 357-364
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1978). Use of author’s schema: Key to
ninth graders’ comprehension. Paper presented at the meeting of the American
Educational Research Association, Toronto.
Miles, M.B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2ed.). CA: SAGE Publications.
Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House
Nuttall, C. (1982). Teaching reading skills in a foreign language. London:
Heinemann.
Nuttall, C. (1986). Teaching reading skills in a foreign language. (2ed.). Oxford:
Heinemann English Language Teaching.
Bloomfield, L., & Barnhart, C. L. (1961). Let’s read: A linguistic approach. Detroit,
Pearson, P., & Camperell, K.(1981). Comprehension of text structures. IN John T.
Guthrie (Ed.) Comprehension and Teaching: Research Reviews. Newark,
Delaware: International Reading Association.
Roller, C. M. (1990). The interaction between knowledge and structure variables in
the processing of expository prose. Reading Research Quarterly, 25 (2), 79-89.
Rumelhart, D. E. (1977). Toward an interactive model of reading. IN S. Dornic (Ed.).
Attention and Performances (pp. 573-603). New York: Academic Press.
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. IN R. J. Spiro,
B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Reading
Comprehension (pp. 33-58). Hillsdale, NJ: Erlbaum.
MI: Wayne State University Press.
Rumelhart, D. E. (1984). Understanding understanding. IN J. Flood (Ed.).
Understanding Reading Comprehension (pp. 1-20). Newark, DE.: International
Reading Association.
Rumelhart, D. E., & McClelland, J. L. (1982). An interactive activation model of the
effects of context in perception. Psychological Review, 89, 60-94.
Smith, F. (1971). Understanding reading. New York, NY: Holt, Rinehart and Winston.
Smith, F. (1988). Understanding reading. New York: Holt, Rinehart, and
Winston.
Smith, F. (1994). Understanding reading. Hillsdale, NJ: Erlbaum.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual
Bloor, T. (1990). Discourse and text analysis. Distance learning Module from the Teaching English for Specific Purposes Program at the Language Studies Unit, Aston University, U.K.
differences in the development of reading fluency. Reading Research Quarterly,
16 (1), 32-71.
Stanovich, K. E. (1981). Attentional and automatic context effects in reading. IN A.
Lesgold, & C. Perfetti (Eds.). Interactive Processes in Reading (pp. 241-267).
Hillsdale, NJ: Erlbaum.
Tadros, A. (1985). Prediction in text. Birmingham: University of Birmingham, School
of English.
Thurstun, J., & Candlin, C. (1988). Concordancing and the teaching of the vocabulary
of academic English. English for Specific Purposes, 17(3), 267-280.
Winter, E. O. (1977). A clause-relational approach to English texts: A study of some
Bright, J. A., & McGregor, G. P. (1970). Teaching English as a second language. London: Longman.
predictive lexical items in written discourse. Instructional Science, 6, 1-92.
Winter, E. O. (1986). Clause relations as information structure: Two basic text
structures in English. IN M. Coulthard (Ed.). Advances in Written Text Analysis, (pp. 46-68). London: Routledge.
Yieh, Hsi-nan, Ding, Ren, Ju, Shu-chin, Li, Chang-chung, Wu, Jing-lan, Lin, Zhi-cheng, & Cheng, Yu-shiou. 葉錫南、丁仁、朱錫琴、李長春、吳靜蘭、林至誠、程玉秀 (2005). Seeing both the trees and the woods: Scaffolding a textbase. "見樹又見林：搭起文本的鷹架" Paper presented at the presentation of the Project on Construction and Practice of College English Curriculum, Taipei. 大學英語文課程模式之建構與實踐研究成果發表會。 台北。
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background
knowledge, in second language comprehension. Reading in a Foreign
Language 1 (2), 81-92
Carrell, P. L., Devine, J., & Eskey, D. (1988). Interactive approaches to
second-language reading. Cambridge: Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESK reading pedagogy.
TESOL Quarterly, 17 (4), 553-574.
Carter, R. (1998). Vocabulary. London: Routledge.
Carter, R., & McCarthy, M. (1988). Vocabulary and language teaching. London:
Longman.
Cohen, A. D., Glasman, H., Phyllis, R., Rosenbaum, P. R., Ferrara, J., & Fine, J.
(1978). Reading English for specialized purposes: Discourse analysis and the
use of students informants. TESOL Quarterly, 13 (4), 551-564.
Cook, G. (1989). Discourse. Oxford: Oxford University Press.
Cooper, M. (1984). Linguistic competence of practiced and unpractised non-native
readers of English. IN J. C. Alderson and A. H. Urquhart (Eds.). Reading in a
Foreign Language. London: Longman.
Coulthard, R. M. (1985). An introduction to discourse analysis. London: Longman.
Coulthard, R. M. (1987). Discussing discourse. Birmingham: EL Research.
Coulthard, R. M. (1994). Advances in written text analysis. London: Routledge.
Crombie, W. (1985). Process and relation in discourse and language learning.
Oxford: Oxford University Press.
Cullip, P. F. (2000). Text technology. RELC Journal, 31(2), 76-104.
Dechant, E. (1991). Understanding and teaching reading: An interactive model.
Hillsdale, NJ: Lawrence Erlbaum.
Flesch, R. (1955). Why Johnny can’t read. New York: Harper and Row.
Flowerdes, J. (2003). Signaling nouns in discourse. English for Specific Purposes, 22,
239-346
Francis, G. (1986). Labeling discourse: An aspect of nominal-group lexical cohesion.
IN M. Coulthard (Ed.). Advances in Written Text Analysis (pp.83-101). London: Routledge.
Frase, L. T., & Schwartz, B. J. (1975). Effect of question production and answering on
prose recall. Journal of Educational Psychology, 67, 628-635.
Fries, C. (1962). Linguistics and reading. New York: Holt, Rinehart, and Winston.
Goodman, K. S. (1967). Reading: a psycholinguistic guessing game. Journal of the
Reading Specialist, 4, 126-135.
Goodman, K. S. (1968). The psycholinguistic nature of the reading process. IN K. S.
Goodman (Ed.). The Psycholinguistic Nature of the Reading Process (pp.
15-26). Detroit: Wayne State University Press.
Goodman, K. S. (1976). Behind the eye: What happens in reading. IN H. Singer, & R.
B. Ruddell (Eds.). Theoretical Models and Processes of Reading. Newark, DE:
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
dc.relation.reference (參考文獻) Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York:zh_TW
dc.relation.reference (參考文獻) Breen and Stratton.zh_TW
dc.relation.reference (參考文獻) Bartlett, F.C. (1978). Remembering. Cambridge, England: Cambridge Universityzh_TW
dc.relation.reference (參考文獻) Press.zh_TW
dc.relation.reference (參考文獻) International Reading Association.zh_TW
dc.relation.reference (參考文獻) Gough, P. B. (1972). One second of reading. IN J.F. Kavanaugh, & I. G. Mattinglyzh_TW
dc.relation.reference (參考文獻) (Eds.). Language by Ear and Eye (pp. 331-358). Cambridge, MA: MIT Press.zh_TW
dc.relation.reference (參考文獻) Grellet, F. (1981). Developing reading skills. Cambridge: Cambridge Universityzh_TW
dc.relation.reference (參考文獻) Press.zh_TW
dc.relation.reference (參考文獻) Halliday, M. A. K., and R. Hasan. (1976). Cohesion in English. London: Longman.zh_TW
dc.relation.reference (參考文獻) Hoey, M. (1979). Signalling in discourse. Birmingham, U. K.: Birminghamzh_TW
dc.relation.reference (參考文獻) University English Language Research.zh_TW
dc.relation.reference (參考文獻) Hoey, M. (1983). On the surface of discourse. London: Allen and Unwin.zh_TW
dc.relation.reference (參考文獻) Hoey, M., & Winter, E.O. (1986). Clasue relations and writer’s communicative task.zh_TW
dc.relation.reference (參考文獻) Meyer, B. J. F., & Freedle, R.(1979). The effects of different discourse types onzh_TW
dc.relation.reference (參考文獻) IN B. Couture (Ed.). Functional Approaches to Writing: Research Perspective.zh_TW
dc.relation.reference (參考文獻) Norwood: Ablex.zh_TW
dc.relation.reference (參考文獻) Hoey, M. (1994). Signalling in discourse: A functional analysis of a commonzh_TW
dc.relation.reference (參考文獻) discourse pattern in written and spoken English. IN M. Coulthard (Ed.).zh_TW
dc.relation.reference (參考文獻) Advances in Written Text Analysis (pp. 26-45). London: Routledge.zh_TW
dc.relation.reference (參考文獻) Hoey, M. (2001). Textual interaction. London: Routledge.zh_TW
dc.relation.reference (參考文獻) Holland, R. & Lewis, A. (1997). Written discourse. Centre for English language Studies. The University of Birmingham.zh_TW
dc.relation.reference (參考文獻) Hosenfeld, C. (1977). A preliminary investigation of the reading strategies ofzh_TW
dc.relation.reference (參考文獻) successful and nonsuccessful second language learners. System 5 (2), 110-123zh_TW
dc.relation.reference (參考文獻) Hosenfeld, C. (1979). Case studies of ninth grade readers. IN J. C. Alderson, & A. H.zh_TW
dc.relation.reference (參考文獻) recall. Princeton, N.J.: Educational Testing Service.zh_TW
dc.relation.reference (參考文獻) Urquhart (Eds.). Reading in a Foreign Language. (pp27-36). London: Longman.zh_TW
dc.relation.reference (參考文獻) Hudson, T. (1982). The effects of induced schemata on the ‘short circuit’ in L2zh_TW
dc.relation.reference (參考文獻) reading. Language Learning 32 (1), 1-31zh_TW
dc.relation.reference (參考文獻) James, M. O. (1987). ESL reading pedagogy: Implication of schema-theoreticalzh_TW
dc.relation.reference (參考文獻) research. IN J. Devine, O.L. Carrel, & D. E. Eskey (Eds.). Research in Readingzh_TW
dc.relation.reference (參考文獻) English as a Second Language (pp. 177-188). Washington, D. C.: Teacherszh_TW
dc.relation.reference (參考文獻) of English to Speakers of Other Language.zh_TW
dc.relation.reference (參考文獻) Johnson, B. E. (1982). Effects on reading comprehension of building backgroundzh_TW
dc.relation.reference (參考文獻) knowledge. TESTOL Quarterly, 16 (4), 503-516.zh_TW
dc.relation.reference (參考文獻) Johnson, B. E. (1994). The reading edge. Taipei: Bookman Books.zh_TW
dc.relation.reference (參考文獻) McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: CUPzh_TW
dc.relation.reference (參考文獻) Jordan, M. P. (1984). Rhetoric of everyday English texts. London: Allen and Unwin.zh_TW
dc.relation.reference (參考文獻) LaBerge, D., & Samuels, S. J. (1985). Toward a theory of automatic informationzh_TW
dc.relation.reference (參考文獻) processing in reading. IN H. Singer, & R. B. Ruddell (Eds.). Theoreticalzh_TW
dc.relation.reference (參考文獻) Models and Processes of Reading. Newark, DE: International Readingzh_TW
dc.relation.reference (參考文獻) Association.zh_TW
dc.relation.reference (參考文獻) Liu, D. (2000). Writing cohesion: Understanding content lexical ties in TESOL. English Teaching Forum, 38 (1), 28-33.zh_TW
dc.relation.reference (參考文獻) Merriam, S. B. (2002). Qualitative research and case study applications in educationzh_TW
dc.relation.reference (參考文獻) (2ed.). San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Meyer, B., Brandt, D., & Bluth, G. (1980). Use of top level structure in text: Key forzh_TW
dc.relation.reference (參考文獻) reading comprehension of ninth grade students. Reading Research Quarterly,zh_TW
dc.relation.reference (參考文獻) McCarthy, M., & Carter, R. (1994). Language as discourse. Longman: New York.zh_TW
dc.relation.reference (參考文獻) 16, 357-364zh_TW
dc.relation.reference (參考文獻) Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1978). Use of author’s schema: Key tozh_TW
dc.relation.reference (參考文獻) ninth graders’ comprehension. Paper presented at the meeting of the Americanzh_TW
dc.relation.reference (參考文獻) Educational Research Association, Toronto.zh_TW
dc.relation.reference (參考文獻) Miles, M.B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2ed.). CA: SAGE Publications.zh_TW
dc.relation.reference (參考文獻) Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury Housezh_TW
dc.relation.reference (參考文獻) Nuttall, C. (1982). Teaching reading skills in a foreign language. London:zh_TW
dc.relation.reference (參考文獻) Heinemann.zh_TW
dc.relation.reference (參考文獻) Nuttall, C. (1986). Teaching reading skills in a foreign language. (2ed.). Oxford:zh_TW
dc.relation.reference (參考文獻) Heinemann English Language Teaching.zh_TW
dc.relation.reference (參考文獻) Bloomfield, L., & Barnhart, C. L. (1961). Let’s read: A linguistic approach. Detroit,zh_TW
dc.relation.reference (參考文獻) Pearson, P., & Camperell, K.(1981). Comprehension of text structures. IN John T.zh_TW
dc.relation.reference (參考文獻) Guthrie (Ed.) Comprehension and Teaching: Research Reviews. Newark,zh_TW
dc.relation.reference (參考文獻) Delaware: International Reading Association.zh_TW
dc.relation.reference (參考文獻) Roller, C. M. (1990). The interaction between knowledge and structure variables inzh_TW
dc.relation.reference (參考文獻) the processing of expository prose. Reading Research Quarterly, 25 (2), 79-89.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E. (1977). Toward an interactive model of reading. IN S. Dornic (Ed.).zh_TW
dc.relation.reference (參考文獻) Attention and Performances (pp. 573-603). New York: Academic Press.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. IN R. J. Spiro,zh_TW
dc.relation.reference (參考文獻) B. C. Bruce, & W. F. Brewer (Eds.). Theoretical Issues in Readingzh_TW
dc.relation.reference (參考文獻) Comprehension (pp. 33-58). Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) MI: Wayne State University Press.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E. (1984). Understanding understanding. IN J. Flood (Ed.).zh_TW
dc.relation.reference (參考文獻) Understanding Reading Comprehension (pp. 1-20). Newark, DE.: Internationalzh_TW
dc.relation.reference (參考文獻) Reading Association.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E., & McClelland, J. L. (1982). An interactive activation model of thezh_TW
dc.relation.reference (參考文獻) effects of context in perception. Psychological Review, 89, 60-94.zh_TW
dc.relation.reference (參考文獻) Smith, F. (1971). Understanding reading. New York, NY: Holt, Rinehart and Winston.zh_TW
dc.relation.reference (參考文獻) Smith, F. (1988). Understanding reading. New York: Holt, Rinehart, andzh_TW
dc.relation.reference (參考文獻) Winston.zh_TW
dc.relation.reference (參考文獻) Smith, F. (1994). Understanding reading. Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Stanovich, K. E. (1980). Toward an interactive-compensatory model of individualzh_TW
dc.relation.reference (參考文獻) Bloor, T. (1990). Discourse and text analysis. Distance learning Module from the Teaching English for Specific Purposes Program at the Language Studies Unit, Aston University, U.K.zh_TW
dc.relation.reference (參考文獻) differences in the development of reading fluency. Reading Research Quarterly,zh_TW
dc.relation.reference (參考文獻) 16 (1), 32-71.zh_TW
dc.relation.reference (參考文獻) Stanovich, K. E. (1981). Attentional and automatic context effects in reading. IN A.zh_TW
dc.relation.reference (參考文獻) Lesgold, & C. Perfetti (Eds.). Interactive Processes in Reading (pp. 241-267).zh_TW
dc.relation.reference (參考文獻) Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Tadros, A. (1985). Prediction in text. Birmingham: University of Birmingham, Schoolzh_TW
dc.relation.reference (參考文獻) of English.zh_TW
dc.relation.reference (參考文獻) Thurstun, J., & Candlin, C. (1988). Concordancing and the teaching of the vocabularyzh_TW
dc.relation.reference (參考文獻) of academic English. English for Specific Purposes, 17(3), 267-280.zh_TW
dc.relation.reference (參考文獻) Winter, E. O. (1977). A clause-relational approach to English texts: A study of somezh_TW
dc.relation.reference (參考文獻) Bright, J. A., & McGregor, G. P. (1970). Teaching English as a second language. London: Longman.zh_TW
dc.relation.reference (參考文獻) predictive lexical items in written discourse. Instructional Science, 6, 1-92.zh_TW
dc.relation.reference (參考文獻) Winter, E. O. (1986). Clause relations as information structure: Two basic textzh_TW
dc.relation.reference (參考文獻) structures in English. IN M. Coulthard (Ed.). Advances in Written Text Analysis, (pp. 46-68). London: Routledge.zh_TW
dc.relation.reference (參考文獻) Yieh, Hsi-nan, Ding, Ren, Ju, Shu-chin, Li, Chang-chung, Wu, Jing-lan, Lin, Zhi-cheng, & Cheng, Yu-shiou. 葉錫南、丁仁、朱錫琴、李長春、吳靜蘭、林至誠、程玉秀 (2005). Seeing both the trees and the woods: Scaffolding a textbase. "見樹又見林：搭起文本的鷹架" Paper presented at the presentation of the Project on Construction and Practice of College English Curriculum, Taipei. 大學英語文課程模式之建構與實踐研究成果發表會。 台北。zh_TW
dc.relation.reference (參考文獻) Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L. (1983). Some issues in studying the role of schemata, or backgroundzh_TW
dc.relation.reference (參考文獻) knowledge, in second language comprehension. Reading in a Foreignzh_TW
dc.relation.reference (參考文獻) Language 1 (2), 81-92zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., Devine, J., & Eskey, D. (1988). Interactive approaches tozh_TW
dc.relation.reference (參考文獻) second-language reading. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESK reading pedagogy.zh_TW
dc.relation.reference (參考文獻) TESOL Quarterly, 17 (4), 553-574.zh_TW
dc.relation.reference (參考文獻) Carter, R. (1998). Vocabulary. London: Routledge.zh_TW
dc.relation.reference (參考文獻) Carter, R., & McCarthy, M. (1988). Vocabulary and language teaching. London:zh_TW
dc.relation.reference (參考文獻) Longman.zh_TW
dc.relation.reference (參考文獻) Cohen, A. D., Glasman, H., Phyllis, R., Rosenbaum, P. R., Ferrara, J., & Fine, J.zh_TW
dc.relation.reference (參考文獻) (1978). Reading English for specialized purposes: Discourse analysis and thezh_TW
dc.relation.reference (參考文獻) use of students informants. TESOL Quarterly, 13 (4), 551-564.zh_TW
dc.relation.reference (參考文獻) Cook, G. (1989). Discourse. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Cooper, M. (1984). Linguistic competence of practiced and unpractised non-nativezh_TW
dc.relation.reference (參考文獻) readers of English. IN J. C. Alderson and 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) Coulthard, R. M. (1985). An introduction to discourse analysis. London: Longman.zh_TW
dc.relation.reference (參考文獻) Coulthard, R. M. (1987). Discussing discourse. Birmingham: EL Research.zh_TW
dc.relation.reference (參考文獻) Coulthard, R. M. (1994). Advances in written text analysis. London: Routledge.zh_TW
dc.relation.reference (參考文獻) Crombie, W. (1985). Process and relation in discourse and language learning.zh_TW
dc.relation.reference (參考文獻) Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Cullip, P. F. (2000). Text technology. RELC Journal, 31(2), 76-104.zh_TW
dc.relation.reference (參考文獻) Dechant, E. (1991). Understanding and teaching reading: An interactive model.zh_TW
dc.relation.reference (參考文獻) Hillsdale, NJ: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) Flesch, R. (1955). Why Johnny can’t read. New York: Harper and Row.zh_TW
dc.relation.reference (參考文獻) Flowerdes, J. (2003). Signaling nouns in discourse. English for Specific Purposes, 22,zh_TW
dc.relation.reference (參考文獻) 239-346zh_TW
dc.relation.reference (參考文獻) Francis, G. (1986). Labeling discourse: An aspect of nominal-group lexical cohesion.zh_TW
dc.relation.reference (參考文獻) IN M. Coulthard (Ed.). Advances in Written Text Analysis (pp.83-101). London: Routledge.zh_TW
dc.relation.reference (參考文獻) Frase, L. T., & Schwartz, B. J. (1975). Effect of question production and answering onzh_TW
dc.relation.reference (參考文獻) prose recall. Journal of Educational Psychology, 67, 628-635.zh_TW
dc.relation.reference (參考文獻) Fries, C. (1962). Linguistics and reading. New York: Holt, Rinehart, and Winston.zh_TW
dc.relation.reference (參考文獻) Goodman, K. S. (1967). Reading: a psycholinguistic guessing game. Journal of thezh_TW
dc.relation.reference (參考文獻) Reading Specialist, 4, 126-135.zh_TW
dc.relation.reference (參考文獻) Goodman, K. S. (1968). The psycholinguistic nature of the reading process. IN K. S.zh_TW
dc.relation.reference (參考文獻) Goodman (Ed.). The Psycholinguistic Nature of the Reading Process (pp.zh_TW
dc.relation.reference (參考文獻) 15-26). Detroit: Wayne State University Press.zh_TW
dc.relation.reference (參考文獻) Goodman, K. S. (1976). Behind the eye: What happens in reading. IN H. Singer, & R.zh_TW
dc.relation.reference (參考文獻) B. Ruddell (Eds.). Theoretical Models and Processes of Reading. Newark, DE:zh_TW