| dc.contributor.advisor | 林啟一 | zh_TW |
| dc.contributor.advisor | Lin, Chi-yee | en_US |
| dc.contributor.author (Authors) | 楊憶琴 | zh_TW |
| dc.contributor.author (Authors) | Yang, Yih-chin | en_US |
| dc.creator (作者) | 楊憶琴 | zh_TW |
| dc.creator (作者) | Yang, Yih-chin | en_US |
| dc.date (日期) | 2004 | en_US |
| dc.date.accessioned | 14-Sep-2009 12:17:31 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 12:17:31 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 12:17:31 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0919510102 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31815 | - |
| 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) | 91951010 | zh_TW |
| dc.description (描述) | 93 | zh_TW |
| dc.description.abstract (摘要) | 本文旨在探討透過後設論述觀念的教授，對高中生英文閱讀表現有否顯著效益，同時加以深入分析後設論述觀念，對於不同英語能力程度的學生在其閱讀表現有否不同的效益。 壹、研究方法 (一) 本行動研究以八十位桃園縣立某高中二年級兩班社會組學生為本實驗教學之對象。將兩班學生分成實驗組和控制組，同時在實驗組班級中，依據其在英語分級測驗的成績分配出高分組和低分組。 (二) 兩組受試者先進行閱讀理解的前測，並填寫一份有關其已知語言學習策略之問卷，實驗組學生接受十二週後設論述觀念的閱讀教學，而控制組學生只接受一般高中英文課程教學。 (三) 此外，實驗組學生並填寫有關於後設論述觀念的前後問卷，兩組受試者前後測成績皆以獨立及相依樣本t 檢定統計方法來分析學生的成績。 問卷的結果以百分比形式及統計卡方方法表列；百分比同質性檢定用來分析高分組和低分組學生們對於後設論述觀念教授的不同反應。 統計顯著水準.05 用於所有分析中以決定顯著差異是否存在。 (四) 最後，實驗組受試者須填寫一份有關於他們對後設論述觀念教授的觀感以及策略應用之問卷。 貳、研究結果 (一) 實驗組和控制組間其閱讀表現並有顯著差異。 實驗組學生因有後設論述觀念教授而在閱讀表現上有顯著提升。 (二) 實驗組的高分組與低分組在前後測閱讀表現有顯著差異。 高分組及低分組學生皆因有後設論述觀念教授而在閱讀表現上有顯著提升。尤其對高分組學生閱讀表現助益更大 (三) 問卷結果顯示，大部分實驗組學生對於後設論述觀念教授在閱讀表現上的效益抱持肯定態度。高分組及低分組學生皆持正面態度。 (四) 問卷結果顯示，大部分實驗組學生認為對於後設論述基模中的文本後設論述觀念的學習，較優於人際間後設論述觀念的學習。 (五) 問卷結果顯示，大部分實驗組學生認為，應用文本後設論述中的連接轉折詞及順序詞 對於提升他們英文閱讀能力幫助極大。 參、研究限制 (一) 本研究在實際高中英文閱讀教學情境中進行，僅以研究者所任教之兩個班級為對象，目的在於透過後設論述觀念教授高中生英文閱讀之研究，探討此教學方法應用於台灣高中學生在英語閱讀學習之成效及可能遭遇的學習瓶頸。因此，若欲據以推論其它不同學校與不同程度學生之教學應用，尚需進ㄧ步探究。 (二) 國外文獻多數討論後設論述觀念與英文作文教學應用，有關於和英語閱讀學習成效的文獻則極為稀少。本研究根據研究結果，提出後設論述觀念教授與第二外語英語閱讀教學意涵上的探討，提供台灣英語教師教學策略的的思考和想法。 | zh_TW |
| dc.description.abstract (摘要) | This study explores whether if there are significant effects of metadiscourse schema on senior high EFL students’English reading comprehension. The study further investigates if there are significant effects of metadiscourse schema on reading comprehension for students with different language proficiency levels. It also reports the students’responses to metadiscourse schema on: the textual and interpersonal aspects. The subjects are eighty second-graders from Y.F. Senior High School in Taoyuan County. They are equally divided into the experimental and control groups based on the statistical s-shape distribution. The experimental group is further categorized into high-and low-proficiency subgroups based on the score of the placement test. Subjects in the experimental group take the instruction of metadiscourse schema for reading comprehension in twelve weeks. All subjects take the pre-and post-test for reading comprehension and fill in Questionnaire I. The independent and dependent-sample t-test is used to analyze the subjects’ scores in the tests. The results of Questionnaire II are tabulated in terms of frequency and percentage. The results of Questionnaire II between high-and low-proficiency groups are analyzed by the test of homogeneity of proportions. Besides, the results of Questionnaire III also be discussed and analyzed. The .05 level of significance is used in all analysis as the criterion level for determining a significant difference. The major findings in this study are summarized as follows: 1.There is a significant difference in the reading performance between the experimental and control groups. When metadiscourse schema is instructed to the experimental group, the EG subjects have the significant improvement in reading performance. 2.There are significant differences for the high-and low-proficiency groups in the experimental group between Questionnaire II before and after the metadiscourse instruction. HPG gain more benefit from the instruction of metadiscourse schema than LPG. 3.The results of Questionnaire III on the students’ responses to metadiscourse schema show that most subjects’ perception of the effects of metadiscourse schema on the reading performance is positive. 4.EG subjects gain more benefit from the instruction of the textual metadiscourse than the interpersonal metadiscourse. 5.The results of Questionnaires II on the instruction of metadiscourse schema indicate that logical connectives and frame markers in the textual metadiscourse are the features most frequently used by senior high EFL students Based on the above-mentioned findings, pedagogical implications are provided and further research suggested. | en_US |
| dc.description.tableofcontents | ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES ix LIST OF FIGURES xii CHINESE ABSTRACT xiii ENGLISH ABSTRACT xv Chapter One 1. Introduction 1 1.1 Motivation and Goal 2 1.2 Purpose of the Study 3 1.3 Significance of the Study 4 1.4 Research Questions 4 1.5 Definition of Terms 5 Chapter Two 2. Literature Review 7 2.1 Research on Reading Theoretical Framework 7 2.1.1 Models of First Language Reading 8 Psycholinguistic Models of Reading 8 Schema Theory 10 “Top-down” and “Bottom-up” Models 11 Metacognition 12 2.1.2 Reading in Second Language 15 2.1.3 The Relationship between L1 and L2 Reading 15 2.1.4 Reading Comprehension and Strategies 17 2.2 The Theoretical Framework for Metadiscourse 19 2.3 Metadiscourse Categorization 24 2.4 Modification of Metadiscourse Schema: 28 2.4.1 Textual Mediscourse 28 2.4.2 Interpersonal Metadiscourse 31 2.5 Related Studies on Metadiscourse 34 2.6 Research Hypotheses 38 Chapter Three 3. Research Method 39 3.1 Subjects 39 3.2 Materials and Instruments 40 3.2.1 Instruments 40 3.3 Procedure & Instruction 44 3.3.1 Procedure of the Treatment 44 3.3.2 Instruction 49 3.4 Data analysis 49 Chapter Four 4. Results 51 4.1 Overview 51 4.2 Results 51 4.2.1 Results of Questionnaire I (SORS) 51 4.2.2 Comparison of the Pre-and Post-reading Comprehension Test between the EG and CG 58 4.2.3 Comparison of the Pre-and Post-reading Comprehension Test between the High Proficiency Group (HPG) and Low Proficiency Group (LPG) in the Experimental Group 61 4.2.4 A Comparison: Results of Questionnaire II before and after the Metadiscourse Instruction by the EG 63 4.2.5 A Comparison: Results of Questionnaire II before and after the Metadiscourse Instruction between the High (HPG) and Low Proficiency Group (LPG) in the EG 66 4.2.5.1 A Comparison: the Results of Questionnaire II before the Metadiscourse Instruction by HPG and LPG 67 4.2.5.2 A Comparison: the Results of Questionnaire II after the Metadiscourse Instruction by HPG and LPG 68 4.2.6 The Results of Questionnaire III 69 Chapter Five 5. Discussions 76 5.1 The Instruction of Metadiscourse Features in Reading Comprehension 76 5.1.1 Questionnaire I (SORS) 76 5.1.2 Subjects’ Performance in the Pre-test and Post-test of the Reading Comprehension 79 5.1.3 Questionnaire II: Metadiscourse Schema Questionnaire 80 5.2 Participants of Different English Proficiency Levels and Degree of Metadiscourse Awareness after the Instruction of Metadiscourse Schema 84 5.3. Questionnaire III: Response to the Instruction of Metadiscourse Schema 86 5.4 Pedagogical Implications 93 5.5 Limitations of this Study 95 5.6 Suggestions for Further Research 96 References 98 APPENDIXES 108 Appendix A Questionnaire I (SORS) 108 Appendix B Questionnaire II: Questionnaire II before the Metadiscourse Instruction (Chinese Version) 109 Appendix C Questionnaire II: Questrionnaire II after the Metadiscourse Instruction (English Version) 111 Appexdix D Questionnaire III: Response to the Instruction of Metadiscourse Schema 112 Appendix E Crismore, Markkanen & Steffensen’s Classification System for Metadiscourse Categories 114 Appendix F Hyland (1997c)’s Classification of Metadiscourse Schema 115 Appendix G Vande Kopple (1985)’s Classification of Metadiscourse 116 Appendix H Lautamatti (1978) and Williams (1981)’ Classification of Metadiscourse Categories 117 Appendix I Teaching Instruction for Metadiscourse Schema 118 Appendix J Teaching Materials for Metadisocurse Schema 125 Appendix K Pretest for Reading Comprehension Test 136 Appendix L Posttest for Reading Comprehension Test 144 LISTS OF TABLES TABLE 2.1 Metadiscourse/Matatextual Functions 26 TABLE 2.2 Continuums for Selected Metadiscourse Dimensions 27 TABLE 2.3 Metadiscourse Schema for Texts 33 TABLE 3.1 Procedure for the Instruction of Metadiscourse Schema 48 TABLE 4.1 The Reading Strategies (SORS) by the Participants of EG & CG 54 TABLE 4.2 Distribution of the Average Scores of Global Reading Strategies 56 TABLE 4.3 Distribution of the Average Scores of Problem Solving Reading Strategies 57 TABLE 4.4 Distribution of the Average Scores of Supporting Reading Strategies 58 TABLE 4.5 The Descriptive Result of the Pre-test and Post-test between the EG and CG 59 TABLE 4.6 The Independent T-test for the Pre-tests of the EG and CG 59 TABLE 4.7 The Independent T-test for the Post-tests of the EG and CG 60 TABLE 4.8 The Dependent T-test for the Pre-tests and Post-test of the EG 60 TABLE 4.9 The Dependent T-test for the Pre-tests and Post-test of the CG 61 TABLE 4.10 A Comparison: the Pre-test and Post-test between the High-proficiency and Low-proficiency Groups in EG 62 TABLE 4.11 The Dependent Sample t-test for the Pre-tests and Post-test of HPG 62 TABLE 4.12 The Dependent T-test for the Pre-tests and Post-test of LPG 62 TABLE 4.13 A Comparison: Mean Scores of Participants’ Awareness of Textual Metadiscourse Prior to and After the Instruction of Metadiscourse Schema 65 TABLE 4.14 A Comparison: Mean Scores of Participants’ Awareness Interpersonal Metadiscourse Prior to and After the Instruction of Metadiscourse Schema 66 TABLE 4.15 Frequencies and Percentage of Metadiscouse Schema in Questionnaire II before the Instruction of Metadiscourse by HPG and LPG 67 TABLE 4.16 Frequencies and Percentage of Metadiscourse Schema in Questionnaire II after the Instruction of Metadiscourse by HPG and LPG 69 TABLE 4.17 The Responses of HPG and LPG to the Effects of Textual Metadiscourse on Text Organization 70 TABLE 4.18 The Responses of HPG and LPG to the Effects of Textual Metadiscourse on Text Cohesion 71 TABLE 4.19 The Responses of HPG and LPG to the Effects of Metadiscourse Schema on Identifying Supporting Details 71 TABLE 4.20 The Responses of HPG and LPG to the Pragmatic Item of Metadiscourse Schema 72 TABLE 4.21 The Responses of HPG and LPG to the Difficult Items of Metadiscourse Schema 73 TABLE 4.22 The Responses of HPG and LPG to the Preference for Metadiscourse Schema 73 TABLE 4.23 The Responses of HPG and LPG to the Effects of Metadiscourse Schema on the Reading Comprehension 74 TABLE 4.24 The Responses of HPG and LPG to the Effects of Metadiscourse Schema for the Performance on Reading Comprehension Test 74 TABLE 4.25 The Responses of HPG and LPG to the Effects of Metadiscourse Schema on the Learning of English Writing 75 TABLE 4.26 The Responses of HPG and LPG to the Suggestions for Metadiscourse Schema Instruction 75 LISTS OF FIGURES Figure Figure 2.1 Coady’s (1979) Model of the ESL Reader 9 Figure 2.2 A Rhetorical Model of Discourse and Metadiscourse Relationships 22 Figure 2.3 A Functional/Pragmatic Approach to Metadiscourse 23 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0919510102 | en_US |
| dc.subject (關鍵詞) | 後設論述 | zh_TW |
| dc.subject (關鍵詞) | 後設論述基模 | zh_TW |
| dc.subject (關鍵詞) | 英文閱讀 | zh_TW |
| dc.subject (關鍵詞) | metadiscourse | en_US |
| dc.subject (關鍵詞) | metadiscourse schema | en_US |
| dc.subject (關鍵詞) | English reading comprehension | en_US |
| dc.title (題名) | 透過後設論述觀念教授高中生英文閱讀之研究 | zh_TW |
| dc.title (題名) | The Use of Metadiscourse to Teach High School Students` Reading Comprehension | en_US |
| dc.type (資料類型) | thesis | en |
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