交互教學法對台灣國中生英文閱讀能力與後設認知之效益

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題名	交互教學法對台灣國中生英文閱讀能力與後設認知之效益 The Effects of Reciprocal Teaching on Taiwanese Junior High School Students` English Reading Comprehension and Metacognitive Awareness
作者	林思燕
貢獻者	林啟一林思燕
關鍵詞	交互教學法英文閱讀能力後設認知 Reciprocal Teaching English Reading Comprehension Metacognitive Awareness
日期	2006
上傳時間	14-Sep-2009 12:17:42 (UTC+8)
摘要	本研究的目的在探討「交互教學法」對台灣國中生英文閱讀能力與後設認知之效益，並研究國中生對此教學的回應。參與本研究的學生為82名苗栗縣某公立高中的兩班九十五學年度九年級學生，實驗組施以12週交互教學法，控制組則為傳統老師講授方式，在教學活動前後，實驗組和控制組所有學生皆施以閱讀理解測驗（採自全民英檢初級閱讀測驗）及後設認知問卷，實驗組多加施以交互教學法回饋問卷。本研究結果摘要如下： 1. 實驗組與控制組在閱讀理解測驗表現有顯著差異，亦即，交互教學法有效地增進學生閱讀理解表現。 2. 後設認知方面，實驗組在「閱讀信心」、「閱讀困難」和「閱讀能力強的人應具備的能力」三項後設認知能力表現顯著提高，在「有效閱讀策略」與「補救策略」二項之後設認知表現亦有明顯進步。 3. 交互教學法有助於增強學生對閱讀策略的觀念和用法，大部分受試者認為「摘要」與「預測」是最實用的閱讀策略。 4. 回饋問卷顯示，大部分實驗組學生對交互教學法持正面支持態度，並表示願意將所學之閱讀策略運用在未來的英語閱讀中。根據上述結果，本研究建議國中英語教師可運用「交互教學法」增進學生英語閱讀能力與後設認知能力，並提升學生學習英語的興趣。同時為了讓「交互教學法」發揮最大效用，教師應考慮學生在語言學習上之個別差異，以避免學生心理上的排斥與學習上的反效果。 This study aimed to examine the effectiveness of reciprocal teaching in promoting EFL junior high school students’ reading comprehension and metacognitive awareness. In addition, students’ responses to reciprocal teaching were probed. Participants of this study included 82 ninth-graders from two intact classes in one public senior high school in Miaoli in the fall semester of 2006. The experimental group was engaged in reciprocal teaching and the control group was instructed in the traditional teacher-centered method. The reading comprehension test of GEPT at elementary level was used as the pretest and posttest to measure the participants’ reading ability before and after the instruction. Additionally, two questionnaires were adopted: one for investigating the effects of reciprocal teaching on students’ metacognitive awareness and the other for measuring the experimental group’s attitudes towards reciprocal teaching. After twelve weeks of experiment, the main results of this study can now be summarized as follows: 1. The participants’ reading comprehension ability improved significantly after the implementation of reciprocal teaching. 2. The participants’ metacognitive awareness was significantly higher especially in the categories of students’ reading confidence, students’ perceptions of reading difficulties, and students’ perceptions of a good reader. Students’ perceptions of repair strategies and effective strategies, though no significantly different , the participants did make progress in recognition of top-down and bottom-up strategies. 3. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies. The strategies viewed by the participants as the most practical ones were “summarizing” and “predicting”. 4. According to the findings from the response questionnaire, the participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive. In addition, most of the participants expressed their willingness to employ the instructed strategies in their future English reading. The results suggest that reciprocal teaching can be a viable approach to help improve junior high school students’ reading comprehension ability and metacognitive awareness of English reading. Besides, students’ interest in learning can be stirred up. Yet, it should be noted that when conducting reciprocal teaching, teachers need to be taken into account students’ personal difference in language learning to avoid potential rejection.
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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 92951008 95
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0929510082
資料類型	thesis

dc.contributor.advisor	林啟一	zh_TW
dc.contributor.author (Authors)	林思燕	zh_TW
dc.creator (作者)	林思燕	zh_TW
dc.date (日期)	2006	en_US
dc.date.accessioned	14-Sep-2009 12:17:42 (UTC+8)	-
dc.date.available	14-Sep-2009 12:17:42 (UTC+8)	-
dc.date.issued (上傳時間)	14-Sep-2009 12:17:42 (UTC+8)	-
dc.identifier (Other Identifiers)	G0929510082	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/31817	-
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)	92951008	zh_TW
dc.description (描述)	95	zh_TW
dc.description.abstract (摘要)	本研究的目的在探討「交互教學法」對台灣國中生英文閱讀能力與後設認知之效益，並研究國中生對此教學的回應。參與本研究的學生為82名苗栗縣某公立高中的兩班九十五學年度九年級學生，實驗組施以12週交互教學法，控制組則為傳統老師講授方式，在教學活動前後，實驗組和控制組所有學生皆施以閱讀理解測驗（採自全民英檢初級閱讀測驗）及後設認知問卷，實驗組多加施以交互教學法回饋問卷。本研究結果摘要如下： 1. 實驗組與控制組在閱讀理解測驗表現有顯著差異，亦即，交互教學法有效地增進學生閱讀理解表現。 2. 後設認知方面，實驗組在「閱讀信心」、「閱讀困難」和「閱讀能力強的人應具備的能力」三項後設認知能力表現顯著提高，在「有效閱讀策略」與「補救策略」二項之後設認知表現亦有明顯進步。 3. 交互教學法有助於增強學生對閱讀策略的觀念和用法，大部分受試者認為「摘要」與「預測」是最實用的閱讀策略。 4. 回饋問卷顯示，大部分實驗組學生對交互教學法持正面支持態度，並表示願意將所學之閱讀策略運用在未來的英語閱讀中。根據上述結果，本研究建議國中英語教師可運用「交互教學法」增進學生英語閱讀能力與後設認知能力，並提升學生學習英語的興趣。同時為了讓「交互教學法」發揮最大效用，教師應考慮學生在語言學習上之個別差異，以避免學生心理上的排斥與學習上的反效果。	zh_TW
dc.description.abstract (摘要)	This study aimed to examine the effectiveness of reciprocal teaching in promoting EFL junior high school students’ reading comprehension and metacognitive awareness. In addition, students’ responses to reciprocal teaching were probed. Participants of this study included 82 ninth-graders from two intact classes in one public senior high school in Miaoli in the fall semester of 2006. The experimental group was engaged in reciprocal teaching and the control group was instructed in the traditional teacher-centered method. The reading comprehension test of GEPT at elementary level was used as the pretest and posttest to measure the participants’ reading ability before and after the instruction. Additionally, two questionnaires were adopted: one for investigating the effects of reciprocal teaching on students’ metacognitive awareness and the other for measuring the experimental group’s attitudes towards reciprocal teaching. After twelve weeks of experiment, the main results of this study can now be summarized as follows: 1. The participants’ reading comprehension ability improved significantly after the implementation of reciprocal teaching. 2. The participants’ metacognitive awareness was significantly higher especially in the categories of students’ reading confidence, students’ perceptions of reading difficulties, and students’ perceptions of a good reader. Students’ perceptions of repair strategies and effective strategies, though no significantly different , the participants did make progress in recognition of top-down and bottom-up strategies. 3. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies. The strategies viewed by the participants as the most practical ones were “summarizing” and “predicting”. 4. According to the findings from the response questionnaire, the participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive. In addition, most of the participants expressed their willingness to employ the instructed strategies in their future English reading. The results suggest that reciprocal teaching can be a viable approach to help improve junior high school students’ reading comprehension ability and metacognitive awareness of English reading. Besides, students’ interest in learning can be stirred up. Yet, it should be noted that when conducting reciprocal teaching, teachers need to be taken into account students’ personal difference in language learning to avoid potential rejection.	en_US
dc.description.tableofcontents	Acknowledgments..........................................iii Chinese Abstract...................................................x English Abstract.................................................xii Table of Contents................................................iv List of Tables..................................................viii List of Figures..................................................ix Chapter 1. Introduction...................................1 1.1 Motivation and Goal...................1 1.2 Purpose of the Study.............8 1.3 Significance of the Study.......9 2. Literature Review..................10 2.1 Reading Comprehension Processes.....10 2.2 Metacognition..............16 2.3 The Role of Metacognition in Reading Comprehension....21 2.4 Reciprocal Teaching.............26 2.4.1 Theoretical Rationale.......26 2.4.2 Four Strategies of Reciprocal Teaching..29 2.4.2.1 Prediction....30 2.4.2.2 Clarifying........32 2.4.2.3 Question Generating.....33 2.4.2.4 Summarizing............35 2.4.3 Overview of Reciprocal Teaching.....37 2.4.4 Research on Reciprocal Teaching.....43 2.5 Research Questions................46 3. Method.........................................47 3.1 Participants................47 3.2 Instruments..................48 3.2.1 A Pretest and Posttest in Reading Comprehension.....................48 3.2.2 Metacognitive Awareness Questionnaire....................................49 3.2.3 Reading Materials for Reciprocal Teaching................................52 3.2.4. Students’ Response Questionnaire.............................................52 3.3 Procedures..............................53 3.3.1 Pilot Study....................54 3.3.2 A Pretest in Reading Comprehension and a Metacognitive Awareness Questionnaire 1 ...........55 3.3.3 Teaching Sessions..........55 3.3.4 A Posttest in Reading Comprehension, a Metacognitive Questionnaire 2, and Students’ Response Questionnaire...60 3.4 Data Analysis.................................60 4. Results.....................62 4.1 Effects of Reciprocal Teaching on Students’ Reading Comprehension.................................62 4.2 Effects of Reciprocal Teaching on Students’ Metacognitive Awareness...................................64 4.2.1 Students’ Reading Confidence.......64 4.2.2 Students’ Perceptions of Reading Difficulties............................66 4.2.3 Students’ Perceptions of Repair Strategies.................................67 4.2.4 Students’ Perceptions of Effective Reading Strategies...............68 4.2.5 Students’ Perceptions of a Good Reader.....................................70 4.3 Students’ Responses to Reciprocal Teaching...71 4.3.1 Students’ Responses to Question 1: My Evaluations of Reciprocal Teaching...........71 4.3.2 Students’ Responses to Question 2: My Beliefs in the Effects of the Four Instructed Strategies........73 4.3.3 Students’ Responses to Question 3: My Fondness for Reciprocal Teaching..................74 4.3.4 Students’ Responses to Question 4: My Willingness to Implement these Strategies in my Future English Reading.......................................79 5. Discussion.............................81 5.1 Discussion of the Major Findings......81 5.1.1 The Effects of Reciprocal Teaching on Students’ Reading Comprehension.........................81 5.1.2 The Effects of Reciprocal Teaching on Students’ Metacognitive Awareness of English Reading.....82 5.1.2.1 Metacognitive Awareness of Reading Confidence..83 5.1.2.2 Metacognitive Awareness of Reading Difficulties..84 5.1.2.3 Metacognitive Awareness of Repair Strategies...85 5.1.2.4 Metacognitive Awareness of Effective Strategies....86 5.1.2.5 Metacognitive Awareness of a Good Reader...87 5.1.3 Students’ Responses to Reciprocal Teaching..............................89 5.2 Pedagogical Implications........94 5.3 Limitations of this Study.............100 5.4 Suggestions for Future Studies..............101 References...............................................104	zh_TW
dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0929510082	en_US
dc.subject (關鍵詞)	交互教學法	zh_TW
dc.subject (關鍵詞)	英文閱讀能力	zh_TW
dc.subject (關鍵詞)	後設認知	zh_TW
dc.subject (關鍵詞)	Reciprocal Teaching	en_US
dc.subject (關鍵詞)	English Reading Comprehension	en_US
dc.subject (關鍵詞)	Metacognitive Awareness	en_US
dc.title (題名)	交互教學法對台灣國中生英文閱讀能力與後設認知之效益	zh_TW
dc.title (題名)	The Effects of Reciprocal Teaching on Taiwanese Junior High School Students` English Reading Comprehension and Metacognitive Awareness	en_US
dc.type (資料類型)	thesis	en
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