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題名 放聲思考法在國中生英文閱讀上字彙推論的效益
作者 楊純妹
Yang, Chun-mei
貢獻者 林啟一
Lin, Chi-yee
楊純妹
Yang, Chun-mei
關鍵詞 放聲思考
字彙推論
英文閱讀
Thinking Aloud
Lexical Inferencing
English Reading Comprehension
日期 2004
上傳時間 17-Sep-2009 16:34:09 (UTC+8)
摘要 本文旨在探討台灣國中生在英語閱讀時, 運用「放聲思考配對練習法」結合「單字解讀策略」教學的成效及影響, 研究對象是依安置測驗所選出兩班具有高度同質性的國三學生, 隨機分派為一實驗組, 一控制組, 並依其安置測驗結果分為高、低兩組。 實驗組在老師教完單字解讀策略後, 由一高分組學生和一低分組學生隨機配對做為期八週的放聲思考閱讀訓練, 並且在訓練活動前後, 實驗組和控制組所有的學生皆施予單字解讀成就測驗, 閱讀理解成就測驗, 及英語閱讀學習態度量表, 實驗組更多加施予後設認知問卷及對此訓練活動的反應問卷, 同時在實驗組訓練過程中, 隨機抽取一組配對的學生將他們運用「放聲思考配對練習法」作答的過程錄音下來以便分析。
      本研究結果顯示: (一)實驗組和控制組在單字解讀成就測驗有顯著差異。亦即, 運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生字彙推測的成績表現, 對低程度的學生效果尤其明顯。(二)在四種單字解讀策略中, 「放聲思考配對練習法」最能增進學生在「往前線索策略」和「背景知識線索策略」的成績表現, 對不同程度的學生而言, 低程度學生的「往前線索策略」成績進步最多。(三)實驗組和控制組在閱讀理解成就測驗並沒有顯著差異。亦即, 此一訓練活動並不能改進學生在閱讀理解的成績表現。(四)實驗組和控制組的英語閱讀學習態度量表有顯著差異。即運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生對英語閱讀的學習態度, 尤其對高程度的學生效果尤其明顯。在四種分項學習態度中, 學生的「免除對英語閱讀的恐懼」學習態度進步最多。(五)在後設認知方面, 實驗組的學生在接受此一閱讀訓練活動後, 對自己在文章大意、文章相關知識及猜字技巧的閱讀困難上有顯著的認知, 並且也認定猜字技巧是有效的英語閱讀策略。(六)從反應問卷中顯示, 接受此一閱讀訓練活動後, 大部分的學生認為運用「放聲思考配對練習法」結合「單字解讀策略」的教學對他們的字彙推測技巧是有幫助的, 且其幫助大於單獨運用「放聲思考配對練習法」或單獨運用「單字解讀策略」, 並且認為此一閱讀訓練活動有助於對自己和對他人閱讀過程的了解。但大多數的學生對運用此一閱讀訓練活動於未來英語課程中仍採保留態度。
      根據上述的結果, 本研究建議國中英語教師可以運用「放聲思考配對練習法」結合「單字解讀策略」的教學來增進學生在英語閱讀時字彙推測的技巧和對英語閱讀的學習態度, 以及加強他們對自我閱讀過程的認知。同時, 為了能讓「放聲思考配對練習法」在學生身上發揮最大的學習效果, 教師應考慮學生在語言學習上的個別差異現象以及此一合作學習法時間掌握的問題, 以避免學生心理上的排斥作用和學習上的反效果。
This thesis explores EFL lexical inferencing abilities and reading behaviors of junior high school students in Taiwan. Thinking Aloud Pair Problem Solving (TAPPS) and instruction of Word-solving Strategies were integrated to see whether they had effects on students’ lexical inferencing abilities, reading comprehension, learning attitude toward and metacognitive awareness of English reading. Two third-grade junior high school classes were selected as one experimental group and one control group, both with high-and low-proficiency levels.
      Results were found from the statistical analysis of the experiment. First, TAPPS training in word-solving strategies proved quite beneficial in enhancing students’ lexical inferencing abilities, and the low-proficiency students benefited more than the high-proficiency students. Second, TAPPS training in word-solving strategies indeed facilitated students’ use of forward cues and background knowledge cues, and the low-proficiency students improved most in their use of forward cues. Third, TAPPS training in word-solving strategies did not benefit students in their general reading comprehension. Fourth, TAPPS training in word-solving strategies successfully helped the students change their learning attitude toward English reading, especially the high-proficiency students. As to the different learning attitudes, students’ learning attitude of “The freedom from fear of English reading” changed most. Fifth, after receiving this training activity, the students’ metacognitive awareness of English reading was significantly higher. Sixth, the response questionnaire revealed that most of the students considered TAPPS training in word-solving strategies helpful and gave positive responses to this training activity. However, most of the students were conservative about recommending this training activity to future English classes.
      These aforementioned findings in this study suggested that junior high school English teachers could adopt TAPPS training in word-solving strategies to enhance students’ lexical inferencing abilities, change their learning attitude and reinforce their metacognitive awareness of English reading. However, it should be cautioned here that when teachers try to implement TAPPS training in English reading comprehension, they should consider students’ personal difference in language learning and the disruptive and time-consuming drawback of TAPPS to avoid students’ potential rejection and failure of the whole training activity.
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描述 國立政治大學
英國語文學系英語教學碩士在職專班
91951001
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0091951001
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (Authors) 楊純妹zh_TW
dc.contributor.author (Authors) Yang, Chun-meien_US
dc.creator (作者) 楊純妹zh_TW
dc.creator (作者) Yang, Chun-meien_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 16:34:09 (UTC+8)-
dc.date.available 17-Sep-2009 16:34:09 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:34:09 (UTC+8)-
dc.identifier (Other Identifiers) G0091951001en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33428-
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) 91951001zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本文旨在探討台灣國中生在英語閱讀時, 運用「放聲思考配對練習法」結合「單字解讀策略」教學的成效及影響, 研究對象是依安置測驗所選出兩班具有高度同質性的國三學生, 隨機分派為一實驗組, 一控制組, 並依其安置測驗結果分為高、低兩組。 實驗組在老師教完單字解讀策略後, 由一高分組學生和一低分組學生隨機配對做為期八週的放聲思考閱讀訓練, 並且在訓練活動前後, 實驗組和控制組所有的學生皆施予單字解讀成就測驗, 閱讀理解成就測驗, 及英語閱讀學習態度量表, 實驗組更多加施予後設認知問卷及對此訓練活動的反應問卷, 同時在實驗組訓練過程中, 隨機抽取一組配對的學生將他們運用「放聲思考配對練習法」作答的過程錄音下來以便分析。
      本研究結果顯示: (一)實驗組和控制組在單字解讀成就測驗有顯著差異。亦即, 運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生字彙推測的成績表現, 對低程度的學生效果尤其明顯。(二)在四種單字解讀策略中, 「放聲思考配對練習法」最能增進學生在「往前線索策略」和「背景知識線索策略」的成績表現, 對不同程度的學生而言, 低程度學生的「往前線索策略」成績進步最多。(三)實驗組和控制組在閱讀理解成就測驗並沒有顯著差異。亦即, 此一訓練活動並不能改進學生在閱讀理解的成績表現。(四)實驗組和控制組的英語閱讀學習態度量表有顯著差異。即運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生對英語閱讀的學習態度, 尤其對高程度的學生效果尤其明顯。在四種分項學習態度中, 學生的「免除對英語閱讀的恐懼」學習態度進步最多。(五)在後設認知方面, 實驗組的學生在接受此一閱讀訓練活動後, 對自己在文章大意、文章相關知識及猜字技巧的閱讀困難上有顯著的認知, 並且也認定猜字技巧是有效的英語閱讀策略。(六)從反應問卷中顯示, 接受此一閱讀訓練活動後, 大部分的學生認為運用「放聲思考配對練習法」結合「單字解讀策略」的教學對他們的字彙推測技巧是有幫助的, 且其幫助大於單獨運用「放聲思考配對練習法」或單獨運用「單字解讀策略」, 並且認為此一閱讀訓練活動有助於對自己和對他人閱讀過程的了解。但大多數的學生對運用此一閱讀訓練活動於未來英語課程中仍採保留態度。
      根據上述的結果, 本研究建議國中英語教師可以運用「放聲思考配對練習法」結合「單字解讀策略」的教學來增進學生在英語閱讀時字彙推測的技巧和對英語閱讀的學習態度, 以及加強他們對自我閱讀過程的認知。同時, 為了能讓「放聲思考配對練習法」在學生身上發揮最大的學習效果, 教師應考慮學生在語言學習上的個別差異現象以及此一合作學習法時間掌握的問題, 以避免學生心理上的排斥作用和學習上的反效果。		zh_TW
dc.description.abstract (摘要) This thesis explores EFL lexical inferencing abilities and reading behaviors of junior high school students in Taiwan. Thinking Aloud Pair Problem Solving (TAPPS) and instruction of Word-solving Strategies were integrated to see whether they had effects on students’ lexical inferencing abilities, reading comprehension, learning attitude toward and metacognitive awareness of English reading. Two third-grade junior high school classes were selected as one experimental group and one control group, both with high-and low-proficiency levels.
      Results were found from the statistical analysis of the experiment. First, TAPPS training in word-solving strategies proved quite beneficial in enhancing students’ lexical inferencing abilities, and the low-proficiency students benefited more than the high-proficiency students. Second, TAPPS training in word-solving strategies indeed facilitated students’ use of forward cues and background knowledge cues, and the low-proficiency students improved most in their use of forward cues. Third, TAPPS training in word-solving strategies did not benefit students in their general reading comprehension. Fourth, TAPPS training in word-solving strategies successfully helped the students change their learning attitude toward English reading, especially the high-proficiency students. As to the different learning attitudes, students’ learning attitude of “The freedom from fear of English reading” changed most. Fifth, after receiving this training activity, the students’ metacognitive awareness of English reading was significantly higher. Sixth, the response questionnaire revealed that most of the students considered TAPPS training in word-solving strategies helpful and gave positive responses to this training activity. However, most of the students were conservative about recommending this training activity to future English classes.
      These aforementioned findings in this study suggested that junior high school English teachers could adopt TAPPS training in word-solving strategies to enhance students’ lexical inferencing abilities, change their learning attitude and reinforce their metacognitive awareness of English reading. However, it should be cautioned here that when teachers try to implement TAPPS training in English reading comprehension, they should consider students’ personal difference in language learning and the disruptive and time-consuming drawback of TAPPS to avoid students’ potential rejection and failure of the whole training activity.		en_US
dc.description.tableofcontents Table of Contents
     
     
     
     
     Page
     Acknowledgements………………………………………………………………. iii
     List of Tables……………………………………………………………………... vii
     List of Figures……………………………………………………………………. viii
     Chinese Abstract…………………………………………………………………. ix
     English Abstract…………………………………………………………………. xi
     
     Chapter
     1. Introduction…………………………………………………………………... 1
     1.1 Motivation and Goal……………………………………………………… 1
      1.2 Purpose of the Study……………………………………………………… 5
      1.3 Significance of the Study…………………………………………………. 5
      1.4 Research Questions of the Study…………………………………………. 6
     1.5 Definition of Terms………………………………………………………. 6
     2. Literature Review…………………………………………………………….. 8
     2.1 Lexical Inferencing with Contextual Clues in EFL Reading…………….. 8
      2.2 The Taxonomy of Word-solving Strategies ……………………………… 10
      2.3 Thinking Aloud Pair Problem Solving (TAPPS) in English Reading Comprehension…………………………………………………………. 12
      2.3.1 Thinking Aloud……………………………………………………. 13
      2.3.1.1 Thinking Aloud as a Research Tool………………………. 13
      2.3.1.2 Thinking Aloud as an Instructional Tool…………………. 15
      2.3.1.3 Thinking Aloud as a Learning Tool……………………….. 17
      2.3.2 Thinking Aloud Pair……………………………………………….. 19
      2.3.3 Thinking Aloud in Reading Problem Solving…………………….. 21
      2.4 Research Hypotheses……………………………………………………. 24
     3. Research Method…………………………………………………………….. 25
     3.1 Participants………………………………………………………………. 25
     3.2 Materials…………………………………………………………………. 27
     3.3 Procedure………………………………………………………………… 33
     3.4 Data Analysis…………………………………………………………….. 37
     4. Results……………………………………………………………………….. 38
     4.1 Students’ Pre-and Post-test in Word-solving ……………………………. 38
     4.2 Students’ Pre-and Post-test in Reading Comprehension………………… 42
     4.3 Students’ Attitudes toward English Reading……………………………. 44
     4.4 Students’ Metacognitive Awareness of English Reading……………….. 48
     4.5 Students’ Responses toward TAPPS Training in Word-solving Strategies………………………………………………………………… 50
     4.6 Pair Thinking Aloud Protocols………………………………………….. 54
     4.7 Answers to the Research Questions…………………………………….. 56
     5. Discussion……………………………………………………………………. 59
     5.1 Discussion of the Major Findings…………………………………………. 59
      5.1.1 The Effects of TAPPS Training on Students’ Lexical Inferencing…. 59
      5.1.2 The Effects of TAPPS Training on Students’ Use of Word-solving Strategies………………………………………………………….. 59
      5.1.3 The Effects of TAPPS Training on Students’ Reading Comprehension…………………………………………………….. 60
      5.1.4 The Effects of TAPPS Training on Students’ Learning Attitudes
     toward English Reading……………………………………………. 61
      5.1.5 The Effects of TAPPS Training on Students’ Metacognitive
     Awareness of English Reading…………………………………….. 62
      5.1.6 Students’ Responses toward TAPPS Training in Word-solving Strategies…………………………………………………………… 63
      5.1.7 Pair Thinking Aloud Protocols……………………………………… 66
     5.2 Pedagogical Implications…………………………………………………. 69
     5.3 The Limitations of this Study…………………………………………….. 70
     5.4 Suggestions for Future Studies…………………………………………… 71
     
     References………………………………………………………………………… 73
     
     Appendixes………………………………………………………………………. 87
     A. Pre-test in Word-solving and Pre-test in Reading Comprehension ……… 87
     B. Post-test in Word-solving and Post-test in Reading Comprehension ……. 97
     C. The Attitude Self-rating Scale on English Reading……………………….. 107
     D. The Metacognitive Awareness Questionnaire…………………………….. 109
     E. Articles for TAPPS Training in Word-solving Strategies………………….. 110
     F. The Response Questionnaire about TAPPS Training in Word-solving
      Strategies for the Experimental Group……………………………………. 118
     G. The Model Article and Its Transcribed Thinking Aloud Protocols………… 120
     H. The Transcribed Protocols of Pair 9’s Thinking Aloud Procedure………… 123		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0091951001en_US
dc.subject (關鍵詞) 放聲思考zh_TW
dc.subject (關鍵詞) 字彙推論zh_TW
dc.subject (關鍵詞) 英文閱讀zh_TW
dc.subject (關鍵詞) Thinking Alouden_US
dc.subject (關鍵詞) Lexical Inferencingen_US
dc.subject (關鍵詞) English Reading Comprehensionen_US
dc.title (題名) 放聲思考法在國中生英文閱讀上字彙推論的效益zh_TW
dc.type (資料類型) thesisen
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