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題名 傳統英文閱讀教學與精讀及廣讀教學對於高職低成就生在克漏字測驗上之影響
The Effects of Traditional, Intensive and Extensive Reading Instruction on Vocational High School Low Achievers in the Performance of Cloze Test
作者 楊琇雅
Yang, Hsiu Ya
貢獻者 林啟一
Lin, Chi Yee
楊琇雅
Yang, Hsiu Ya
關鍵詞 廣泛閱讀
精讀
克漏字
Extensive reading
Intensiev reading
Cloze test
日期 2007
上傳時間 17-Sep-2009 16:36:12 (UTC+8)
摘要 本研究旨在探討傳統英文閱讀教學與精讀及廣讀教學對於高職低成就生在克漏字測驗上之影響，並從克漏字中的文法選項、單字片語選項、轉折語選項、及整體成績，來分析此三種教學法是否有不同成效。
      實驗對象為台北市某高職高一低成就學生，共95位。其界定低成就的方式為未通過英檢初級的同學。在經由3個月傳統英文閱讀教學與精讀及廣讀教學後，以英檢初級程度的克漏字試題測驗其成果。結果顯示，相較於控制組而言，實驗組在文法、單片及整體成績均達到顯著，但廣讀組與精讀組兩組間並沒有顯著差異。而就學生的態度而言，無論是廣讀組或是精讀組，他們都對閱讀持有正面的態度，並表示未來仍樂意從事閱讀活動。
      本研究結果可提供教師幫助低成就生增進克漏字作答能力的方法，及對低成就生實行廣讀及精讀活動之參考。
This study is intended to probe into the effects of traditional, intensive and extensive reading instruction on vocational high school low achievers in the performance of cloze test.
      Ninety-five language low achievers of the first grade at a northern vocational high school participated in this study. Their language proficiency was examined by the GEPT Elementary Level. After a three-month reading instruction, a 55-item cloze test was administered to these participants.
      The post-test indicated that the experimental groups improved significantly in grammar, vocabulary& phrases, and overall performance when compared with the control group. However, the improvement failed to reach the significant level for these two experimental groups. Besides, students in the experimental groups showed positive attitudes toward the reading activity and expressed willingness to be engaged in the reading activity in the future.
      The study could serve as a reference for language teachers in helping low achievers improve their cloze test performance, and provide insights into the feasibility of the extensive and intensive reading activity for low achievers.
參考文獻 Abraham, G. R. & Chapelle, A. C. (1992). The meaning of cloze test scores: An item difficulty perspective. The Modern Language Journal, 76 (4), 468-479.
Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In Roy O.Freedle (Ed.), New Directions in Discourse Processing (pp. 1-22). Norwood, NJ: Ablex Publishing Corportaion.
Alderson. J.C. (1979). The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13, 219-227.
Antepara, R. (2003). Using news stories in the ESL classroom. The Internet TESL Journal, 9 (12). Retrieved August 2, 2007, from http://iteslj.org/.
Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural school through the guided extensive reading
program. Reading in a Foreign Language, 15 (2). Retrieved August 2, 2007, from http://nflrc.hawaii.edu/rfl/October2003/mohdasraf/mohdasraf.html
Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied Linguistics, 18, 124-41.
Barlette, F. C. (1932). Remembering: A study in experimental and social psychology.Cambridge: Cambridge University Press.
Bell, T. (1998). Extensive reading. Why? And How. The
Internet TESL Journal, 4 (12).Retrieved August 2, 2007, from http://iteslj.org/.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1 (1).Retrieved August 2, 2007, from
http://www.readingmatrix.com/articles/bell/index.html.
Bensoussan, M., & Ramraz, R. (1984). Testing EFL reading comprehension using a multiple-choice rational cloze. The Modern Language Journal, 68 (3), 230-239.
Berry, A., Brinck, T., Greenberg, D., Joseph, H., & Rodrigo, V. (2006). Implementation of an extensive reading program with adult learners. Adult Basic Education, 16 (2),
81-97.
Brown, H. D. (2001). Teaching by principles: An integrative approach to language pedagogy. Addison Wesley Longman, Inc.
Brown. J. D. (1993). What are the characteristics of natural cloze tests? Language Testing,10, 93-116.
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16 (1), 47-60.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-73.
Chen, L. W. (2005). The impacts of EFL extensive reading on junior high school students in Taiwan—language proficiency, reading attitudes and reactions to the ER program. Unpublished master thesis, English Department of National Taiwan Normal University, Taiwan.
Chou, Y. L. (2002). The effects of short stories on English conjunction instruction for EFL students in vocational high school. Unpublished master thesis, English Department of National Taiwan Normal University, Taiwan.
Clark, M. A., & Silberstein, S. (1977). Toward a realization of psycholinguistic principles for the ESL reading class. Language Learning, 27, 135-54.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23 (2),165-174.
Ding, X., & Qian, J. (2004). Schemata and their interactive application in English reading. Sino-US English Teaching, 1 (12). Retrieved August 2, 2007, from
http://www.linguist.org.cn/doc/su200412/su20041202.doc
Elley, W., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.
Fotos, S. S. (1991). The cloze test as an integrative measure of EFL proficiency: A substitute for essays on college entrance examinations? Language Learning, 41 (3),
313-336.
Grabe. W. (1995).Why is it so difficult to make extensive reading the key component of L2 reading instruction? Paper presented at the Reading Research Colloquium, Annual TESOL Convention, Long Beach, CA.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency,and gender. TESOL Quarterly, 29, 261-97.
Grundy, J. (2004). Professional reading: Extensive reading—a valuable language learning opportunity. ESOL Online. Retrieved August 2, 2007, from
http://www.tki.org.nz/r/esol/esolonline/teachers/prof-read/jeanette-grundy/homw-e.hp.
Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30 (2), 114-132.
Jacobs, G. M., Rajan, S., & Renandya, W. A. (1999). Extensive reading with adult learners of English as a second language. RELC Journal, 30 (1), 39-61.
Janopoulos, M. (1986). The relationship between pleasure reading and second language writing proficiency. TESOL Quarterly, 20, 763-768.
Jonz, J. (1990). Another turn in the conversation: What does cloze measure? TESOL Quarterly, 24 (1), 61-83.
Kao, N. H. (2006). Graded readers and young adults literature in an extensive reading classroom. Unpublished master thesis, English Department of Tsing Hua University,
Taiwan.
Kao, Y. M. (2004). A study of using extensive reading as a supplement in a senior high school English curriculum. Unpublished master thesis, English Department of Tsing
Hua University, Taiwan.
Krashen, S.D. (1993). The power of reading. Englewood, Co: Libraries Unlimited.
Krashen, S.D. (2001). More smoke and mirrors: A critique of the National Reading Panel
(NRP) report on “fluency.” PhiDelta Kappan, 83 (2), 119-123.
Kuo, Y. H., & Yang, C. Y. (2002). “Extensive reading of simplified readers” versus“vocabulary memorization” in EFL learning: Which is more effective and pleasurable? Paper presented at the 17th National Vocational Education Conferences.
Lai, F. K. (1993a). Effects of extensive reading on English learning in Hong Kong.CUHK Education Journal, 21 (1), 23-26.
Lai, F. K. (1993b). The effect of a summer reading course on reading and writing skills. System, 21, 87-100.
Lao, C .Y., & Krashen. S.D. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System, 28, 261-270.
Lee, S. Y. (2006). How robust is in-class sustained silent reading? An SSR program for non-English majors. Studies in English Language and Literature, 15, 65-76.
Lee, S. Y., & Hsu, Y. Y. (2007). Does extensive reading work with vocational college students? The proceedings of 2007 International Conference and Workshop on TEFL
& Applied Linguistics.
Leung, C. Y. (2002). Extensive reading and language learning: A diary study of a beginning leaner of Japanese. Reading in a Foreign Language, 14 (1). Retrieved
August 2, 2007, from http://nflrc.hawaii.deu/rfl/April2002/leung/leung.html.
Light, T. (1970). The reading-comprehension passage and a comprehensive reading programme. ELT Journal, 24, 120-124.
Lin, F. C. (2004). The impact of extensive reading on vocational high school students reading, writing, and learning motivation. Unpublished master thesis, English
Department of National Taiwan Normal University, Taiwan.
Liu, C. K. (2007). What role self-selected reading can play in freshman English classes? The proceedings of 2007 International Conference and Workshop on TEFL &
Applied Linguistics.
Loucky, J. P. (1996). Combining intensive and extensive reading strategies with cooperative and communicative learning activities. Retrieved August 2, 2007, from
http://ww7.tiki.ne.jp/~call4all/PDFfiles/j04-combining.pdf.
Lu, H.Y. (2002). A study of the EEFTC English cloze procedure and reading comprehension test. Unpublished master thesis, Department of Applied Foreign Languages, National Yulin University of Science and Technology, Taiwan.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language.System, 25, 91-102.
Mori, S. (2002). The relationship between motivation and the amount of out-of class reading. Unpublished doctoral dissertation, Temple University, Tokyo.
Nash, T., & Yuan, Y. (1992). Extensive reading for learning and enjoyment. TESOL Journal, 2(2), 27-31.
Nation, P. (2001). Learning vocabulary in another language. Cambridge, UK:Cambridge University Press.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Second edition.Oxford: Heinemann.
Oller, J. W., & Conrad, C. A. (1971). The Cloze Technique and ESL Proficiency. Language Learning, 21(2), 183-195.
Paran, A. (2003). English teaching essential--Intensive Reading. English Teaching Professional, 28, 40.
Powell, S. (2005). Extensive reading and its role in Japanese high schools. The Reading Matrix, 5 (2), 28-42.
Robb, T. N., & Susser, B. (1990). EFL extensive reading instruction: Research and procedure. JALT, 12(2). Retrieved August 2, 2007
http://www.cc.kyoto-su.ac.jp/~trobb/sussrobb.html
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In Rand J. Spiro, Bertram C. Bruce, and William E. Brewer (Ed.), Theoretical Issues in Reading Comprehension (pp. 33-58). Hillsdale, NJ: Lawrence Erlbaum Associates.
Schmidt, K. (1996). Extensive reading in English: Rationale and possibilities for a program at Shirayuri Gakuen. Sendai Shirayuri Gakuen Journal of General Research, 24(2), 81-92.
Shang, H. F., & Lin, C. Y. (2007). The Effect of Extensive Reading Strategies on EFL Students. The proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics.
Sheu, S, P. H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36 (2), 8-26.
Shih, M. M. (2005). Creative curriculum design for extensive reading. Paper presented at the English Teachers’ Swap, Taiwan.
Smith, K. (2007). A comparison of pure extensive reading with intensive reading and extensive reading with supplementary activities. The proceedings of 2007
International Conference and Workshop on TEFL & Applied Linguistics.
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16(1), 32-71.
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University, Taiwan.
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
94951001
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951001
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi Yeeen_US
dc.contributor.author (Authors) 楊琇雅zh_TW
dc.contributor.author (Authors) Yang, Hsiu Yaen_US
dc.creator (作者) 楊琇雅zh_TW
dc.creator (作者) Yang, Hsiu Yaen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:36:12 (UTC+8)-
dc.date.available 17-Sep-2009 16:36:12 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:36:12 (UTC+8)-
dc.identifier (Other Identifiers) G0094951001en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33440-
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) 94951001zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本研究旨在探討傳統英文閱讀教學與精讀及廣讀教學對於高職低成就生在克漏字測驗上之影響，並從克漏字中的文法選項、單字片語選項、轉折語選項、及整體成績，來分析此三種教學法是否有不同成效。
      實驗對象為台北市某高職高一低成就學生，共95位。其界定低成就的方式為未通過英檢初級的同學。在經由3個月傳統英文閱讀教學與精讀及廣讀教學後，以英檢初級程度的克漏字試題測驗其成果。結果顯示，相較於控制組而言，實驗組在文法、單片及整體成績均達到顯著，但廣讀組與精讀組兩組間並沒有顯著差異。而就學生的態度而言，無論是廣讀組或是精讀組，他們都對閱讀持有正面的態度，並表示未來仍樂意從事閱讀活動。
      本研究結果可提供教師幫助低成就生增進克漏字作答能力的方法，及對低成就生實行廣讀及精讀活動之參考。		zh_TW
dc.description.abstract (摘要) This study is intended to probe into the effects of traditional, intensive and extensive reading instruction on vocational high school low achievers in the performance of cloze test.
      Ninety-five language low achievers of the first grade at a northern vocational high school participated in this study. Their language proficiency was examined by the GEPT Elementary Level. After a three-month reading instruction, a 55-item cloze test was administered to these participants.
      The post-test indicated that the experimental groups improved significantly in grammar, vocabulary& phrases, and overall performance when compared with the control group. However, the improvement failed to reach the significant level for these two experimental groups. Besides, students in the experimental groups showed positive attitudes toward the reading activity and expressed willingness to be engaged in the reading activity in the future.
      The study could serve as a reference for language teachers in helping low achievers improve their cloze test performance, and provide insights into the feasibility of the extensive and intensive reading activity for low achievers.		en_US
dc.description.tableofcontents Acknowledgements………………………………………………... iii
     Chinese Abstract………………………………………………... vii
     English Abstract…………………………………………………... viii
     Chapter
      1. Introduction……………………………………………...... 1
      1.1 Goal of the Study…………………………………….. 1
      1.2 Purpose of the Study…………………………………. 3
      1.3 Significance of the Study…………………………… 5
      2. Literature Review…………………………………………... 6
      2.1 Reading……………………………………………….... 6
      2.1.1 Theory of Reading……………………………… 6
      2.1.2 Types of Reading……………………………….. 9
      2.1.2.1 Extensive Reading……………………. 9
      2.1.2.2 Intensive Reading……………………… 11
      2.2 Cloze Test…………………………………………….... 14
      2.2.1 Major Components of Cloze Test…………… 14
      2.2.2 Students’ Problems with Cloze Test……… 15
      2.3 Previous Studies on Reading Activity…………… 16
      2.4 Research Questions…………………………………... 19
      3. Methodology………………………………………………. 20
      3.1 Participants of the Study…………………………… 20
      3.2 Instruments of the Study……………………………. 22
      3.3 Procedures of the Study…………………………….. 23
      3.3.1 Procedures before the Study………………… 23
      3.3.1.1 Experimental Group:
      Extensive Reading................27
      3.3.1.2 Experimental Group:
      Intensive Reading................28
      3.3.1.3 Control Group…………………………. 28
      3.3.2 Procedures during the Study………………… 29
      3.3.2.1 Experimental Group:
      Extensive Reading................29
      3.3.2.2 Experimental Group:
      Intensive Reading................30
      3.3.2.3 Control Group………………………….. 31
      3.3.3 Procedures after the Study………………… 31
      3.4 Data Analysis…………………………………………. 32
      4. Results…………………………………………………...... 33
      4.1 Results of GEPT and the Simulation Test…… 33
      4.2 Mean Scores before and after the Study……… 36
      4.2.1 Mean Scores before the Study……………… 36
      4.2.2 Mean Scores after the Study………………… 38
      4.3 Participants’ Attitudes toward Cloze Test and
      Reading Activity………………………… 43
      5. Discussion…………………………………………………. 48
      5.1 Different Effects of Reading Instruction on
      Grammar, Vocabulary & Phrases, Transitions, and
      Overall Performance………………………………………48
      5.1.1 Different Effects of Traditional and
      Intensive & Extensive Reading
      Instruction………………….................48
      5.1.2 Different Effects of Intensive and
      Extensive Reading Instruction……………… 49
      5.2 Participants’ Attitudes toward Extensive and
      Intensive Reading Activity………………………....50
      5.3. Participants’ Suggestions for Extensive and
      Intensive Reading Activity……………………………52
      5.4 Summary of the Discussion……………………… 53
      6. Conclusions……………………………………………… 55
      6.1 Summary of the Findings………………………… 55
      6.2 Pedagogical Implications…………………………… 56
      6.2.1 Implementation of Reading Activity to
      Improve Low Achievers’ Cloze Test
      Performance…...........................56
      6.2.2 Implementation of Reading Activity to
      Improve Low Achievers’ Attitude toward
      English Reading…………………………… 57
      6.3 Limitations of the Study and Suggestions for
      Future Researches…………………………………… 58		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/#G0094951001en_US
dc.subject (關鍵詞) 廣泛閱讀zh_TW
dc.subject (關鍵詞) 精讀zh_TW
dc.subject (關鍵詞) 克漏字zh_TW
dc.subject (關鍵詞) Extensive readingen_US
dc.subject (關鍵詞) Intensiev readingen_US
dc.subject (關鍵詞) Cloze testen_US
dc.title (題名) 傳統英文閱讀教學與精讀及廣讀教學對於高職低成就生在克漏字測驗上之影響zh_TW
dc.title (題名) The Effects of Traditional, Intensive and Extensive Reading Instruction on Vocational High School Low Achievers in the Performance of Cloze Testen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abraham, G. R. & Chapelle, A. C. (1992). The meaning of cloze test scores: An item difficulty perspective. The Modern Language Journal, 76 (4), 468-479.zh_TW
dc.relation.reference (參考文獻) Adams, M. J., & Collins, A. (1979). A schema-theoretic view of reading. In Roy O.Freedle (Ed.), New Directions in Discourse Processing (pp. 1-22). Norwood, NJ: Ablex Publishing Corportaion.zh_TW
dc.relation.reference (參考文獻) Alderson. J.C. (1979). The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13, 219-227.zh_TW
dc.relation.reference (參考文獻) Antepara, R. (2003). Using news stories in the ESL classroom. The Internet TESL Journal, 9 (12). Retrieved August 2, 2007, from http://iteslj.org/.zh_TW
dc.relation.reference (參考文獻) Asraf, R. M., & Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural school through the guided extensive readingzh_TW
dc.relation.reference (參考文獻) program. Reading in a Foreign Language, 15 (2). Retrieved August 2, 2007, from http://nflrc.hawaii.edu/rfl/October2003/mohdasraf/mohdasraf.htmlzh_TW
dc.relation.reference (參考文獻) Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied Linguistics, 18, 124-41.zh_TW
dc.relation.reference (參考文獻) Barlette, F. C. (1932). Remembering: A study in experimental and social psychology.Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bell, T. (1998). Extensive reading. Why? And How. Thezh_TW
dc.relation.reference (參考文獻) Internet TESL Journal, 4 (12).Retrieved August 2, 2007, from http://iteslj.org/.zh_TW
dc.relation.reference (參考文獻) Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1 (1).Retrieved August 2, 2007, fromzh_TW
dc.relation.reference (參考文獻) http://www.readingmatrix.com/articles/bell/index.html.zh_TW
dc.relation.reference (參考文獻) Bensoussan, M., & Ramraz, R. (1984). Testing EFL reading comprehension using a multiple-choice rational cloze. The Modern Language Journal, 68 (3), 230-239.zh_TW
dc.relation.reference (參考文獻) Berry, A., Brinck, T., Greenberg, D., Joseph, H., & Rodrigo, V. (2006). Implementation of an extensive reading program with adult learners. Adult Basic Education, 16 (2),zh_TW
dc.relation.reference (參考文獻) 81-97.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principles: An integrative approach to language pedagogy. Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Brown. J. D. (1993). What are the characteristics of natural cloze tests? Language Testing,10, 93-116.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16 (1), 47-60.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17, 553-73.zh_TW
dc.relation.reference (參考文獻) Chen, L. W. (2005). The impacts of EFL extensive reading on junior high school students in Taiwan—language proficiency, reading attitudes and reactions to the ER program. Unpublished master thesis, English Department of National Taiwan Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Chou, Y. L. (2002). The effects of short stories on English conjunction instruction for EFL students in vocational high school. Unpublished master thesis, English Department of National Taiwan Normal University, Taiwan.zh_TW
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