| dc.contributor.advisor | 張郇慧 | zh_TW |
| dc.contributor.advisor | Chang,Hsun huei | en_US |
| dc.contributor.author (作者) | 李馥光 | zh_TW |
| dc.contributor.author (作者) | Lee,Fu kuang | en_US |
| dc.creator (作者) | 李馥光 | zh_TW |
| dc.creator (作者) | Lee,Fu kuang | en_US |
| dc.date (日期) | 2007 | en_US |
| dc.date.accessioned | 17-九月-2009 16:36:38 (UTC+8) | - |
| dc.date.available | 17-九月-2009 16:36:38 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-九月-2009 16:36:38 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0094951009 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33443 | - |
| 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) | 94951009 | zh_TW |
| dc.description (描述) | 96 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討連接詞對台灣高職生英文閱讀理解的影響，分別從以下兩方面來探討：一、連接詞是否對閱讀理解有幫助？二、那些類的連接詞較簡單？哪些類較困難？ 總共有七十五位高職生參與本實驗研究，他們共接受了「有」、「無」連接詞兩種版本的閱讀測驗，以及一個克漏字測驗，所收集的資料更進一步分為高低程度來探討，並加以統計的方式分析。 結果顯示連接詞在英文閱讀理解上的確有正面的影響，然而，高程度組在整篇文章的文意的理解上受益較大，相反地，低程度組則在細節的了解上所獲得的幫助較多，此發現說明了高程度的學生所採取的閱讀方式為「由上往下」，而低程度的學生則採取「由下往上」的方式。本研究也發現了在連接詞本身的理解上，由簡單到困難的順序為：遞增類(additive)、時間類(temporal)、轉折類(adversative)、 因果類(causal)，此順序沒有高低程度的不同，表示語言本身句型結構的難易與相對的認知困難度才是決定此順序的關鍵。同時，越簡單的連接詞，如：遞增類，高低程度學生的表現差異越大，而最困難的連接詞：因果類，高低程度學生的表現並無不同。最後，錯誤分析發現了高程度的學生對自己選擇的答案較有自信，而低程度的學生則傾向用遞增類來取代其他類的連接詞。 | zh_TW |
| dc.description.abstract (摘要) | This present study aims to investigate the influence of logical conjunctions on Taiwanese vocational high school students’ English reading comprehension. It mainly discusses whether logical conjunctions play a facilitating role as well as determines what types of logical relations are more challenging and what types are easier. This study adopted an experimental design. A total of 75 EFL students participated in the experiment. They received two versions of reading comprehension tests: texts with / without logical conjunctions first and then a cloze test. The data collected from the high and low groups were compared and analyzed statistically. The results confirm the effects of conjunctions and the sequence of comprehension difficulty among the four types of relations. Logical conjunctions are facilitating in EFL students’ reading comprehension. They are beneficial to the high group in overall comprehension of the texts while they are more helpful to the low group in the understanding of detailed information. This finding suggests that higher achievers adopt a more top-down approach in reading whereas lower achievers adopt a more bottom-up approach. As for the sequence of comprehension difficulty, the results revealed an ascending difficulty order: additive, temporal, adversative, and causal conjunctions. The fact that no different order was found between the high and low groups suggests that linguistic complexity and cognitive processing difficulty are more likely the causes of this order instead of language proficiency. Also, it is found that the gap between the two groups is becoming widened as the difficulty level is decreasing. For example, the high group performed much better than the low group in additive conjunctions, but it performed as poorly as the low group did in causal ones. Finally, error analysis also discovered that higher achievers are more confident and capable in choosing their own answers while lower achievers tend to substitute additive conjunctions for the other ones. | en_US |
| dc.description.tableofcontents | Chapter 1. Introduction............................................1 Background and Motivation.............................2 Purpose of the Study..................................4 Significance of the Study.............................5 Definition of Terms...................................5 2. Literature Review.......................................7 Theories of Conjunctions..............................7 The Relationship between Conjunctions and Reading.....9 The Effects of Logical Conjunctions on Reading Comprehension.............................................12 Studies on Logical Conjunctions with Facilitating Effects...................................................13 Studies on Logical Conjunctions without Facilitating Effects......................................16 Comprehension of Different Conjunctions..............18 Research Questions...................................23 3. Method.................................................24 Subjects.............................................24 Materials............................................25 The Placement Test.................................26 Reading Comprehension Instruments..................26 Testing Procedures...................................30 Data Analysis........................................31 4. Results and Discussion.................................33 The Effects of Conjunctions on Taiwanese EFL Students’ Reading Comprehension in Reading Expository Texts.....................................................33 Students’ Comprehension Difficulties with the Four Types of Conjunctions of Logical Relations................41 Students’ Preferred Selections of Logical Conjunctions..............................................49 5. Conclusions............................................56 Major Findings.......................................56 Pedagogical Implications.............................58 Limitations of the Study.............................60 Suggestions for Future Study.........................62 | zh_TW |
| dc.format.extent | 46229 bytes | - |
| dc.format.extent | 12437 bytes | - |
| dc.format.extent | 13491 bytes | - |
| dc.format.extent | 71698 bytes | - |
| dc.format.extent | 24640 bytes | - |
| dc.format.extent | 51399 bytes | - |
| dc.format.extent | 32409 bytes | - |
| dc.format.extent | 82004 bytes | - |
| dc.format.extent | 28893 bytes | - |
| dc.format.extent | 23104 bytes | - |
| dc.format.extent | 85675 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0094951009 | en_US |
| dc.subject (關鍵詞) | 連接詞 | zh_TW |
| dc.subject (關鍵詞) | 閱讀理解 | zh_TW |
| dc.subject (關鍵詞) | Conjunctions | en_US |
| dc.subject (關鍵詞) | Reading comprehension | en_US |
| dc.title (題名) | 連接詞對台灣高職生英文閱讀理解的影響 | zh_TW |
| dc.title (題名) | The Influence of Logical Conjunctions on Vocational High School Students` English Reading Comprehension | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposal system and its control processes. In K. W. S. a. J. T. Spence (Ed.), The psychology of learning and motivation (Vol. 8). London: Academic Press. | zh_TW |
| dc.relation.reference (參考文獻) | Bormuth, J. R. (1967). Comparable cloze and multi-choice comprehension test scores. Journal of Reading, 10, 291-299. | zh_TW |
| dc.relation.reference (參考文獻) | Bormuth, J. R. (1968b). Cloze test readability: criterion reference scores. Journal of Educational Measurement, 5, 186-196. | zh_TW |
| dc.relation.reference (參考文獻) | Britton, B. K., Glynn, S. M., Meyer, B. J. F., & Pendland, M. J. (1982). Effects of text structure on the use of cognitive capacity during reading. Journal of Education Psychology, 74, 51-61. | zh_TW |
| dc.relation.reference (參考文獻) | Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children`s fictional narratives. British Journal of Developmental Psychology, 21, 335-351. | zh_TW |
| dc.relation.reference (參考文獻) | Cain, K., Patson, N., & Andrews, L. (2005). Age- and ability-related differences in young readers` use of conjunctions. Journal of Child Language, 32, 877-892. | zh_TW |
| dc.relation.reference (參考文獻) | Caron, J. M., H. C., & Thüring, M. (1988). Conjunctions and the recall of composite sentences. Journal of memory and language, 27, 309-323. | zh_TW |
| dc.relation.reference (參考文獻) | Chou, Y. U. (2002). The effect of short stories on English conjunction instruction for ESL students in vocational high school. Master`s Thesis. National Taiwan Normal University. | zh_TW |
| dc.relation.reference (參考文獻) | Chung, J. S. L. (2000). Signals and reading comprehension -- theory and practice. System, 28(2), 247-259. | zh_TW |
| dc.relation.reference (參考文獻) | Crewe, W. J. (1990). The illogic of logical connectives. ELT Journal, 44(4), 316-325. | zh_TW |
| dc.relation.reference (參考文獻) | Crewe, W. J., Wright, & Leung, M. W. K. (1985). "Connectives: On the other hand, who needs them, though?" Working Papers in Linguistics and Language Teaching, 8, 61-75. | zh_TW |
| dc.relation.reference (參考文獻) | Degand, L., Lefevre, N., & Bestgen, Y. (1999). The impact of connectives and anaphoric expressions on expository discourse comprehension. Document Design, 1, 39-51. | zh_TW |
| dc.relation.reference (參考文獻) | Degand, L., & Sanders, T. (2002). The impact of relationsl markers on expository text comprehension in L1 and L2. Reading and Writing: An Interdisciplinary Journal, 15, 739-757. | zh_TW |
| dc.relation.reference (參考文獻) | Franks, B. A., Mulhern. S. L. & Schilinger, S. M. (1997). Reasoning in a reading context: Deductive inferences in basal reading series. Reading and Writing: An Interdisciplinary Journal, 9, 285-312. | zh_TW |
| dc.relation.reference (參考文獻) | Gardner, P. L. (1983). Students` difficulties with logical connectives in everyday contexts. Australian Journal of Reading, 6(1), 12-18. | zh_TW |
| dc.relation.reference (參考文獻) | Gernsbacher, M. A. (1997). Coherence cues mapping during comprehension. In J. Costermans, & Fayol, M. (Ed.), Processing interclausal relationships: Studies in the production and comprehension of text (pp. 3-21). Mahwah, NJ: Erlbaum. | zh_TW |
| dc.relation.reference (參考文獻) | Geva, E. (1983). Facilitating reading comprehension through flowcharting. Reading Research Quarterly, 18(4), 384-405. | zh_TW |
| dc.relation.reference (參考文獻) | Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26(4), 731-747. | zh_TW |
| dc.relation.reference (參考文獻) | Geva, E., & Ryan, E. B. (1985). Use of conjunctions in expository text by skilled and less skilled readers. Journal of Reading Behavior, 17, 331-346. | zh_TW |
| dc.relation.reference (參考文獻) | Golding, J. M., Millis, K. M., & Sego, S. A. (1995). The effect of connectives and casual relatedness on text comprehension. In R. F. Lorch, & O`Brien, E.J. (Ed.), Sources of coherence in reading (pp. 127-143). Hillsdale, N.J: Lawrence Erlbaum Associates. | zh_TW |
| dc.relation.reference (參考文獻) | Goldman, S. R., & Murray, J. D. (1992). Knowledge of connectors as cohesion devices in text: A comparative study of native-English and English-as-a-second-language speakers. Journal of Education Psychology, 84, 504-519. | zh_TW |
| dc.relation.reference (參考文獻) | Greene, B. (2001). Testing reading comprehension of theoretical discourse with cloze. Journal of Research in Reading, 24(1), 82-98. | zh_TW |
| dc.relation.reference (參考文獻) | Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Hoey, M. (1983). On the surface of discouse. London: Allen & Unwin. | zh_TW |
| dc.relation.reference (參考文獻) | Irwin, J. W. (1982). The effects of coherence explicitness on college readers` prose comprhension. Journal of Reading Behavior, 14, 275-284. | zh_TW |
| dc.relation.reference (參考文獻) | Keenan, J. M., Baillet, S. D., & Brown, P. (1984). The effects of causal cohesion on comprehension and memory. Journal of Verbal Learning & Verbal Behavior, 23, 115-126. | zh_TW |
| dc.relation.reference (參考文獻) | Liu, L., Tobin, J., & Green, E. (2005). Classroom 3 in 1 Reading Assessment Tests: Classroom Publications Ltd. | zh_TW |
| dc.relation.reference (參考文獻) | Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Education Psychology, 73(3), 402-412. | zh_TW |
| dc.relation.reference (參考文獻) | Lorch, R. A. F., & Lorch, E. P. (1986). On-Line Processing of Summary and Importance Signals in Reading. Discourse Processes, 9, 489-496. | zh_TW |
| dc.relation.reference (參考文獻) | Maury, P., & Teisserenc, A. (2005). The role of connectives in science text comprehension and memory. Language and Cognitive Processes, 20(3), 489-512. | zh_TW |
| dc.relation.reference (參考文獻) | McLaughlin, G. (1969). SMOG grading: A new readability formula. Journal of Reading, 12(8), 639-646. | zh_TW |
| dc.relation.reference (參考文獻) | Millis, K. K., Graesser, A. C., & Haberlandt, K. (1993). The impact of connectives on the memory for expository texts. Applied Cognitive Psychology, 7, 317-339. | zh_TW |
| dc.relation.reference (參考文獻) | Millis, K. K., & Just, M.A. (1994). The influence of connectives on sentence comprehension. Journal of Memory and Language, 33, 128-147. | zh_TW |
| dc.relation.reference (參考文獻) | Murray, J. D. (1995). Logical connectives and local coherence. In R. F. Lorch, & O`Brien, E.J. (Ed.), Sources of Coherence in Reading (pp. 107-125). Hillsdale, NJ: Lawrence Erlbaum Associates. | zh_TW |
| dc.relation.reference (參考文獻) | Murray, J. D. (1997). Connectives and narratives text: the role of continuity. Memory and Cognition, 25, 227-236. | zh_TW |
| dc.relation.reference (參考文獻) | Myers, L. J., Shinjo, M., & Duffy, S. A. (1987). Degree of Causal relatedness and memory. Journal of Memory and Language, 33, 128-147. | zh_TW |
| dc.relation.reference (參考文獻) | Nippold, M. A., Schwarz, I. E., & Undlin, R. A. (1992). Use and understanding of adverbial conjuncts: a developmental study of adolescents and young adults. Journal of Speech and Hearing Research, 25, 108-118. | zh_TW |
| dc.relation.reference (參考文獻) | Nunan, D. (1993). Introducing discourse analysis. London: Penguin English. | zh_TW |
| dc.relation.reference (參考文獻) | Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language (2 ed.). Oxford: Heinemann. | zh_TW |
| dc.relation.reference (參考文獻) | Ozono, S., & Ito, H. (2003). Logical connectives as catalysts for interactive L2 reading. System, 31(2), 283-297. | zh_TW |
| dc.relation.reference (參考文獻) | Pretorius, E. J. (2006). The comprehension of logical relations in expository text by students who study through the medium of ESL. system, 34, 432-450. | zh_TW |
| dc.relation.reference (參考文獻) | Robertson, J. E. (1968). Pupil understanding of connectives in reading. Reading Research Quarterly, 3, 387-417. | zh_TW |
| dc.relation.reference (參考文獻) | Sanders, T. J. M., & Noordman, L. G. M. (2000). The role of coherence relations and their linguistic markers in text processing. Discourse Processes, 29(1), 37-60. | zh_TW |
| dc.relation.reference (參考文獻) | Soltis, J. M., & Pflaum, S. W. (1979). Effect of instruction in connectives on reading comprehension. Reading World, 19, 179-184. | zh_TW |
| dc.relation.reference (參考文獻) | Steffani, S. A., & Nippold, M. A. (1997). Japanese speakers of American English: competence with connectives in written language. Journal of Speech Language and Hearing Research, 40(5), 1048-1055. | zh_TW |
| dc.relation.reference (參考文獻) | Stoodt, B. D. (1972). The relationship between understanding grammatical conjunctions and reading comprehension. Elementary English, 49, 502-504. | zh_TW |
| dc.relation.reference (參考文獻) | van den Broek, P., Lynch, J. S., Naslund, J., Ievers-Landis, C. E., & Verduin, K. (2003). The Development of Comprehension of Main Ideas in Narratives: Evidence from the Selection of Titles. Journal of Educational Psychology, 95(4), 707. | zh_TW |
| dc.relation.reference (參考文獻) | van Dijk, T. A. (1977). Text and context. New York: Longman. | zh_TW |
| dc.relation.reference (參考文獻) | Vonk, W., & Noordman, L. G. M. (1990). On the control of inference processes in text understanding. In D. A. Balota, Flores d`Arcais, G. F., & Rayner, K. (Ed.), Comprehension processes in reading. (pp. 447-464). Hillsdale, NJ: Erlbaum. | zh_TW |
| dc.relation.reference (參考文獻) | Wu, J. S. (1994). A study on college-level Chinese students` use of conjunctions and their reading comprehension. Mater`s Thesis. National Chengchi University. | zh_TW |
