1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 以合作式教學法提昇高中生閱讀能力之研究
The Use of the Cooperative Language Learning to Enhance Senior High School Students’Reading Comprehension
作者 林志雲
貢獻者 華士皓
Hua, Ivy Lyn
林志雲
關鍵詞 合作式學習法
互動式閱讀技巧
前測
後測
問卷調查
上課的觀察紀錄
cooperative language learning (CLL)
interactive reading approach
pretest
posttest
questionnaire
classroom observation
日期 2005
上傳時間 17-Sep-2009 16:37:09 (UTC+8)
摘要 在台灣的英文學習環境中， 閱讀能力ㄧ向被視為學習中最重要的ㄧ環 ， 然而， 閱讀所帶來的沉重負擔， 讓許多學生在有限的教學時數之下往往成為了犧牲品，特別是低成就者。班上參差不齊的英文程度,也對老師造成了教學上極大的困擾。
     本研究旨在探討 ，以合作式學習法來縮短學習者程度上的差異，進而提升整體的閱讀能力。此外, 互動式閱讀技巧也分別在實驗組與控制組中教授， 以檢視其對閱讀能力的影響。 參與本研究的學生為 79名台北某公立高中的兩班九十四學年度高一新生， 實驗組施以合作式學習法，控制組則為傳統老師講授的方式， 兩組在同一時間內閱讀同一本教科書， 並分別施以前測， 後測。 最後， 並再針對所有研究對象施以問卷調查， 以期了解研究對象對合作式學習法及互動式閱讀技巧之回應。此外, 老師上課的觀察紀錄及小組的檢視表也一併在本研究中被採用。
     本研究的結果摘要如下:
     1. 在學生閱讀成就方面，實驗組以漸進的方式，最後超越控制組。
     2. 在一學期互動式閱讀技巧實施之後， 研究對象之閱讀能力明顯提升。
     
     
     3. 在實驗組中 ，高、中、 低成就者對合作式學習法展現許多雷同與少許差異的反應，但整體而言，皆傾向於正面的肯定。
     4. 閱讀技巧在實驗組與控制組中似有明顯之差異， 顯見研究對象會依教學活動採取不同的閱讀技巧。
      根據研究結果， 本論文擬提出對現行高中閱讀教學之建議，俾為教師及未來研究者提供參考。
In an EFL environment in Taiwan, reading is regarded as the most essential skill. However, for most students, abundance in reading material makes them feel stressful--especially the weaker ones who tend to be sacrificed due to limited instruction time. For teachers, how to deal with a big mixed-level class has therefore become the most important task.
      An aim of this study was to examine the effectiveness of cooperative language learning (CLL) skills in bridging gap among students with differing academic abilities and in enhancing students` overall reading comprehension. In addition, the interactive reading approach was adopted in both the experimental and the control groups to examine its effect upon them. Participants of this study included 79 tenth-graders from two intact classes in one public senior high school in Taipei in the fall semester of 2005. The experimental group was engaged in three CLL activities and the control group was instructed in the traditional teacher-centered methods. Both groups were taught by the researcher with the interactive reading approach. During the span of this study, the participants in both groups were assigned to read nine lessons from the textbook. In the meantime, they were instructed under the CLL methods and the traditional teacher-centered methods respectively. Besides, they were given a pretest and four posttests during and after the study. In time, two questionnaires were adopted: one for investigating the reading strategies used by the participants in both groups and the other for measuring the CLL group participants` attitudes and responses of the CLL group toward CLL teaching. Besides, the teacher`s classroom observation and
     
     the group processing checklists were also employed in this study.
     After four months of experiment, the main results of this study can now be summarized as follows:
     1. The experimental group gradually outscored the control group on the reading comprehension test during the experiment.
     2. The participants’ reading comprehension ability improved significantly after the implementation of interactive reading approach.
     3. The results showed some similarities and differences among the high/low achievers and the average students in their perceptions toward the CLL. However, the participants` attitudes toward and responses to CLL may be described as being supportive and positive.
     4. The adoption of reading strategies seemed diverse between the two groups. On the whole, when exposed to different teaching activities, the participants adopted different reading strategies accordingly.
      This study concludes that the effects of CLL might be better than those of individual learning in a big class on senior high school students` reading proficiency. It also suggests that the interactive reading approach can be used to enhance senior high school students` reading ability.
參考文獻 Abrami, P. C., Chambers, B., Poulsen, C., Simone, C. D., D’Apollonia, S., & Howden, J. (1995). Classroom connections: Understanding and using cooperative learning. Toronto: Harcourt Brace.
Alexander, J. E. (1988). Affective dimensions. In J. E. Alexander (Ed.), Teaching reading. (3rd ed., pp.385-417).Glenview: Scott, Foresman.
Anderson, N. (1999). Exploring second language reading: Issues and strategies. Canada: Heinle & Heinle.
Aronson, E., Blaney, N., Stephan.C., Sikes, J., & Snapp, M. (1978). The Jigsaw classroom. Beverly Hills, CA: Sage.
Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
Athey, I. (1985). Reading research in the affective domain. In H. Singer & R.B. Ruddeli (Eds.), Theoretical Models and Processes of Reading. (3rd ed., pp. 527-557). Newark: International Reading Association.
Aukerman, R. C. (1972). Reading in the secondary school classroom. New York: McGraw-Hill.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing, strategies, and cognitive response in foreign language listening. The Modern Language Journal, 76(2), 160-178.
Bartlett, F. C. (1932). Remembering: A studying in experimental and social psychology. Cambridge: Cambridge University.
Berman, R. (1987). Cognitive components of language development. In C. Pfaff (Ed.), First and second language acquisition process. Cambridge, Mass: Newbury House.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington: George Washington University.
Brown, H. D. (2001). Teaching by principles (2nd ed.). San Francisco: Addison Weskey Longman.
Burns, A. (1999). Cooperative action research for English language teachers. Cambridge: Cambridge University Press.
Carrell, P. L. (1989). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.102-113). New York: Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1989). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.73-92). New York: Cambridge University Press.
Carrell, P. L., Devine, J., & Eskey D. E.(Eds.). (1988). Interactive approaches to second language reading. New York: Cambridge University Press.
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
Chang, H. M. (2003). The effects of various ability groupings on learning attitude and academic achievement of cooperative learning groups. Unpublished master’s thesis, Private Tamkang University, Taipei, ROC.
Chen, H. C. (1999).A comparison between cooperative learning and traditional, whole class methods: Teaching English in a junior college. The Proceedings of the English International Symposium on English Teaching (pp. 259-270).Taipei: Crane.
Chen, H. C. (2002). Teaching reading in senior high school: Small group design. Unpublished master’s thesis, National Chengchi University, Taipei, ROC.
Chen, Y. H. (2002). The relationship between anxiety and English proficiency of EFL learners in Taiwan. Unpublished master’s thesis, National Kaohsiung First University of Science and Technology, Kaohsiung, ROC.
Cheng, W.C. (1998). How effects of cooperative learning on EFL learning achievement in Taiwanese elementary school students. Unpublished master’s thesis, National Taipei Normal University, Taipei, ROC.
Chien, S. (2005). Communicative language teaching in Taiwan. Journal of Taishan Studies. Retrieved April 12, 2006, from http://www.tssh.tpc.edu.tw/down/download/2005040810464-CLT_in_Taiwan3-print.
Chiu, Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master’s thesis, National Taiwan Normal University, Taipei, ROC.
Chiu, Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master’s thesis, National Taiwan Normal University, Taipei, ROC.
Clarke, M. A. (1989). The short circuit hypothesis of ESL reading--or when language competence interferes with reading performance. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.114-124). New York: Cambridge University Press.
Coelho, E. (1992). Cooperative learning: Foundation for a communicative curriculum. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp.31-49). Englewood Cliffs, New Jersey: Prentice Hall.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University.
Dubin, F., & Olshtain, E. (1997). Facilitating language learning: A guidebook for the ESL/EFL teacher. New York: McGraw-Hill.
Eskey, D. E. (1989). Holding in the bottom: An interactive approach to language problems of second language readers. In P. L. Carrell, J. D. & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.93-100). New York: Cambridge University Press.
Felder, R. M., & Brent, R. (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs. Retrieved July, 3, 2005, from http://www.ncsu.edu/felder-public/Papers/Coopreport.html
Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals. 28(1), 21-31.
Goodman, K. (1970). Reading: A psycholinguistic guessing game. In H. Singer & R.B. Ruddeli (Eds.), Theoretical Models and Processes of Reading. (3rd ed., pp.259-271). Newark, DEl: International Reading Association.
Goodman, K.S. (1974). Psycholinguistic universals of the reading process. In F. Smith (Ed.), Psycholinguistics and reading (pp.221-229). New York: Holt, Rinehart and Winston.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. London: Pearson.
Hadley, A. O. (2001). Teaching language in context. Boston: Heinle & Heinle.
Harper, G.F., L. Maheady., & B. Mallette. (1994). The power of peer-mediated instruction: How and why it promotes academic success for all students. In J. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp.229-241). Baltimore: Paul H. Brookes.
Heaton, J. B. (1990). Writing English language tests (3rd ed.). Hong Kong: Longman.
Hepler, S. I., & Hickman, J. (1982). The book was okay, I love you -- Social aspects of response to literature. Theory into Practice. 21, 278-283.
Hirst, L., & Slavik, C. (1990). Cooperative approaches to language learning. Retrieved July, 5, 2005, from http://jan.ucc.nau.edu/~jar/NALI10.html
Hsien, C. Y. (2004). The effectiveness of group investigation on learners’ speaking: A case study of university freshman. Proceedings of 2004 Conference and Workshop on TEFL & Applied Linguistic (pp. 264-67). Taipei: Crane.
Huang, S. M. (2002). The effects of cooperative learning through literature: Vocabulary acquisition of EFL senior high students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, ROC.
Jacob, E. (1999). Cooperative learning in context: An educational innovation in everyday classroom. New York: State University of New York Press.
Jacobs, G., & Hannah, D. (n.d.). Combining cooperative learning with reading aloud by teachers. Retrieved July, 3, 2005, from http://www.georgejacobs.net/Articles/CL_and_Reading_Aloud.htm
Johnson, D. W., & Johnson, R. T. ( 1994a). Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning (2nd ed.). Edina, Minn.: Interaction Book Company.
Johnson, D. W., & Johnson, R.T. (1994b). An overview of cooperative learning. In Thousand, J. S., Villa, R. A. & Nevin, A. I. (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers. (pp.31-44). Virginia: Paul H. Brookes.
Johnson, D. W., Johnson, R. T., & Holubec, E J. (1994). The new circles of learning: Cooperation in the classroom and school. Virginia: Association for Supervision and Curriculum Development.
Johnson, D. W., Johnson, R. T., & Holubec, E J. (1998). Cooperation in the classroom. Boston: Allyn & Bacon.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Retrieved July, 3, 2005, from http://www.doceo.co.uk/academic/learning_links.htm
Kagan, S. (1988). Cooperative learning resources for teachers. CA: Resources for Teachers.
Kameenui, E. J., & Simmons, D. C.(1991).Designing instructional strategies: The prevention of academic learning problems.
Kao, S. T. (2003). The effectiveness of small-group discussion on the improvement of EFL learners’ reading ability in large EFL reading classrooms. Unpublished master’s thesis, Private Tamkang University, Taipei, ROC.
Kessler, C., Quinn, M. E., & Fathman, A. K. (1992). Science and cooperative learning for LEP students. In C. Kessler, (Ed.), Cooperative language learning (pp. 65-83). New Jersey: Prentice Hall Regents Prentice-Hall.
Kolker, B. (1988). Processing print. In J. E. Alexander, (Ed.), Teaching reading. (3rd ed., pp.2-25).Glenview: Scott, Foresman and Company.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S. D., & Terrell, T. D. (1988). The natural approach. London: Prentice Hall.
Lai, M. (2002). A study of cooperative learning in the EFL junior high classroom. Unpublished master’s thesis, National Chung Cheng University, Chia-yi, ROC.
Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822-832.
Lew, M., Mesch, D., Johnson, D.W., & Johnson, R. (1986). Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and main streaming. Contemporary Educational Psychology. 11, 229-239
Li, A. K. F., & Adamson, G. (1992). Gifted secondary students’ preferred learning style: Cooperative, competitive, or individualistic? Journal for the Education of the Gifted, 16(1), 46-54.
Liang, T. L. (2002). Implementing cooperative learning in EFL teaching process and effects. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei, ROC.
Light, P., & Glachan, M. (1985). Facilitation of individual problem-solving through peer-interaction. Educational Psychology. 5 (3), 217-225.
Littleton, K., & Hakkinen, P. (1999). Learning together: Understanding the processes of computer-based collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and Computational Approaches (pp. 20-30). Kidlington: Elsevier Science.
Mathewson, G... C. (1985). Toward a comprehensive model of affect in the reading process. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 841-856) Newark: International Reading Association.
May, F. B. (1990). Reading as communication (3rd ed.). Columbus: Merrill.
McDonell, W. (1992). Language and cognitive development through cooperative group work. In C. Kessler, (Ed.), Cooperative language learning (pp. 53-57). New Jersey: Prentice Hall Regents Prentice-Hall.
McGroarty, M. (1989). The benefits of cooperative learning arrangements in second language instruction. The Journal for the National Association for Bilingual Education, 13(2), 127-143.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), Retrieved June 20, 2004, from http://nflrc.hawaii.edu/rfl/
Murray F. B. (2002). Why understanding the theoretical basis of cooperative learning enhances teaching success. In J. S. Thousand, R. A. Villa and A. I. Nevin (Eds.), Creativity collaborative learning (pp.175-180) Maryland: Paul H. Brookes.
Norris, W. E. (1970). Teaching second language reading at the advanced level: Goals, techniques, and procedures. TESOL Quarterly, 4(1), 17-35.
Nuttall, C. (2000). Teaching reading skills in a foreign language (2nd ed.). Hong Kong: Macmillan Heinemann English Language Teaching.
Olsen, R. E. W-B., & Kagan, S. (1992). About cooperative learning. In C. Kessler, (Ed.), Cooperative language learning (pp. 1-30). New Jersey: Prentice Hall Regents Prentice-Hall.
Richards, J. C., & Rodgers, T. S. (1999). Approaches and methods in language teaching (15th ed.). New York: Cambridge University Press.
Robeck, M. C., & Wallace, R. R. (1990).The psychology of reading: An interdisciplinary approach (2nd ed.). New Jersey: Lawrence Erlbaum.
Rumelhart, D. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance IV. New York: Academic Press.
Samuels, S. J., & Kamil, M. L. (1989). Models of the reading process. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.22-36). New York: Cambridge University Press.
Saville-Troike, M. (1973). Reading and audio-lingual method. TESOL Quarterly, 7(4), 395-405.
Scoon, A. R. (1971). Affective influences on English language learning among Indian students. TESOL Quarterly, 5(4), 285-291.
Sharan, Y., & Sharan, S.(1992). Expanding cooperative learning through group investigation. New York: Teachers` College Press.
Slavin, R. E. (1986). Using Student Team Learning (3rd ed.). Baltimore: Johns Hopkins University.
Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice-Hall.
Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-77.
Slavin, R. E. (1995a). Cooperative learning. Needham Hights: Allyn and Bacon.
Slavin, R. E. (1995b). Cooperative learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.
Smith, R. J., & Barrett, T. C. (1976). Teaching reading in the middle grades (2nd ed.). Wisconsin: Addison-Wesley.
Southwest Education Development Laboratory (1998). Cooperative learning. Classroom Compass. 1(2), Retrieved May 5, 2005, from http://www.sedl.org/scimath/compass/v01n02/welcome.html
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71
Taschow, H. G. (1985). The cultivation of reading: Teaching in a language/communication context. New York: Teachers College, Columbia University.
Thousand, J. S., Villa, R.A., & Nevin, A. I. (Eds.). (1995). Creativity and collaborative learning. Baltimore: Paul H. Brookes.
Urquhart, S. Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Addison Wesley.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.
Wang, Y. H. (2003). The effects of group discussion on EFL reading comprehension instruction. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, ROC.
Wei, C. L., & Chen, Y.M. (1993). The implementation of cooperative learning to guide English teaching. English Teaching and Learning, 17(3),10-19.
Weir, C., & Urquhart, S. (1998). Reading in a second language: Process, product and practice. New York: Longman.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1). Retrieved June 28, 2005, from http://nflrc.hawaii.edu/rfl/
Yao, S. F. (2003). A study of integrating reading and writing in a senior high school classroom. Unpublished master’s thesis, National Chung Cheng University, Chia-yi, ROC.
Yeh, Y. C. (2004). Students’ perceptions of cooperative learning methods in one senior high school EFL classroom in Taiwan. Unpublished master’s thesis, Private Ming Chuan University, Tau-yuan, ROC.
Zakaluk, B. L. (1996). A theoretical overview of the reading process: Factors which influence performance and implications for instruction. Retrieved June 22, 2005, from http://www.umanitoba.ca/faculties/education/edlab/81529/theopape.html
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
929510012
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510012
資料類型 thesis
dc.contributor.advisor 華士皓zh_TW
dc.contributor.advisor Hua, Ivy Lynen_US
dc.contributor.author (Authors) 林志雲zh_TW
dc.creator (作者) 林志雲zh_TW
dc.date (日期) 2005en_US
dc.date.accessioned 17-Sep-2009 16:37:09 (UTC+8)-
dc.date.available 17-Sep-2009 16:37:09 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:37:09 (UTC+8)-
dc.identifier (Other Identifiers) G0929510012en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33447-
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) 929510012zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 在台灣的英文學習環境中， 閱讀能力ㄧ向被視為學習中最重要的ㄧ環 ， 然而， 閱讀所帶來的沉重負擔， 讓許多學生在有限的教學時數之下往往成為了犧牲品，特別是低成就者。班上參差不齊的英文程度,也對老師造成了教學上極大的困擾。
     本研究旨在探討 ，以合作式學習法來縮短學習者程度上的差異，進而提升整體的閱讀能力。此外, 互動式閱讀技巧也分別在實驗組與控制組中教授， 以檢視其對閱讀能力的影響。 參與本研究的學生為 79名台北某公立高中的兩班九十四學年度高一新生， 實驗組施以合作式學習法，控制組則為傳統老師講授的方式， 兩組在同一時間內閱讀同一本教科書， 並分別施以前測， 後測。 最後， 並再針對所有研究對象施以問卷調查， 以期了解研究對象對合作式學習法及互動式閱讀技巧之回應。此外, 老師上課的觀察紀錄及小組的檢視表也一併在本研究中被採用。
     本研究的結果摘要如下:
     1. 在學生閱讀成就方面，實驗組以漸進的方式，最後超越控制組。
     2. 在一學期互動式閱讀技巧實施之後， 研究對象之閱讀能力明顯提升。
     
     
     3. 在實驗組中 ，高、中、 低成就者對合作式學習法展現許多雷同與少許差異的反應，但整體而言，皆傾向於正面的肯定。
     4. 閱讀技巧在實驗組與控制組中似有明顯之差異， 顯見研究對象會依教學活動採取不同的閱讀技巧。
      根據研究結果， 本論文擬提出對現行高中閱讀教學之建議，俾為教師及未來研究者提供參考。		zh_TW
dc.description.abstract (摘要) In an EFL environment in Taiwan, reading is regarded as the most essential skill. However, for most students, abundance in reading material makes them feel stressful--especially the weaker ones who tend to be sacrificed due to limited instruction time. For teachers, how to deal with a big mixed-level class has therefore become the most important task.
      An aim of this study was to examine the effectiveness of cooperative language learning (CLL) skills in bridging gap among students with differing academic abilities and in enhancing students` overall reading comprehension. In addition, the interactive reading approach was adopted in both the experimental and the control groups to examine its effect upon them. Participants of this study included 79 tenth-graders from two intact classes in one public senior high school in Taipei in the fall semester of 2005. The experimental group was engaged in three CLL activities and the control group was instructed in the traditional teacher-centered methods. Both groups were taught by the researcher with the interactive reading approach. During the span of this study, the participants in both groups were assigned to read nine lessons from the textbook. In the meantime, they were instructed under the CLL methods and the traditional teacher-centered methods respectively. Besides, they were given a pretest and four posttests during and after the study. In time, two questionnaires were adopted: one for investigating the reading strategies used by the participants in both groups and the other for measuring the CLL group participants` attitudes and responses of the CLL group toward CLL teaching. Besides, the teacher`s classroom observation and
     
     the group processing checklists were also employed in this study.
     After four months of experiment, the main results of this study can now be summarized as follows:
     1. The experimental group gradually outscored the control group on the reading comprehension test during the experiment.
     2. The participants’ reading comprehension ability improved significantly after the implementation of interactive reading approach.
     3. The results showed some similarities and differences among the high/low achievers and the average students in their perceptions toward the CLL. However, the participants` attitudes toward and responses to CLL may be described as being supportive and positive.
     4. The adoption of reading strategies seemed diverse between the two groups. On the whole, when exposed to different teaching activities, the participants adopted different reading strategies accordingly.
      This study concludes that the effects of CLL might be better than those of individual learning in a big class on senior high school students` reading proficiency. It also suggests that the interactive reading approach can be used to enhance senior high school students` reading ability.		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 Goals....................................................................... …….......2
      1.2 Purpose of the Study................................................................................... ….6
      1.3 Significance of the Study..................................................................................6
      1.4 Research Questions..........................................................................................7
      2. Literature Review………………………………………………………………...8
     2.1 Theories of ESL/ EFL Reading Instruction……......................................8
     2.1.1 The Affective Domain of ESL/EFL Readers………………...10
     2.1.2 The Purpose of ESL/EFL Reading Programs………………..11
     2.1.3 General Challenge for L2 Reading Instruction……………...12
     2.2 Models of Reading Process and Instruction Implications……………..13
      2.2.1 Bottom-up Reading Approach…………………………….....13
      2.2.2 Top-down Reading Approach………………………………..14
      2.2.3 Interactive Reading Approach…………………………….....16
      2.3 Cooperative Language Learning (CLL)…………………………….....22
      2.3.1 Essential Components of CLL…………………………........22
     2.3.2 Theoretical Foundations of CLL…………………………….25
     2.3.3 Studies and Findings on CLL in High Schools in Taiwan......28
      2.3.4 Three Major CLL Activities Selected for This Study……….31
      3. Method…………………………………………………………………….......37
      3.1 Participants…………………………………………………………...38
     3.2 Materials and Instruments………………………………………........38
     3.2.1 The Textbook………………………………………………...38
     3.2.2 Pretest……………………………………………………......39
     3.2.3 Posttest……………………………………………………....39
     3.2.4 Attitude Survey……………………………………………...40
     3.2.5 Classroom Observation……………………………………...40
     3.3 Procedures……………………………………………………………41
     3.3.1 Warm-up……………………………………………………..41
     3.3.1.1 Stage One…………………………………………...41
     3.3.1.2 Stage Two…………………………………………...42
     3.3.2 Pre-reading Activity…………………………………………43
     3.3.3 Reading Activity……………………………………………..44
     3.3.3.1 The NHT Model…………………………………….44
     3.3.3.2 The Jigsaw II Model…………………………….......45
     3.3.4 Post- reading Activity………………………………………..46
     3.3.5 Posttest………………………………………………………46
     3.3.6 Group Recognition………………………………………......46
     3.4 Treatment and Data Analysis…………………………………………47
      4. Results..................................................................................................................50
      4.1 The Effectiveness of the CLL During and After the Experiment……….51
     4.2 The Effectiveness of the Interactive Reading Approach………………..54
     4.3 The Results of the Participants’ Response Toward CLL Methods in
     the Experimental Group………………………………………………...57
     4.4 The Results of Reading Strategies Adopted by the Control Group
     and the Experimental Group After the Implementation of
     Semester-long CLL Teaching…………………………………………..62
     5. Discussion………………………………………………………………………....66
      5.1.1 The Effectiveness of the CLL During and After the Experiment……66
      5.1.2 The Effectiveness of the Interactive Reading Approach…………….68
      5.1.3 The Experimental Group`s Response Toward CLL Methods………..69
      5.1.4 The Results of Reading Strategies Adopted by the Control Group
      and the Experimental Group………………………………………..71
      5.2 The Implications of the Study…………………………………………73
      5.3 The Limitations of the Study…………………………………………..75
      5.4 The Conclusions of the Study……………………………………….....76
      5.5 Suggestions for Further Research……………………………………..78
     References....................................................................................................................80
     Appendixes…………………………………………………………………………...92
     A. Simulated GEPT for Elementary Level Learners……………………………92
      B. Book1 Lessons 4,6,7,9, TEST ………………………………………………99
     C. Simulated GEPT for Elementary Level Learners…………………………..106
      D. Questionnaire of Students’ Reading Strategies
     
      After One-semester of Interactive Reading Approach……………………...115
     
      E. Questionnaire of Students’ Personal Feelings Toward CLL Activities……..116
     
     F. Observation Form…………………………………………………………...117
     
     G. Group Processing Checklist………………………………………………...118
     
     H. Worksheet for Pre-reading Questions--- Book 1 Lesson 9 Reading Signs....119
     
     I. Worksheet for Reading Questions--- Book 1 Lesson 7 Adding Some Color
      to Your Life…………………………………………………………………120
     J. Worksheet for Expert Groups-- Book1 Lesson 2 The Blind Men and the
     
      Elephant…………………………………………………………………….121		zh_TW
dc.format.extent 54472 bytes-
dc.format.extent 28372 bytes-
dc.format.extent 15574 bytes-
dc.format.extent 74446 bytes-
dc.format.extent 43405 bytes-
dc.format.extent 56070 bytes-
dc.format.extent 124041 bytes-
dc.format.extent 55109 bytes-
dc.format.extent 101058 bytes-
dc.format.extent 55203 bytes-
dc.format.extent 51717 bytes-
dc.format.extent 189497 bytes-
dc.format.extent 95357 bytes-
dc.format.extent 194423 bytes-
dc.format.extent 42237 bytes-
dc.format.extent 39162 bytes-
dc.format.extent 20297 bytes-
dc.format.extent 33221 bytes-
dc.format.extent 47012 bytes-
dc.format.extent 22500 bytes-
dc.format.extent 15723 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.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/#G0929510012en_US
dc.subject (關鍵詞) 合作式學習法zh_TW
dc.subject (關鍵詞) 互動式閱讀技巧zh_TW
dc.subject (關鍵詞) 前測zh_TW
dc.subject (關鍵詞) 後測zh_TW
dc.subject (關鍵詞) 問卷調查zh_TW
dc.subject (關鍵詞) 上課的觀察紀錄zh_TW
dc.subject (關鍵詞) cooperative language learning (CLL)en_US
dc.subject (關鍵詞) interactive reading approachen_US
dc.subject (關鍵詞) pretesten_US
dc.subject (關鍵詞) posttesten_US
dc.subject (關鍵詞) questionnaireen_US
dc.subject (關鍵詞) classroom observationen_US
dc.title (題名) 以合作式教學法提昇高中生閱讀能力之研究zh_TW
dc.title (題名) The Use of the Cooperative Language Learning to Enhance Senior High School Students’Reading Comprehensionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abrami, P. C., Chambers, B., Poulsen, C., Simone, C. D., D’Apollonia, S., & Howden, J. (1995). Classroom connections: Understanding and using cooperative learning. Toronto: Harcourt Brace.zh_TW
dc.relation.reference (參考文獻) Alexander, J. E. (1988). Affective dimensions. In J. E. Alexander (Ed.), Teaching reading. (3rd ed., pp.385-417).Glenview: Scott, Foresman.zh_TW
dc.relation.reference (參考文獻) Anderson, N. (1999). Exploring second language reading: Issues and strategies. Canada: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Aronson, E., Blaney, N., Stephan.C., Sikes, J., & Snapp, M. (1978). The Jigsaw classroom. Beverly Hills, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Astin, A. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Athey, I. (1985). Reading research in the affective domain. In H. Singer & R.B. Ruddeli (Eds.), Theoretical Models and Processes of Reading. (3rd ed., pp. 527-557). Newark: International Reading Association.zh_TW
dc.relation.reference (參考文獻) Aukerman, R. C. (1972). Reading in the secondary school classroom. New York: McGraw-Hill.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992). The relationship between gender, comprehension, processing, strategies, and cognitive response in foreign language listening. The Modern Language Journal, 76(2), 160-178.zh_TW
dc.relation.reference (參考文獻) Bartlett, F. C. (1932). Remembering: A studying in experimental and social psychology. Cambridge: Cambridge University.zh_TW
dc.relation.reference (參考文獻) Berman, R. (1987). Cognitive components of language development. In C. Pfaff (Ed.), First and second language acquisition process. Cambridge, Mass: Newbury House.zh_TW
dc.relation.reference (參考文獻) Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington: George Washington University.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principles (2nd ed.). San Francisco: Addison Weskey Longman.zh_TW
dc.relation.reference (參考文獻) Burns, A. (1999). Cooperative action research for English language teachers. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L. (1989). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.102-113). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., & Eisterhold, J. C. (1989). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.73-92). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Carrell, P. L., Devine, J., & Eskey D. E.(Eds.). (1988). Interactive approaches to second language reading. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.zh_TW
dc.relation.reference (參考文獻) Chang, H. M. (2003). The effects of various ability groupings on learning attitude and academic achievement of cooperative learning groups. Unpublished master’s thesis, Private Tamkang University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chen, H. C. (1999).A comparison between cooperative learning and traditional, whole class methods: Teaching English in a junior college. The Proceedings of the English International Symposium on English Teaching (pp. 259-270).Taipei: Crane.zh_TW
dc.relation.reference (參考文獻) Chen, H. C. (2002). Teaching reading in senior high school: Small group design. Unpublished master’s thesis, National Chengchi University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chen, Y. H. (2002). The relationship between anxiety and English proficiency of EFL learners in Taiwan. Unpublished master’s thesis, National Kaohsiung First University of Science and Technology, Kaohsiung, ROC.zh_TW
dc.relation.reference (參考文獻) Cheng, W.C. (1998). How effects of cooperative learning on EFL learning achievement in Taiwanese elementary school students. Unpublished master’s thesis, National Taipei Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chien, S. (2005). Communicative language teaching in Taiwan. Journal of Taishan Studies. Retrieved April 12, 2006, from http://www.tssh.tpc.edu.tw/down/download/2005040810464-CLT_in_Taiwan3-print.zh_TW
dc.relation.reference (參考文獻) Chiu, Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master’s thesis, National Taiwan Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Chiu, Y. H. (2002). Cooperative learning in one junior high school English classroom: An action research. Unpublished master’s thesis, National Taiwan Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Clarke, M. A. (1989). The short circuit hypothesis of ESL reading--or when language competence interferes with reading performance. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.114-124). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Coelho, E. (1992). Cooperative learning: Foundation for a communicative curriculum. In C. Kessler (Ed.), Cooperative language learning: A teacher’s resource book (pp.31-49). Englewood Cliffs, New Jersey: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University.zh_TW
dc.relation.reference (參考文獻) Dubin, F., & Olshtain, E. (1997). Facilitating language learning: A guidebook for the ESL/EFL teacher. New York: McGraw-Hill.zh_TW
dc.relation.reference (參考文獻) Eskey, D. E. (1989). Holding in the bottom: An interactive approach to language problems of second language readers. In P. L. Carrell, J. D. & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.93-100). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Felder, R. M., & Brent, R. (1994). Cooperative learning in technical courses: Procedures, pitfalls, and payoffs. Retrieved July, 3, 2005, from http://www.ncsu.edu/felder-public/Papers/Coopreport.htmlzh_TW
dc.relation.reference (參考文獻) Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals. 28(1), 21-31.zh_TW
dc.relation.reference (參考文獻) Goodman, K. (1970). Reading: A psycholinguistic guessing game. In H. Singer & R.B. Ruddeli (Eds.), Theoretical Models and Processes of Reading. (3rd ed., pp.259-271). Newark, DEl: International Reading Association.zh_TW
dc.relation.reference (參考文獻) Goodman, K.S. (1974). Psycholinguistic universals of the reading process. In F. Smith (Ed.), Psycholinguistics and reading (pp.221-229). New York: Holt, Rinehart and Winston.zh_TW
dc.relation.reference (參考文獻) Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. London: Pearson.zh_TW
dc.relation.reference (參考文獻) Hadley, A. O. (2001). Teaching language in context. Boston: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Harper, G.F., L. Maheady., & B. Mallette. (1994). The power of peer-mediated instruction: How and why it promotes academic success for all students. In J. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp.229-241). Baltimore: Paul H. Brookes.zh_TW
dc.relation.reference (參考文獻) Heaton, J. B. (1990). Writing English language tests (3rd ed.). Hong Kong: Longman.zh_TW
dc.relation.reference (參考文獻) Hepler, S. I., & Hickman, J. (1982). The book was okay, I love you -- Social aspects of response to literature. Theory into Practice. 21, 278-283.zh_TW
dc.relation.reference (參考文獻) Hirst, L., & Slavik, C. (1990). Cooperative approaches to language learning. Retrieved July, 5, 2005, from http://jan.ucc.nau.edu/~jar/NALI10.htmlzh_TW
dc.relation.reference (參考文獻) Hsien, C. Y. (2004). The effectiveness of group investigation on learners’ speaking: A case study of university freshman. Proceedings of 2004 Conference and Workshop on TEFL & Applied Linguistic (pp. 264-67). Taipei: Crane.zh_TW
dc.relation.reference (參考文獻) Huang, S. M. (2002). The effects of cooperative learning through literature: Vocabulary acquisition of EFL senior high students. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, ROC.zh_TW
dc.relation.reference (參考文獻) Jacob, E. (1999). Cooperative learning in context: An educational innovation in everyday classroom. New York: State University of New York Press.zh_TW
dc.relation.reference (參考文獻) Jacobs, G., & Hannah, D. (n.d.). Combining cooperative learning with reading aloud by teachers. Retrieved July, 3, 2005, from http://www.georgejacobs.net/Articles/CL_and_Reading_Aloud.htmzh_TW
dc.relation.reference (參考文獻) Johnson, D. W., & Johnson, R. T. ( 1994a). Learning Together and Alone. Cooperative, Competitive, and Individualistic Learning (2nd ed.). Edina, Minn.: Interaction Book Company.zh_TW
dc.relation.reference (參考文獻) Johnson, D. W., & Johnson, R.T. (1994b). An overview of cooperative learning. In Thousand, J. S., Villa, R. A. & Nevin, A. I. (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers. (pp.31-44). Virginia: Paul H. Brookes.zh_TW
dc.relation.reference (參考文獻) Johnson, D. W., Johnson, R. T., & Holubec, E J. (1994). The new circles of learning: Cooperation in the classroom and school. Virginia: Association for Supervision and Curriculum Development.zh_TW
dc.relation.reference (參考文獻) Johnson, D. W., Johnson, R. T., & Holubec, E J. (1998). Cooperation in the classroom. Boston: Allyn & Bacon.zh_TW
dc.relation.reference (參考文獻) Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Retrieved July, 3, 2005, from http://www.doceo.co.uk/academic/learning_links.htmzh_TW
dc.relation.reference (參考文獻) Kagan, S. (1988). Cooperative learning resources for teachers. CA: Resources for Teachers.zh_TW
dc.relation.reference (參考文獻) Kameenui, E. J., & Simmons, D. C.(1991).Designing instructional strategies: The prevention of academic learning problems.zh_TW
dc.relation.reference (參考文獻) Kao, S. T. (2003). The effectiveness of small-group discussion on the improvement of EFL learners’ reading ability in large EFL reading classrooms. Unpublished master’s thesis, Private Tamkang University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Kessler, C., Quinn, M. E., & Fathman, A. K. (1992). Science and cooperative learning for LEP students. In C. Kessler, (Ed.), Cooperative language learning (pp. 65-83). New Jersey: Prentice Hall Regents Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Kolker, B. (1988). Processing print. In J. E. Alexander, (Ed.), Teaching reading. (3rd ed., pp.2-25).Glenview: Scott, Foresman and Company.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D., & Terrell, T. D. (1988). The natural approach. London: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Lai, M. (2002). A study of cooperative learning in the EFL junior high classroom. Unpublished master’s thesis, National Chung Cheng University, Chia-yi, ROC.zh_TW
dc.relation.reference (參考文獻) Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822-832.zh_TW
dc.relation.reference (參考文獻) Lew, M., Mesch, D., Johnson, D.W., & Johnson, R. (1986). Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and main streaming. Contemporary Educational Psychology. 11, 229-239zh_TW
dc.relation.reference (參考文獻) Li, A. K. F., & Adamson, G. (1992). Gifted secondary students’ preferred learning style: Cooperative, competitive, or individualistic? Journal for the Education of the Gifted, 16(1), 46-54.zh_TW
dc.relation.reference (參考文獻) Liang, T. L. (2002). Implementing cooperative learning in EFL teaching process and effects. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei, ROC.zh_TW
dc.relation.reference (參考文獻) Light, P., & Glachan, M. (1985). Facilitation of individual problem-solving through peer-interaction. Educational Psychology. 5 (3), 217-225.zh_TW
dc.relation.reference (參考文獻) Littleton, K., & Hakkinen, P. (1999). Learning together: Understanding the processes of computer-based collaborative learning. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and Computational Approaches (pp. 20-30). Kidlington: Elsevier Science.zh_TW
dc.relation.reference (參考文獻) Mathewson, G... C. (1985). Toward a comprehensive model of affect in the reading process. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 841-856) Newark: International Reading Association.zh_TW
dc.relation.reference (參考文獻) May, F. B. (1990). Reading as communication (3rd ed.). Columbus: Merrill.zh_TW
dc.relation.reference (參考文獻) McDonell, W. (1992). Language and cognitive development through cooperative group work. In C. Kessler, (Ed.), Cooperative language learning (pp. 53-57). New Jersey: Prentice Hall Regents Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) McGroarty, M. (1989). The benefits of cooperative learning arrangements in second language instruction. The Journal for the National Association for Bilingual Education, 13(2), 127-143.zh_TW
dc.relation.reference (參考文獻) Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), Retrieved June 20, 2004, from http://nflrc.hawaii.edu/rfl/zh_TW
dc.relation.reference (參考文獻) Murray F. B. (2002). Why understanding the theoretical basis of cooperative learning enhances teaching success. In J. S. Thousand, R. A. Villa and A. I. Nevin (Eds.), Creativity collaborative learning (pp.175-180) Maryland: Paul H. Brookes.zh_TW
dc.relation.reference (參考文獻) Norris, W. E. (1970). Teaching second language reading at the advanced level: Goals, techniques, and procedures. TESOL Quarterly, 4(1), 17-35.zh_TW
dc.relation.reference (參考文獻) Nuttall, C. (2000). Teaching reading skills in a foreign language (2nd ed.). Hong Kong: Macmillan Heinemann English Language Teaching.zh_TW
dc.relation.reference (參考文獻) Olsen, R. E. W-B., & Kagan, S. (1992). About cooperative learning. In C. Kessler, (Ed.), Cooperative language learning (pp. 1-30). New Jersey: Prentice Hall Regents Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Richards, J. C., & Rodgers, T. S. (1999). Approaches and methods in language teaching (15th ed.). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Robeck, M. C., & Wallace, R. R. (1990).The psychology of reading: An interdisciplinary approach (2nd ed.). New Jersey: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and Performance IV. New York: Academic Press.zh_TW
dc.relation.reference (參考文獻) Samuels, S. J., & Kamil, M. L. (1989). Models of the reading process. In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (2nd ed., pp.22-36). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Saville-Troike, M. (1973). Reading and audio-lingual method. TESOL Quarterly, 7(4), 395-405.zh_TW
dc.relation.reference (參考文獻) Scoon, A. R. (1971). Affective influences on English language learning among Indian students. TESOL Quarterly, 5(4), 285-291.zh_TW
dc.relation.reference (參考文獻) Sharan, Y., & Sharan, S.(1992). Expanding cooperative learning through group investigation. New York: Teachers` College Press.zh_TW
dc.relation.reference (參考文獻) Slavin, R. E. (1986). Using Student Team Learning (3rd ed.). Baltimore: Johns Hopkins University.zh_TW
dc.relation.reference (參考文獻) Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-77.zh_TW
dc.relation.reference (參考文獻) Slavin, R. E. (1995a). Cooperative learning. Needham Hights: Allyn and Bacon.zh_TW
dc.relation.reference (參考文獻) Slavin, R. E. (1995b). Cooperative learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.zh_TW
dc.relation.reference (參考文獻) Smith, R. J., & Barrett, T. C. (1976). Teaching reading in the middle grades (2nd ed.). Wisconsin: Addison-Wesley.zh_TW
dc.relation.reference (參考文獻) Southwest Education Development Laboratory (1998). Cooperative learning. Classroom Compass. 1(2), Retrieved May 5, 2005, from http://www.sedl.org/scimath/compass/v01n02/welcome.htmlzh_TW
dc.relation.reference (參考文獻) Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71zh_TW
dc.relation.reference (參考文獻) Taschow, H. G. (1985). The cultivation of reading: Teaching in a language/communication context. New York: Teachers College, Columbia University.zh_TW
dc.relation.reference (參考文獻) Thousand, J. S., Villa, R.A., & Nevin, A. I. (Eds.). (1995). Creativity and collaborative learning. Baltimore: Paul H. Brookes.zh_TW
dc.relation.reference (參考文獻) Urquhart, S. Weir, C. (1998). Reading in a second language: Process, product and practice. New York: Addison Wesley.zh_TW
dc.relation.reference (參考文獻) Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Wang, Y. H. (2003). The effects of group discussion on EFL reading comprehension instruction. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, ROC.zh_TW
dc.relation.reference (參考文獻) Wei, C. L., & Chen, Y.M. (1993). The implementation of cooperative learning to guide English teaching. English Teaching and Learning, 17(3),10-19.zh_TW
dc.relation.reference (參考文獻) Weir, C., & Urquhart, S. (1998). Reading in a second language: Process, product and practice. New York: Longman.zh_TW
dc.relation.reference (參考文獻) Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1). Retrieved June 28, 2005, from http://nflrc.hawaii.edu/rfl/zh_TW
dc.relation.reference (參考文獻) Yao, S. F. (2003). A study of integrating reading and writing in a senior high school classroom. Unpublished master’s thesis, National Chung Cheng University, Chia-yi, ROC.zh_TW
dc.relation.reference (參考文獻) Yeh, Y. C. (2004). Students’ perceptions of cooperative learning methods in one senior high school EFL classroom in Taiwan. Unpublished master’s thesis, Private Ming Chuan University, Tau-yuan, ROC.zh_TW
dc.relation.reference (參考文獻) Zakaluk, B. L. (1996). A theoretical overview of the reading process: Factors which influence performance and implications for instruction. Retrieved June 22, 2005, from http://www.umanitoba.ca/faculties/education/edlab/81529/theopape.htmlzh_TW