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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 17-九月-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.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
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 (作者) 林志雲zh_TW
dc.creator (作者) 林志雲zh_TW
dc.date (日期) 2005en_US
dc.date.accessioned 17-九月-2009 16:37:09 (UTC+8)-
dc.date.available 17-九月-2009 16:37:09 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:37:09 (UTC+8)-
dc.identifier (其他 識別碼) 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
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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
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