閱讀策略教學對國中生英文閱讀能力之成效

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題名	閱讀策略教學對國中生英文閱讀能力之成效 The Effects of Reading Strategies Instruction on Junior High School Students` Reading Comprehension in Taiwan
作者	葉奕君 Yeh, I-chun
貢獻者	林啟一 Lin, Chi-yee 葉奕君 Yeh, I-chun
關鍵詞	閱讀策略閱讀策略教學 Reading Strategies Reading Strategies Instruction
日期	2005
上傳時間	19-Sep-2009 13:06:19 (UTC+8)
摘要	本研究的目的是在探討「明示閱讀策略教學」對於台灣國中生英文閱讀能力之效益，並研究此教學策略對國中生在閱讀測驗中不同題型的成效。此外，更深入研究國中生對閱讀策略的使用及對閱讀策略教學的回應。研究對象是桃園市某國中76位八年級的學生，隨機分派為一實驗組，一控制組。實驗組學生在十五週中接受六種閱讀策略的訓練，包括預測、略讀找出大意、瀏覽找到特定資訊、推測、利用上下文猜生字意思、自我修正。訓練方式採「明示策略教學」，強調老師說明及示範、引導練習、自我練習及應用。研究的主要工具是前、後測（採自全民英檢閱讀測驗）、學生應用閱讀策略問卷、及學生對此教學策略的回饋問卷。研究結果發現： (一) 教授閱讀策略技巧有助於學生的閱讀理解。接受閱讀策略教學的實驗組學生於後測階段，在閱讀理解測驗的表現明顯優於未接受閱讀策略的控制組學生。 (二) 閱讀策略教學有助於學生對各類型測驗題目（確認大意、文章細節、推論、猜測字意等）之掌握與理解。 (三) 明示閱讀策略教學有助於增強學生對閱讀策略的觀念及用法。大部分受試者在實驗前不知道這些策略，但於教學後都了解並喜歡使用這些策略。 (四) 問卷結果顯示：大部分的實驗組學生對於「明示閱讀教學」在英語閱讀表現上的成效抱持肯定態度，尤其以利用瀏覽找特定資訊及略讀了解主旨為大多數學生認為是最實用的閱讀策略。本研究者建議國中生應學習閱讀策略以提昇閱讀理解能力，而英文老師應於國一時即有系統地將閱讀策略教學融入英文課中，以幫助學生長期並廣泛地使用閱讀策略。此外，老師們應加強學生靈活運用由上而下及由下而上的閱讀策略，以達到有效的閱讀。再者，老師們應加強學生使用閱讀策略回答測驗問題的能力。最後，老師們應藉由策略教學及有趣的教材提高學生的閱讀興趣及動機。 This study explores the effects of the explicit instruction of reading strategies on EFL junior high school students’ reading comprehension. The study further investigates if there are significant effects of reading strategies on reading comprehension for students in different types of questions. It also examines the students’ use of reading strategies and their responses to the strategy instruction. The participants of this study were 76 eighth-grade students from two classes at a junior high school in Taoyuan. Class 802 was the experimental group, and Class 825 was the control group. A fifteen-week explicit strategies instruction with its focus on six strategies (making predictions, skimming for the main idea, scanning for important information, making inferences, guessing the meanings of unfamiliar words from context, and self-monitoring) was given to all the participants in the experimental group. These strategies were taught explicitly, with their emphasis on modeling, guided practice, independent practice, and application. The reading comprehension test of GEPT－elementary level was used as the pretest and posttest to measure the participants’ reading comprehension ability before and after the instruction. A questionnaire was conducted to investigate the use of reading strategies both in the pretest and posttest. The major findings of the study are summarized as follows. 1. The strategies instruction was effective in promoting the participants’ reading comprehension. There is a significant difference in the reading performance between the experimental group and control group. When reading strategies are instructed to the experimental group, the group has the significant improvement in reading comprehension. 2. The strategies instruction helped the participants better comprehend main idea questions, detail questions, inference questions, and word-guessing questions. 3. The strategies instruction helped the participants build up knowledge and use the instructed strategies. Most of the participants did not have a clear idea of these strategies before the instruction, but they had learned to use these strategies and liked to use them after the instruction. 4. Most of the subjects had a positive response toward the strategies instruction. The strategies regarded by the participants as the most practical ones were “scanning for important information” and “skimming for the main idea”. The study provides several pedagogical implications. First, EFL junior high school students should learn reading strategies to improve their reading comprehension, and EFL teachers should provide them with explicit strategies instruction in a systematic way from the first year. Second, the strategy instruction should be incorporated into regular English class to help strengthen students’ long-term strategy use. Third, EFL teachers should help students use flexibly both top-down and bottom-up models to achieve effective and efficient reading. Fourth, in assessing students’ reading comprehension, EFL teachers should strengthen students’ use of strategies in answering comprehension questions. Last but not least, EFL teachers should arouse students’ interest and motivate them in English reading through strategy instruction and attractive text resources.
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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 92951013 94
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0929510132
資料類型	thesis

dc.contributor.advisor	林啟一	zh_TW
dc.contributor.advisor	Lin, Chi-yee	en_US
dc.contributor.author (Authors)	葉奕君	zh_TW
dc.contributor.author (Authors)	Yeh, I-chun	en_US
dc.creator (作者)	葉奕君	zh_TW
dc.creator (作者)	Yeh, I-chun	en_US
dc.date (日期)	2005	en_US
dc.date.accessioned	19-Sep-2009 13:06:19 (UTC+8)	-
dc.date.available	19-Sep-2009 13:06:19 (UTC+8)	-
dc.date.issued (上傳時間)	19-Sep-2009 13:06:19 (UTC+8)	-
dc.identifier (Other Identifiers)	G0929510132	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/37302	-
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)	92951013	zh_TW
dc.description (描述)	94	zh_TW
dc.description.abstract (摘要)	本研究的目的是在探討「明示閱讀策略教學」對於台灣國中生英文閱讀能力之效益，並研究此教學策略對國中生在閱讀測驗中不同題型的成效。此外，更深入研究國中生對閱讀策略的使用及對閱讀策略教學的回應。研究對象是桃園市某國中76位八年級的學生，隨機分派為一實驗組，一控制組。實驗組學生在十五週中接受六種閱讀策略的訓練，包括預測、略讀找出大意、瀏覽找到特定資訊、推測、利用上下文猜生字意思、自我修正。訓練方式採「明示策略教學」，強調老師說明及示範、引導練習、自我練習及應用。研究的主要工具是前、後測（採自全民英檢閱讀測驗）、學生應用閱讀策略問卷、及學生對此教學策略的回饋問卷。研究結果發現： (一) 教授閱讀策略技巧有助於學生的閱讀理解。接受閱讀策略教學的實驗組學生於後測階段，在閱讀理解測驗的表現明顯優於未接受閱讀策略的控制組學生。 (二) 閱讀策略教學有助於學生對各類型測驗題目（確認大意、文章細節、推論、猜測字意等）之掌握與理解。 (三) 明示閱讀策略教學有助於增強學生對閱讀策略的觀念及用法。大部分受試者在實驗前不知道這些策略，但於教學後都了解並喜歡使用這些策略。 (四) 問卷結果顯示：大部分的實驗組學生對於「明示閱讀教學」在英語閱讀表現上的成效抱持肯定態度，尤其以利用瀏覽找特定資訊及略讀了解主旨為大多數學生認為是最實用的閱讀策略。本研究者建議國中生應學習閱讀策略以提昇閱讀理解能力，而英文老師應於國一時即有系統地將閱讀策略教學融入英文課中，以幫助學生長期並廣泛地使用閱讀策略。此外，老師們應加強學生靈活運用由上而下及由下而上的閱讀策略，以達到有效的閱讀。再者，老師們應加強學生使用閱讀策略回答測驗問題的能力。最後，老師們應藉由策略教學及有趣的教材提高學生的閱讀興趣及動機。	zh_TW
dc.description.abstract (摘要)	This study explores the effects of the explicit instruction of reading strategies on EFL junior high school students’ reading comprehension. The study further investigates if there are significant effects of reading strategies on reading comprehension for students in different types of questions. It also examines the students’ use of reading strategies and their responses to the strategy instruction. The participants of this study were 76 eighth-grade students from two classes at a junior high school in Taoyuan. Class 802 was the experimental group, and Class 825 was the control group. A fifteen-week explicit strategies instruction with its focus on six strategies (making predictions, skimming for the main idea, scanning for important information, making inferences, guessing the meanings of unfamiliar words from context, and self-monitoring) was given to all the participants in the experimental group. These strategies were taught explicitly, with their emphasis on modeling, guided practice, independent practice, and application. The reading comprehension test of GEPT－elementary level was used as the pretest and posttest to measure the participants’ reading comprehension ability before and after the instruction. A questionnaire was conducted to investigate the use of reading strategies both in the pretest and posttest. The major findings of the study are summarized as follows. 1. The strategies instruction was effective in promoting the participants’ reading comprehension. There is a significant difference in the reading performance between the experimental group and control group. When reading strategies are instructed to the experimental group, the group has the significant improvement in reading comprehension. 2. The strategies instruction helped the participants better comprehend main idea questions, detail questions, inference questions, and word-guessing questions. 3. The strategies instruction helped the participants build up knowledge and use the instructed strategies. Most of the participants did not have a clear idea of these strategies before the instruction, but they had learned to use these strategies and liked to use them after the instruction. 4. Most of the subjects had a positive response toward the strategies instruction. The strategies regarded by the participants as the most practical ones were “scanning for important information” and “skimming for the main idea”. The study provides several pedagogical implications. First, EFL junior high school students should learn reading strategies to improve their reading comprehension, and EFL teachers should provide them with explicit strategies instruction in a systematic way from the first year. Second, the strategy instruction should be incorporated into regular English class to help strengthen students’ long-term strategy use. Third, EFL teachers should help students use flexibly both top-down and bottom-up models to achieve effective and efficient reading. Fourth, in assessing students’ reading comprehension, EFL teachers should strengthen students’ use of strategies in answering comprehension questions. Last but not least, EFL teachers should arouse students’ interest and motivate them in English reading through strategy instruction and attractive text resources.	en_US
dc.description.tableofcontents	Page ACKNOWLEDGEMENTS……............................................................................. iii TABLE OF CONTENTS......................................................................................... iv LIST OF TABLES.................................................................................................. viii LIST OF FIGURES.................................................................................................. ix CHINESE ABSTRACT............................................................................................ x ENGLISH ABSTRACT............................................................................................ xi CHAPTER 1. INTRODUCTION.............................................................................................. 1 1.1 Motivation and Goal.................................................................................... 1 1.2 Purpose of the Study.................................................................................... 3 1.3 Significance of the Study............................................................................. 5 1.4 Definition of Terms...................................................................................... 5 2. LITERATURE REVIEW.................................................................................... 7 2.1 Reading as an important skill...................................................................... 7 2.1.1 The Perspectives of Reading............................................................. 7 2.1.2 Models of Reading............................................................................. 8 2.2 Reading Strategies.................................................................................... 10 2.2.1 The Role of Reading Strategies....................................................... 11 2.2.2 Categories of Reading Strategies..................................................... 12 2.3 Reading Strategies Instruction.................................................................. 13 2.3.1 Transaction Reading Strategies across L1 and L2........................... 14 2.3.2 Explicit Strategy Instruction............................................................ 15 2.4 Selected Reading Strategies …………..................................................... 17 2.5 Research on Reading Strategies................................................................ 20 2.5.1 Research on ESL/EFL Reading Strategies Instruction.................... 20 2.5.2 Research on EFL Reading Strategies in Taiwan.............................. 21 2.6 Research Questions................................................................................... 24 2.7 Research Hypotheses................................................................................ 24 3. METHOD......................................................................................................... 26 3.1 Participants............................................................................................... 26 3.2 Instruments............................................................................................... 26 3.2.1 Materials of the Strategies Instruction............................................. 27 3.2.2 A Pretest and Posttest in Reading Comprehension.......................... 27 3.2.3 Questionnaires.................................................................................. 29 3.3 Procedures................................................................................................. 30 3.4 Data Analysis............................................................................................ 36 4. RESULTS.......................................................................................................... 38 4.1 Effects of Explicit Reading Strategies Instruction on Students’ Reading Comprehension........................................................................... 38 4.2 Effects of Explicit Reading Strategies Instruction on Different Types of Students’ Reading Comprehension............................................ 40 4.3 The Frequency of Students’ Use of English Reading Strategies Before and After the Instruction............................................................... 44 4.3.1 Comparison of Students’ Use of Reading Strategies before the Instruction........................................................................................ 45 4.3.2 Comparison of Students’ Use of Reading Strategies after the Instruction........................................................................................ 48 4.4 Students’ Responses to the Explicit Strategy Instruction..........................52 4.4.1 Students’ Responses to Question 1: My Reflection on Learning the Instructed Strategies................................................................... 53 4.4.2 Students’ Responses to Question 2: My Evaluation of Applying the Instructed Strategies to the Reading Comprehension Tests................................................................................................. 56 4.4.3 Students’ Responses to Question 3: My Belief in the Effect of Explicit Reading Strategies Instruction........................................... 59 4.4.4 Students’ Responses to Question 4: My Attitude toward the way to teach the Instructed Strategies..................................................... 61 4.4.5 Students’ Responses to Question 5: My Liking of the Instructed Strategies......................................................................................... 62 4.4.6 Students’ Responses to Question 6: My Comments on the Strategy Instruction....................................................................................... 65 5. CONCLUSION................................................................................................ 67 5.1 Overview of Major Findings in this Study............................................... 67 5.1.1 Summary of Major Findings............................................................ 67 5.1.2 Discussion of the Findings.............................................................. 69 5.2 Pedagogical Implications......................................................................... 71 5.3 Limitation of this Study........................................................................... 74 5.4 Suggestions for Further Research............................................................ 75 REFERENCES........................................................................................................ 77	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/#G0929510132	en_US
dc.subject (關鍵詞)	閱讀策略	zh_TW
dc.subject (關鍵詞)	閱讀策略教學	zh_TW
dc.subject (關鍵詞)	Reading Strategies	en_US
dc.subject (關鍵詞)	Reading Strategies Instruction	en_US
dc.title (題名)	閱讀策略教學對國中生英文閱讀能力之成效	zh_TW
dc.title (題名)	The Effects of Reading Strategies Instruction on Junior High School Students` Reading Comprehension in Taiwan	en_US
dc.type (資料類型)	thesis	en
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