| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming Chung | en_US |
| dc.contributor.author (Authors) | 張斐華 | zh_TW |
| dc.creator (作者) | 張斐華 | zh_TW |
| dc.date (日期) | 2010 | en_US |
| dc.date.accessioned | 14-Oct-2011 14:42:09 (UTC+8) | - |
| dc.date.available | 14-Oct-2011 14:42:09 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Oct-2011 14:42:09 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096951008 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/51712 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 96951008 | zh_TW |
| dc.description (描述) | 99 | zh_TW |
| dc.description.abstract (摘要) | 本論文旨在探討閱讀檔案評量結合閱讀策略教學對於中台灣低成就國中生的影響。本研究對象為兩名八年級國中生，在七年級時因段考成績被學校歸為低成就組。這兩名學生上學期的英語成績平均相近，上課參與度高，作業確實繳交。 本研究採用Li (2008)與Yang (2007)針對國中基本學力測驗英語閱讀測驗題型提出之六大分類：確認文章主旨、引導正確結論、導出暗示推論、猜測字詞意義、尋找細部資訊、找出字詞指涉，並將此分類納為閱讀策略教學之目標。學生必須遵照閱讀檔案評量進度表，在接受閱讀策略教學同時，透過讀書心得練習策略，並透過閱讀檔案進行自評。研究為期十七週，每週一節課。為求完整了解學生閱讀與學習行為改變，並探究閱讀檔案評量結合閱讀策略教學之成效，本研究除蒐集學生閱讀檔案，亦施行仿全民英檢閱讀測驗，發放問卷，和學生進行面談，並觀察學生學習狀況。 本研究發現閱讀檔案評量結合閱讀策略教學能夠幫助低成就國中生精熟閱讀策略及提高閱讀成效。即使學生在進行檔案評量前後，對自己使用閱讀策略的認知和實際進行檔案評量的表現有所出入，學生於閱讀時進行選擇、反省、分享之情形仍較進行檔案評量前增加，充分體現檔案評量的精神。而學生閱讀行為之改變均符合Benson (2003)所談之促進學習自主原則。一旦學生學習自主性增加，學習動機隨之提高，學習反應良好，也同時負起學習責任(Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009)。 本研究因此建議教育部基測委員會不應該僅以單選題型式來測驗學生閱讀能力，而應該嘗試其他題型。此外，本研究也建議英語教師設計適合學生的閱讀教材，或訂出學生閱讀分級讀本的規則，並建議編者把閱讀檔案評量與閱讀策略教學融入課本中。而按學生個別差異進行適性及彈性的調整仍有其必要性，以期發揮檔案評量結合策略教學對於學生閱讀表現之最大成效。 | zh_TW |
| dc.description.abstract (摘要) | The present study aims to investigate the effects of reading portfolio assessment (RPA) and reading strategy instruction on the junior high low achievers in central Taiwan. Participants in the present study were two eighth graders who were identified as low achievers according to their performance in monthly exams when in the seventh grade. They had something in common: having similar English average scores last semester, taking active participation in class, and finishing assignments by due dates.According to Li’s (2008) and Yang’s (2007) categorization of reading strategies, the Basic Competence Test (BCT) English reading comprehension tests are designed based on the following six reading strategies— identifying the main idea, drawing correct conclusions, drawing implications and inferences, determining the meaning out of the context, finding the detailed information, and finding the targets of the references. Following the RPA syllabus, the participants received reading strategy instruction, practiced the strategies through journals, and assessed themselves through reading portfolios. The observation took one class period every week for 17 weeks. With the help of simulated General English Proficiency Test (GEPT) reading comprehension tests, questionnaires, reading portfolios, conferences, and observations, the findings of the present study showed the participants’ change in reading/learning behaviors and the effectiveness of RPA/reading strategy instruction. The results indicated that RPA and reading strategy instruction may make the junior high low achievers master reading strategies and perform well in reading. Even though there is inconsistence between their understanding of their strategy use before RPA and their actual performance during RPA, they thoroughly show Katz and Johnson-Kuby’s (1996) three elements of portfolio assessment with increase in selection, reflection, and sharing when reading. The changed reading behaviors correspond to Benson’s (2003) principles for fostering learner autonomy; because of increased learner autonomy, they raise their learning motivation, have positive learning response, and take responsibility for their learning (Cameron, 2007; Chen, 2004; Sarwar, 2002; ÜSTÜNLÜOGLU, 2009). At last, the present study suggested that the BCT committee consider trying more diverse ways to test reading ability, rather than focusing only on single choice questions. Furthermore, this study suggested that English teachers design reading materials suitable for students or set up a system to get students to read higher level books, and that textbook editors include RPA and reading strategy instruction. Meanwhile, editors and teachers have to keep in mind that personal and diverse adjustments are permitted in order to have the best effectiveness on students’ learning of reading, as long as the adjustments follow guidelines for RPA. | en_US |
| dc.description.tableofcontents | Acknowledgements……………………………………………………………iiiChinese Abstract……………………………………………………………xiEnglish Abstract…………………………………………………………xiiiChapter One: Introduction…………………………………………………1 Background and Rationale……………………………………………1 Reading………………………………………………………………1 Reading Strategy Instruction and Assessment…………1 Previous Studies Which Help Reading with Portfolio Assessment………………………………………………………2 Need for This Study…………………………………………………3 Purpose of This Study………………………………………………6 Significance of This Study………………………………………7Chapter Two: Literature Review………………………………………9 Reading……………………………………………………………………9 Definition and Importance of Reading…………………9 Reading Problems and Strategies…………………………10 Reading Strategy Instruction………………………………11 Assessment………………………………………………………………12 Traditional Assessment………………………………………13 Alternative Assessment………………………………………14 Portfolio Assessment…………………………………………15 Implementation of Reading Portfolio Assessment………16 Areas Not Treated in the Previous Literature…………20 Competence to Be Assessed in……………………………20 PA and Strategy Instruction ……………………………21 English Learning Environment, Students’ Age, and Students’ Achievement …………………………………21 Detailed Change in Students’ Learning Process during RPA………………………………………………………24 Research Questions…………………………………………………24Chapter Three: Methodology……………………………………………26 Participants……………………………………………………………26 Instruments……………………………………………………………27 Questionnaires ……………………………………………27 Portfolio……………………………………………………………29 Conference…………………………………………………………31 Observation…………………………………………………………32 Simulated GEPT Reading Comprehension Tests…………32 Procedure…………………………………………………………………32 Data Analysis……………………………………………………………34 Investigation of Change in Using the Reading Strategies………………………………………………………34 Searching for Change in Implementing the Three PA Elements…………………………………………………………35 Examination of Change in Developing the Three Learning Traits………………………………………………37Chapter Four: Results………………………………………………………39Research Question (1)………………………………………………………39 Reading Performance of the Low Achievers in Strategy Use…………………………………………………………39 Performance in Strategy Use on the Questionnaire and Checklists…………………………………………………39 Performance in Strategy Use on the Checklists………………………………………………………42 Performance in Strategy Use on the Conference Reflection and Goal Form…………………………………44 Performance in Strategy Use during the Conference and on the Questionnaire…………………………………46 Performance in Strategy Use on the Simulated GEPT Reading Comprehension Tests……………………………47Research Question (2)……………………………………………………48 Performance of the Low Achievers in Implementing the Three Elements…………………………………………………48 Difference in Selecting Performance……………………48 Difference in Reflecting Performance…………………52 Difference in Sharing Performance………………………56Research Question (3)……………………………………………………58 Performance of the Low Achievers in Developing the Three Traits…………………………………………………………58 Evidence of Developing Higher Motivation……………58 Evidence of Developing Positive Response……………59 Evidence of Developing Learner Responsibility……61Chapter Five: Discussion…………………………………………………62Research Question (1)………………………………………………………62 Discussion over the Low Achievers’ Performance in Strategy Use…………………………………………………………62 Strategy Use on the Questionnaire and Checklists…62 Strategy Use on the Checklists……………………………64 Strategy Use on the Conference Reflection and Goal Form…………………………………………………………………64 Strategy Use during the Conference and on the Questionnaire……………………………………………………64 Strategy Use on the simulated GEPT Reading Comprehension Tests…………………………………………65Research Question (2)……………………………………………………66 Discussion over the Low Achievers’ Performance in Implementing the Three Elements……………………………66 Selecting Performance…………………………………………67 Reflecting Performance…………………………………………67 Sharing Performance……………………………………………67Research Question (3)……………………………………………………69 Discussion over the Low Achievers’ Performance in Developing the Three Traits…………………………………69 Development of Higher Motivation…………………………69 Development of Positive Response…………………………70 Development of Learner Responsibility…………………71 Connection between Reading and Learning Performance through RPA…………………………………………………………72 Learner Autonomy and Change in Reading Performance………………………………………………………73 Learner Autonomy and the Three Learning Traits……75 The Three Learning Traits and Change in Reading Performance………………………………………………………75Chapter Six: Conclusion……………………………………………………77 Summary……………………………………………………………………77 Changed Reading Behaviors of Low Achievers…………77 Changed Learning Behaviors of Low Achievers………78 Pedagogical Implications……………………………………………78 Limitations and Suggestions………………………………………82References………………………………………………………………………85Appendices……………………………………………………………………95Appendix A— Syllabus……………………………………………………96Appendix B— Introductory Letter……………………………………98Appendix C— Portfolio Contents………………………………………99Appendix D— Reading Journal…………………………………………100Appendix E— Six-Strategy Checklist………………………………101Appendix F— Evaluation Criteria……………………………………102Appendix G— Final Grade Form…………………………………………104Appendix H— Conference Preparation Questions…………………106Appendix I— Conference Reflection & Goal Form………………107Appendix J– Learning Experience Questionnaire………………108Appendix K— Motivation Questionnaire……………………………110Appendix L— Response Questionnaire……………………………111Appendix M — Anecdotal Notes………………………………………112List of Tables Table 1Learning Experience Questionnaire Answers of the Low Achievers……………41Table 2Averages and Sums on Six-strategy Checklists of the Low Achievers………………42Table 3How the Low Achievers Answer Reading Strategy Questions…………………44Table 4Conference Reflection and Goal Forms (Q2 & Q4) of the Low Achievers……………………………………………………45Table 5Reading Journals of the Low Achievers………………………………………49Table 6Conference Reflection and Goal Forms (Q1 & Q6-9) of the Low Achievers………………………………………………………51Table 7Conference Reflection and Goal Forms (Q3 & Q5) of the Low Achievers…………………………………………………………53Table 8Final Grade Forms of the Low Achievers…………………………………………55Table 9 Response Questionnaire Answers of the Low Achievers.......60List of ChartsChart 1 Mental State in Terms of Challenge Level and Skill Level…………………63 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096951008 | en_US |
| dc.subject (關鍵詞) | 閱讀檔案評量 | zh_TW |
| dc.subject (關鍵詞) | 閱讀策略教學 | zh_TW |
| dc.subject (關鍵詞) | 精熟學習 | zh_TW |
| dc.subject (關鍵詞) | Reading Portfolio Assessment | en_US |
| dc.subject (關鍵詞) | Reading Strategy Instruction | en_US |
| dc.subject (關鍵詞) | Mastery Learning | en_US |
| dc.title (題名) | 檔案評量對EFL學生閱讀學習之成效 | zh_TW |
| dc.title (題名) | The effects of the portfolio assessment on EFL learners’ reading performance | en_US |
| dc.type (資料類型) | thesis | en |
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