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題名 台灣高中英文快速閱讀測驗研究
Testing English expeditious reading in Taiwan senior high school
作者 張捷
Chang, Chieh
貢獻者 尤雪瑛
Yu, Hsueh Ying
張捷
Chang, Chieh
關鍵詞 測驗
快速閱讀
仔細閱讀
閱讀策略
閱讀困難
testing
expeditious reading
careful reading
reading strategy
reading difficulty
日期 2014
上傳時間 3-Feb-2015 10:13:43 (UTC+8)
摘要 以英文為外語的學習者常仰賴閱讀獲取英文相關的知識跟文化，所以閱讀在台灣的英文課中得到相當程度地的重視，即便如此，台灣的高中英文閱讀教學多半只專注在仔細閱讀的教導上，而忽略了包含略讀、搜索閱讀跟掃讀的快速閱讀，這是因為快速閱讀並沒有納入在大學入學考試的測驗當中。考量到快速閱讀是日常生活跟學習上不可或缺的技能，本研究旨在檢驗台灣高中學生的英文快速閱讀能力，他們在進行快速閱讀中所採用的閱讀策略跟遇到的閱讀困難也是本研究的調查目標。研究者設計了一份快速閱讀測驗跟一份仔細閱讀測驗來比較學生們的閱讀能力。此外，研究者設計了一份問卷來調查學生們在快速閱讀測驗當中所運用的閱讀策略跟遭遇的閱讀困難。
研究結果顯示台灣高中學生在快速閱讀測驗上的表現略優於他們在仔細閱讀測驗上的表現。此外，學生們在掃讀上表現得最好，優於在搜索閱讀上的表現，而略讀上的表現則是最差。關於策略的使用，學生們雖然會運用快速閱讀策略來完成快速閱讀的任務，但他們仍然在快速閱讀測驗當中普遍地使用仔細閱讀的策略。至於閱讀的困難，學生們進行快速閱讀時的困難主要來自於文章的用字、主題熟悉度跟長度。根據研究的發現，本研究對於教導與評量台灣高中學生的快速閱讀能力提出了實務上的建議。
As a crucial language skill for EFL learns to gain English knowledge and culture (Alsamadani, 2009), reading receives considerable pedagogical attention in English classes in Taiwan (Wu, 2010). However, the reading instruction at the senior high school level focuses on the careful reading (Hsu, 2004). The expeditious reading, including skimming, search reading, and scanning (Urquhart & Weir, 1998), is often neglected. Considering the usefulness of expeditious reading in daily and academic life (Brown, 2007), the present research examined the expeditious reading ability of Taiwanese senior high school students, their strategy use and difficulties they had experienced in conducting expeditious reading. The researcher composed an expeditious reading test and a careful reading test to compare the students’ reading performances. Besides, the researcher designed a questionnaire to survey the strategy use and difficulties experienced by the students in the expeditious reading test.
The result showed that the Taiwanese senior high school students’ performance on the expeditious reading test was marginally higher than their performance on the careful reading test. In addition, the student’s scanning score was the highest, followed by the search reading, and the skimming was the lowest. As for strategy use, the students applied expeditious reading strategies to approach expeditious reading tasks in the test, but they also appealed to some careful reading strategies in the expeditious reading test. Concerning difficulties, the students faced more problems with the vocabulary, topics, and length of texts when conducting expeditious reading. The findings yielded practical implications for teaching and assessing the expeditious reading at the senior high school level in Taiwan.
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描述 碩士
國立政治大學
英國語文學研究所
99551013
103
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099551013
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh Yingen_US
dc.contributor.author (Authors) 張捷zh_TW
dc.contributor.author (Authors) Chang, Chiehen_US
dc.creator (作者) 張捷zh_TW
dc.creator (作者) Chang, Chiehen_US
dc.date (日期) 2014en_US
dc.date.accessioned 3-Feb-2015 10:13:43 (UTC+8)-
dc.date.available 3-Feb-2015 10:13:43 (UTC+8)-
dc.date.issued (上傳時間) 3-Feb-2015 10:13:43 (UTC+8)-
dc.identifier (Other Identifiers) G0099551013en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/73212-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 99551013zh_TW
dc.description (描述) 103zh_TW
dc.description.abstract (摘要) 以英文為外語的學習者常仰賴閱讀獲取英文相關的知識跟文化，所以閱讀在台灣的英文課中得到相當程度地的重視，即便如此，台灣的高中英文閱讀教學多半只專注在仔細閱讀的教導上，而忽略了包含略讀、搜索閱讀跟掃讀的快速閱讀，這是因為快速閱讀並沒有納入在大學入學考試的測驗當中。考量到快速閱讀是日常生活跟學習上不可或缺的技能，本研究旨在檢驗台灣高中學生的英文快速閱讀能力，他們在進行快速閱讀中所採用的閱讀策略跟遇到的閱讀困難也是本研究的調查目標。研究者設計了一份快速閱讀測驗跟一份仔細閱讀測驗來比較學生們的閱讀能力。此外，研究者設計了一份問卷來調查學生們在快速閱讀測驗當中所運用的閱讀策略跟遭遇的閱讀困難。
研究結果顯示台灣高中學生在快速閱讀測驗上的表現略優於他們在仔細閱讀測驗上的表現。此外，學生們在掃讀上表現得最好，優於在搜索閱讀上的表現，而略讀上的表現則是最差。關於策略的使用，學生們雖然會運用快速閱讀策略來完成快速閱讀的任務，但他們仍然在快速閱讀測驗當中普遍地使用仔細閱讀的策略。至於閱讀的困難，學生們進行快速閱讀時的困難主要來自於文章的用字、主題熟悉度跟長度。根據研究的發現，本研究對於教導與評量台灣高中學生的快速閱讀能力提出了實務上的建議。		zh_TW
dc.description.abstract (摘要) As a crucial language skill for EFL learns to gain English knowledge and culture (Alsamadani, 2009), reading receives considerable pedagogical attention in English classes in Taiwan (Wu, 2010). However, the reading instruction at the senior high school level focuses on the careful reading (Hsu, 2004). The expeditious reading, including skimming, search reading, and scanning (Urquhart & Weir, 1998), is often neglected. Considering the usefulness of expeditious reading in daily and academic life (Brown, 2007), the present research examined the expeditious reading ability of Taiwanese senior high school students, their strategy use and difficulties they had experienced in conducting expeditious reading. The researcher composed an expeditious reading test and a careful reading test to compare the students’ reading performances. Besides, the researcher designed a questionnaire to survey the strategy use and difficulties experienced by the students in the expeditious reading test.
The result showed that the Taiwanese senior high school students’ performance on the expeditious reading test was marginally higher than their performance on the careful reading test. In addition, the student’s scanning score was the highest, followed by the search reading, and the skimming was the lowest. As for strategy use, the students applied expeditious reading strategies to approach expeditious reading tasks in the test, but they also appealed to some careful reading strategies in the expeditious reading test. Concerning difficulties, the students faced more problems with the vocabulary, topics, and length of texts when conducting expeditious reading. The findings yielded practical implications for teaching and assessing the expeditious reading at the senior high school level in Taiwan.		en_US
dc.description.tableofcontents Acknowledgement iii
Table of Contents iv
Chinese Abstract vii
English Abstract viii
1.Introduction 1
1.1 Background and Motivation 1
1.2 Research Purposes and Research Questions 4
1.3. Significance of the Study 5
2. Literature Review 7
2.1 Reading 7
2.1.1 The Nature of Reading 7
2.1.2 Reading in EFL Context 9
2.1.3 Reading Strategies 10
2.2 Expeditious Reading 11
2.2.1 Constructs of Expeditious Reading 12
2.2.2 The Use of Expeditious Reading 16
2.2.3 The Negligence of Expeditious Reading in Pedagogy 17
2.3 Testing of Expeditious Reading 18
2.3.1 The Expeditious Reading Test in the International English Language Testing System (IELTS)—Academic Module 18
2.3.2 The Expeditious Reading Test in the College English Test (CET)—Band 4 and Band 6 20
2.3.3 The Expeditious Reading Test in the Test for English Majors (TEM)—Band 4 and Band 8 21
2.3.4 The Expeditious Reading Test in the The General English Proficiency Test (GEPT)—Advanced 22
2.3.5 The Negligence of Expeditious Reading in Testing 23
3. Methodology 25
3.1 Participants 25
3.2 Instruments 26
3.2.1 Careful Reading Test 26
3.2.2 Expeditious Reading Test 30
3.2.3 Expeditious Reading Mock Test 36
3.2.4 Expeditious Reading Questionnaire 36
3.3 Procedure 39
3.3.1 Data Collection 39
3.3.2 Data Analysis 40
4. Results and Discussions 41
4.1 Reading Performance 41
4.1.1 Performances on Careful Reading Test and Expeditious Reading Test 41
4.1.2 Performances on Three Major Expeditious Reading Constructs 45
4.1.3 Performances by Different Proficiency Groups 47
4.2 Reading Strategy 50
4.2.1 Strategy Use in Expeditious Reading Test 50
4.2.2 Strategy Use by Different Proficiency Groups 54
4.3 Reading Difficulty 59
4.3.1 Difficulties in Expeditious Reading Test 58
4.3.1 Difficulties in Different Proficiency Groups 62
5. Conclusion 65
5.1 Findings 65
5.1.1 Question 1: How do the Taiwanese senior high school students of different proficiency levels perform in the expeditious reading and the careful reading test? 65
5.1.2 Question 2: How do the students perform in skimming, search reading, and scanning? 66
5.1.3 Question 3: What reading strategies are employed by the students when they conduct expeditious reading? 68
5.1.4 Question 4: What are the difficulties the students experience while conducting expeditious reading? 69
5.2 Implications 70
5.2.1 Pedagogical Implications 70
5.2.2 Testing Implications 71
5.3 Limitations and Suggestions for Future Research 73
5.3.1 Expeditious Reading Performance 74
5.3.2 Strategy Use and Difficulties in Expeditious Reading 75
References 76
Appendices
A. Careful Reading Test 86
B. Expeditious Reading Test 91
C. Expeditious Reading Mock Test 99
D. Expeditious Reading Questionnaire 102
E. Categories and Sources of Reading Strategy Items 104
F. Sources of Reading Difficulty Items 106
G. Quotations of the Participants’ Questionnaire Responses 107		zh_TW
dc.format.extent 8997638 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099551013en_US
dc.subject (關鍵詞) 測驗zh_TW
dc.subject (關鍵詞) 快速閱讀zh_TW
dc.subject (關鍵詞) 仔細閱讀zh_TW
dc.subject (關鍵詞) 閱讀策略zh_TW
dc.subject (關鍵詞) 閱讀困難zh_TW
dc.subject (關鍵詞) testingen_US
dc.subject (關鍵詞) expeditious readingen_US
dc.subject (關鍵詞) careful readingen_US
dc.subject (關鍵詞) reading strategyen_US
dc.subject (關鍵詞) reading difficultyen_US
dc.title (題名) 台灣高中英文快速閱讀測驗研究zh_TW
dc.title (題名) Testing English expeditious reading in Taiwan senior high schoolen_US
dc.type (資料類型) thesisen
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