| dc.contributor.advisor | 林伯英<br>劉顯親 | zh_TW |
| dc.contributor.advisor | Lin, Po-Ying<br>Liou, Hsien-Chin | en_US |
| dc.contributor.author (Authors) | 曾俊傑 | zh_TW |
| dc.contributor.author (Authors) | Zeng, Zun-Jie | en_US |
| dc.creator (作者) | 曾俊傑 | zh_TW |
| dc.creator (作者) | Zeng, Zun-Jie | en_US |
| dc.date (日期) | 1997 | en_US |
| dc.date.accessioned | 2016-04-28 | - |
| dc.date.available | 2016-04-28 | - |
| dc.date.issued (上傳時間) | 2016-04-28 | - |
| dc.identifier (Other Identifiers) | B2002002195 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/86891 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 語言學研究所 | zh_TW |
| dc.description (描述) | 84555003 | zh_TW |
| dc.description.abstract (摘要) | 論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。 | zh_TW |
| dc.description.abstract (摘要) | Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study. | en_US |
| dc.description.tableofcontents | Acknowledgements-----iv Table of Contents-----vi List of Tables-----x Chinese Abstract-----xii English Abstract-----xiv Chapter 1. INTRODUCTION-----1 1.1 Computers and Language Learning-----1 1.2 Advantages of Using Computers in Language Learning-----2 1.3 Rise of Multimedia-----3 1.4 Investigation of Multimedia CD-ROM Courseware-----4 1.5 Purpose of the Study-----5 1.6 Significance of the Study-----5 2. REVIEW OF RELATED LITERATURE-----6 2.1 The Study of Reading Process-----6 2.1.1 Interaction between Reader and Text-----6 2.1.1.1 Schema Theory-----7 2.1.1.2 The Psycholinguistic Model of Reading-----8 2.1.2 General Reading Process-----9 2.1.3 Linear Reading Presentation-----11 2.1.3.1 Bottom-up and Top-down Approaches-----11 2.1.3.2 Interactive Models of Reading-----12 2.1.4 Non-linear Reading Presentation-----14 2.1.4.1 Issues on Multimedia-----14 2.1.4.2 Issues on Hypertext-----16 2.1.4.3 Multimedia vs. Hypermedia-----18 2.2 The Study of Reading Strategies-----19 2.2.1 Definitions and Classifications-----19 2.2.2 The Application of Reading Strategies in Reading Process-----20 2.2.3 Classifications and Descriptions of Traditional Reading Strategies-----21 2.2.3.1 Rubin`sproposal (1981)-----21 2.2.3.2 0`Malley`s&Chamot`s proposal (1985)-----22 2.2.3.3 Oxford`s (1990)-----22 2.2.3.4 Shieh`s proposal (1992)-----23 2.2.4 Description of Multimedia Reading Strategies-----24 3. RESEARCH DESIGN AND METHODOLOGY-----26 3.1 Pilot Study-----26 3.1.1 Design of the Study-----26 3.1.2 Some Findings-----27 3.2 Experimental Comparison Study-----30 3.2.1 Subject Background Information-----30 3.2.2 Facilities and Instruments-----31 3.2.2.1 Reading Material-----32 3.2.2.2 Comprehension Test-----34 3.2.2.3 Questionnaires-----36 3.2.3 Methods and Procedures-----38 3.2.3.1 Orientation-----38 3.2.3.2 The Process of Conducting Comprehension Test and Questionnaire Survey-----39 3.2.4 Research Questions-----40 3.3 The Think-aloud Method-----40 3.3.1 Subject Background Information-----41 3.3.2 Orientation and Procedure-----42 4. RESULTS AND FINDINGS-----45 4.1 The Analyses of the Questionnaire-----45 4.1.1 Questionnaire A-----45 4.1.2 Questionnaire B-----47 4.2 Reading Comprehension-----49 4.2.1 Paper Reading-----49 4.2.2 Multimedia Reading-----50 4.2.3 Comparison and Contrast-----51 4.3 Traditional Reading Strategies-----52 4.3.1 Group Difference vs. Reading Strategy Employment-----52 4.3.2 Favored Categories of Traditional Reading Strategies-----53 4.4 Reading Comprehension vs. Traditional Reading Strategies-----54 4.5 The Analyses ofThink-aloud Protocol-----57 4.5.1 General Description of Each Subject`s Reading Process-----57 4.5.1.1 Chen (control)-----58 4.5.1.2 Lin (control)-----59 4.5.1.3 Tsai (control)-----59 4.5.1.4 Lin (experiment)-----60 4.5.1.5 Lee (experiment)-----61 4.5.1.6 Chong (experiment)-----62 4.5.2 Reading Strategies Used by the Six Think-aloud Subjects-----63 4.5.2.1 Local-meaning-getting Strategies-----66 4.5.2.2 Global-meaning-getting Strategies-----67 4.5.2.3 Monitoring/regulatory Strategies-----68 4.5.2.4 Resourcing Strategies-----69 4.5.3 Comparison and Contrast-----70 5. DISCUSSIONS-----72 5.1 Summary of the Results-----72 5.2 Some Issues on Paper Reading-----73 5.3 Some Issues on Multimedia Reading-----74 5.4 Comparison and Contrast between Paper Reading and Multimedia Reading-----75 5.5 Suggestions and Implications-----77 5.5.1 Language Learners-----77 5.5.2 Language Teachers-----77 5.5.3 Courseware Developers-----78 5.6 The Limitations of the Study-----79 5.7 Suggestions for Further Studies-----80 5.8 Conclusion-----81 Appendixes A. The Classification and Representative Examples of Reading Strategies by Rubin.-----83 B. The Classification and Representative Examples of Reading Strategies by O`Malley et al.-----84 C. Strategies Useful for Reading (Oxford)-----86 D. The Classification and Representative Examples of Reading Strategies by Shieh-----89 E. Reading Strategy Questionnaire (used in pilot study)-----91 F. Subject Information-----95 G. Consent Form-----97 H. Reading Material-----98 I. Comprehension Test-----99 J. Questionnaire A-----100 K. Questionnaire B-----102 L. The User`s Guide of the Multimedia Reading-----104 M. An Example ofThink-Aloud Protocol-----105 N. Sample Data of Questionnaire B-----110 Bibliography-----114 List of Tables Table 1 Classification of Learning Strategies by Oxford-----23 Table 2 Subjects` Background Information in the Think-aloud Procedure-----42 Table 3 Reading Strategies Used by 30 Subjects in the Control Group-----46 Table 4 Reading Strategies Used by 30 Subjects in the Experiment Group-----48 Table 5 Comprehension Score forthe Control Group-----50 Table 6 Comprehension Score for the Experiment Group-----51 Table 7 Independent Samples T Test for Reading Comprehension-----52 Table 8 Chi-square Test for Group Difference vs. Reading Strategy Employment-----53 Table 9 Chi-square Test for Favored Category of Traditional Reading Strategies-----54 Table 10 Strategy Categories Favored by Subjects with Different Levels of English Ability-----56 Table 11 NumberofThink-aloud Subjects Who Used Reading Strategies-----65 Table 12 Frequencies of Local-meaning-getting Strategies Employment by the 6 Think-aloud Subjects-----67 Table 13 Frequencies of Global-meaning-getting Strategies Employment by the 6 Think-aloud Subjects-----68 Table 14 Frequencies of Monitoring/ Regulatory Strategies Employment by the 6 Think-aloud Subjects-----69 Table 15 Frequencies of Resourcing Strategies Employmentby the 6 Think-aloud Subjects-----70 Table 16 Total Percentages for Each Category of Reading Strategies-----71 | zh_TW |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#B2002002195 | en_US |
| dc.subject (關鍵詞) | 閱讀策略 | zh_TW |
| dc.subject (關鍵詞) | 書面閱讀 | zh_TW |
| dc.subject (關鍵詞) | 閱讀理解能力 | zh_TW |
| dc.subject (關鍵詞) | 多媒體閱讀 | zh_TW |
| dc.subject (關鍵詞) | 資源型閱讀策略 | zh_TW |
| dc.subject (關鍵詞) | 傳統型閱讀策略 | zh_TW |
| dc.subject (關鍵詞) | 語言學 | zh_TW |
| dc.subject (關鍵詞) | Reading strategies | en_US |
| dc.subject (關鍵詞) | Paper reading | en_US |
| dc.subject (關鍵詞) | Reading comprehension | en_US |
| dc.subject (關鍵詞) | Multimedia reading | en_US |
| dc.subject (關鍵詞) | Resourcing strategies | en_US |
| dc.subject (關鍵詞) | Traditional reading strategies | en_US |
| dc.subject (關鍵詞) | Linguistics | en_US |
| dc.title (題名) | 書面閱讀與多媒體閱讀之比較--針對英文理解能力與策略運用 | zh_TW |
| dc.title (題名) | Comparisons of paper and multimedia readings--EFL students` comperehension and strategies | en_US |
| dc.type (資料類型) | thesis | en_US |
