- 期刊
English Content Textbook Reading: Relating the First Sentence to the Main Idea
原文書閱讀：從首句到大意
摘要
時下英文原文書普遍在世界各大學中使用，過去研究多指出，以原文書為教材交授英文，不但能幫助學生原文書閱讀的了解，亦能有效增進其英文能力。本文中，作者先敘述目前國內學生原文書閱讀困難情形，並提出就學生閱讀中，從首句推測全段大意過程研究之大綱。本研究中，學生將閱讀其原文書中之連續十二段落，並說明各段落首句是否能代表該段之大意。研究結果顯示，段落大意為名詞片語者，困難度較低；首句如果包含兩個子句，則其困難度較高。另學生甚至有將附屬子句誤以為主要子句，而誤解段落大意者。最後文內就研究結果之教學上之涵義進行討論，並提出未來在學生代表性與文章種類、數量方面，進行未來研究之建議。
並列摘要
Previous research in content textbook reading by EFL students has depicted a picture of students struggling through content textbooks reading. Chang (2001 b) found that students tend to be distracted by problems at sentential level. As a step towards text-level comprehension, this study investigates how students can be led to relate the first sentence to the main idea of a paragraph. A twelve-paragraph text from a content textbook was given to 22 electronic engineering students. They were asked to explain if the first sentences represented the summaries of the paragraphs. At P＜0.1, single factor ANOVA suggested that three paragraph characteristics cause difficulty: if a paragraph is about a noun phrase, if the first sentence carries the main idea, and if the first sentence has two clauses. Pedagogical implications of the results are discussed. At the end of the paper, we call for more comprehensive research in other subtypes of texts.