- 學位論文
運用閱讀策略提升台灣的大學生英語程度之成效探討
The Effects of Reading Strategy Intervention on College Students' English Proficiency in Taiwan
摘要
如何提升閱讀策略來增進台灣的大學生閱讀能力以及加強閱讀的技巧 是很重要的議題，本研究旨在探討大學生如何使用閱讀策略來配合閱讀空 中英語雜誌。研究者在此研究提供大學二年級生有趣的主題式文章融合空 中英語雜誌，運用實用的文章融入課程並觀察學生的學習能力。研究問題 如下: (1)當學生使用空中英語雜誌的文章時何種閱讀能力會增強? (2)大學生是否藉由融合延伸閱讀課程而進步? (3)大學生男、女對於延伸閱讀課程的看法、困難、以及評估? 此研究的受測者為158名來自北部大學的大二非英語系學生。實施閱 讀策略使用量表問卷以及英檢試題在此研究前後而得到受測者的程度與分 析。本實驗採用樣本T檢定，並期望融合閱讀策略可促進大學生在英語閱 讀能力上得到相對的進步。
並列摘要
The purpose of this study is to investigate the effects of using reading strategy in learning Studio Classroom magazine on university students. How to enhance student’s reading comprehension is a big issue, and how to raise awareness of reading strategy use to facilitate Taiwanese college students’ reading comprehension is of great importance. However, in this study, the researcher provided some interesting thematic topics integrated into the Studio Classroom magazine for sophomore to encourage English instructors to bring the useful topics on the curriculum and observe student’s learning ability. The research questions included (1) What kinds of reading strategies did students use on reading Studio Classroom articles to enhance their English proficiency? (2) Have the college students made a lot of progress with the intervention of extensive reading program? (3) What are college students’perceptions,difficulties, and evaluations of extensive reading program in terms of gender difference? There were 158 participants from four intact classes from a university in northern Taiwan. All students were non-English majors. Two instruments are employed in this study, including the Survey on Reading Strategies (SORS) (Mokhtari& Sheorey, 2000) and the General English Proficiency Test (GEPT) to measure participants’ scores. The use of SORS and GEPT was reported and analyzed. The research designs included paired sample T-test. It was expected that college students who applied reading strategy in their English learning would make considerable progress in reading comprehension.