- 學位論文
明示的閱讀策略教學對臺灣成人英語閱讀能力成效之研究
A Study of Explicit Reading Comprehension Strategy Instruction for Teaching EFL to Taiwanese Adult Learners
摘要
閱讀者施用閱讀策略以提升對文本的理解，亦助其在閱讀測驗中獲得較高的分數。目前已有不少論文研究在校學生接受明示的閱讀策略教學後之成效，但卻鮮少有研究針對臺灣職場上的成人作明示的閱讀策略教學之議題探討。是故，本研究旨在探討明示閱讀策略教學對臺灣職場成人的英語閱讀理解的影響。本研究標的有三: 其一，探討明示閱讀策略教學對臺灣職場成人的英語閱讀理解的成效; 其二，探討臺灣職場成人對閱讀策略的喜好；第三，臺灣職場成人對明示的閱讀策略教學之回饋。參與者為十六位臺灣成人，其皆非英語相關科系主修者，亦來自不同的職業領域。此十六位學生自願參與為期六周的明示閱讀策略教學，除第一週課程內容為課前問卷以及前測之外，餘下每周皆教授一種閱讀策略，分別是：預測、推論、認識英語基本篇章架構、快讀法、略讀法。資料來源主要包含三項：前測與後測分數、課前與課後問卷，以及六位參與者受訪之逐字稿。 研究結果發現明示的閱讀策略教學對臺灣職場上的成人的英語閱讀能力之結果如下： (1)閱讀策略教學之後的閱讀測驗成績有進步。成績的進步顯示明示的閱讀策略教學對臺灣在職成人的英語能力有正向影響，幫助提升其閱讀理解以及閱讀的能力。 (2)所有學習者對於本次明示閱讀策略教學皆有正面的回饋。 (3)使用閱讀策略有助提升學習者意識自己的閱讀過程，並改變其閱讀習慣及對英語閱讀的態度。 本研究亦針對教學以及未來研究方向提出建議。 關鍵字：閱讀理解策略、明示的策略教學、預測、推論、篇章架構、快讀法 略讀法
並列摘要
The present study examined the effects of explicit reading comprehension strategy instruction on Taiwanese adult learners. Sixteen non-English major, on-the-job Taiwanese adult learners participated as an independent group in present study. Five reading comprehension strategies selected in this study were predicting, inferring, skimming, scanning and identifying text organizations. The instruction was lasted from July, 2012 to September, 2012 with two months duration. Data were collected from the scores of pretest and posttest, pre-instructional questionnaire and post-instructional questionnaire, and focused group interview. To examine the improvement of the participants’ scores of reading comprehension tests, reading ability, the scores of pretest and posttest were analyzed through paired-sample T-test to see if their progresses was statistically significant different. Focused group interview was conducted in post-instructional stage and used as an extra data supporting the results of the test scores and questionnaires. In other words, the results of the study were cross-checked with different data resources, including questionnaires, and focused-group interview. The above-mentioned data revealed the following study results: (1) The growth of the testing scores indicated that explicit strategy instruction had a positive effect on improving Taiwanese adult learners’ reading ability and reading comprehension. (2) The adult learners provided positive responses toward the explicit reading comprehension strategy instruction. (3) The use of reading comprehension strategies has raised the adult learners’ awareness of reading process, and changed their reading habit and reading attitude. Finally, according to the results of the study, pedagogical implication and suggestions for future research were provided as well. Keywords: Reading Comprehension Strategy, Explicit Strategy Instruction, Predicting, Inferring, Text Organization, Skimming, and Scanning.