The Effects of Gender Differences, Reading Habits and English Achievement on Reading Strategy

性別、廣泛閱讀習慣和英文成就在閱讀策略上的效果

史穎君(Ying-Chun Shih)

《北商學報》 16期 (2009/07) Pp. 107-120

https://doi.org/10.29871/JNTCB.200907.0008

摘要

閱讀策略使讀者能更快且更有效地瞭解書面的訊息，因此被視為發展閱讀能力必不可缺之要素。本研究旨在探討性別、廣泛閱讀習慣和英文成就在閱讀策略上的效果。
本研究的測量工具為十五題的問卷；受試者為台灣北部一所科技大學二年級四十三名學生。經過獨立T考驗分析，發現男生與女生在閱讀策略使用上沒有顯著差異。其次，本研究發現，有廣泛閱讀習慣者比沒有廣泛閱讀習慣者使用閱讀策略的頻率較高。再者，斯皮曼相關考驗分析結果顯示：整體閱讀策略使用和英文成就有中度相關；換句話說，愈常使用閱讀策略者，其英文成績愈好。
據此研究，建議教師可考慮教授閱讀策略；同時亦可在課室推動廣泛閱讀，推薦合適的讀本，鼓勵學生廣泛閱讀，以期提升其英文成就。

關鍵字

性別差異 ； 廣泛閱讀 ； 閱讀策略 ； 斯皮曼相關考驗

並列摘要

Reading strategies enable readers to explain printed information more promptly and efficiently. Thus, they are regarded as indispensable factors on which the development of reading competence depends. This paper aims to investigate the effects of gender differences, extensive reading habits and English achievement on reading strategy.
In this study, a 15-item questionnaire was conducted to 43 sophomores in a university of technology and science in northern Taiwan. The first research question is to explore the difference between male and female students in relation to their reading strategy use. Based on the independent t-test analysis of the two groups' students, this study found no evidence of a difference between males and females. Secondly, this study intended to examine the difference relating to their reading strategies between the students who have an extensive-reading habit and those who do not read extensively. It was found that there is a difference between the students who reported to read extensively and those who did not. Also, the students who have an extensive-reading habit reported more frequent use of reading strategies than those who don't read extensively. The third purpose of this study was to investigate if the more frequently students use reading strategy, the higher English academic achievement scores (i.e. semester grades) they will have. According to Spearman Correlation Test analysis, we found that there is a moderate positive correlation between overall reading strategy use and English achievement. In other words, the more frequently strategies were used, their achievement levels of English improved. This finding appears to support the increasing significance of reading strategy use.
As reported in the findings, the more frequently strategies were used, the better students' English academic achievement was. It implies that reading strategies are worth being taught in class. In addition, it is suggested that EFL teachers may introduce extensive reading to students, organize and present appropriate reading materials, motivate and monitor learners' reading.

並列關鍵字

gender differences ； extensive reading ； reading strategy ； Spearman Correlation Test