L2閱讀課程中提供背景知識之實証研究（1）－以台灣人高級日語學習者為中心

Empirical Research (1) on Providing Background Knowledge in L2 Reading Classes-Focusing on High Level Japanese Learners in Taiwan

小林由紀(Yuki Kobayashi)

《台灣日語教育學報》 18號 (2012/06) Pp. 28-57

https://doi.org/10.29758/TWRYJYSB.201206.0002

摘要

本研究的目的為證明教師如於L2學習者閱讀過程中，提供教材文章之相關「背景知識」給與學習者，對其産出推論之連貫性（coherence）具有一定的成效。藉此証明教師所提供「背景知識」的重要性。本研究採以下分析步驟：（1）根據Anderson &Pearson（1984）主張「船隻下水典禮」概念中，明確schema使教材文章構造化，並將構造化過程中沒出現卻能促進學習者理解的情報做為「背景知識」抽出並具體呈現之；（2）將閱讀過程分成3階段，將步驟（1）所得「背景知識」分2階段提供給學習者，每階段結束後都讓學習者提交一份書面報告；（3）將學習者所提交3次書面報告，分別從文句数、關鍵字数、推論文句數以及schema學習者產出文章間的整合性進行連貫性觀點分析。由分析結果可明確得知，學習者於閱讀過程中憑藉著教師所提供「背景知識」，建構出教材文章之狀況模型並階段性逐步出現連貫性的心之表象。茲證明於閱讀過程中教師所提供「背景知識」的重要性。筆者認為於今後閱讀課程中，教師若能積極提供如此「背景知識」，則應有助於進一步提升L2學習者相關閱讀能力。

關鍵字

閱讀教育 ； 背景知識 ； 狀況模型 ； schema構造 ； 推論之連貫性

並列摘要

This publication explores the coherence of teachers providing relative background knowledge in texts during the L2 learners' reading process and the inferences L2 learners produce afterwards; this IS to prove the importance of background knowledge provided by teachers. This study uses the following analytical procedures: (1) Obtain a concrete schema to further construct the texts according to Anderson & Pearson's (1984) concept in ”the launching ceremony”; and then draw out and concretely display the information that was not included in the construction, but can nevertheless facilitate the learner's reading comprehension, as background knowledge; (2) Divide the reading process into three stages, provide learners, twice in each stage, with the background knowledge obtained in procedure (1) and ask learners to submit a report after each stage; (3) Take the three stage reports learners have submitted and analyze, respectively, the coherence perspective of the number of sentences, keywords, the number of inference articles, and the conformity between schema and the learner's reports.

並列關鍵字

reading education ； background knowledge ； situation model ； schema construction ； coherent inference