Reading Strategy Training for Developing Reading Ability: The Case of EFL Learners in Taiwan

提升閱讀能力為主的策略訓練：以臺灣學習英語為外語者為案例

吳淑蓉(Shu-Jung Wu)

《建國科大社會人文期刊》 34卷1期 (2015/01) Pp. 33-49

摘要

臺灣政府非常重視高等教育的英語教學與學習，但是許多臺灣大學生在英文閱讀上不但缺乏有關策略方面的知識，同時也常選擇不適當的策略來因應。因此，為了增進他們的英文理解能力，培養臺灣學習英文為外語學生的策略運用能力是當務之急。本研究旨在探討，小組策略閱讀訓練對臺灣大學生，在英文閱讀能力方面之影響。參與對象為一百零一學年度六十位修習英文閱讀的大二學生，他們接受一年的閱讀策略教學和小組策略閱讀訓練。所蒐集研究資料包括問卷調查、學生前後測成績、學生分組討論記錄和學生訪談記錄，之後以統計軟體SPSS和編碼技巧分析資料。研究結果顯示:第一，多數學生對小組策略閱讀訓練感到滿意，而且認為此訓練能提升其閱讀能力和興趣；第二，使用不同閱讀策略會增進他們的閱讀理解力；第三，比較學生前後測成績後發現，經過小組策略閱讀訓練後，學生的閱讀表現明顯變好，文末根據研究結果提出教學上的討論和未來研究的建議。

關鍵字

小組策略閱讀 ； 學習英文為外語學生 ； 閱讀策略 ； 閱讀理解力

並列摘要

The government in Taiwan has emphasized English language learning and teaching in higher education, but many college students often lack in strategic knowledge or choose inappropriate strategies to meet their reading demands. Thus, it is important to help Taiwanese EFL students to become strategic readers by increasing their reading comprehension. This study aimed to explore the effects of Collaborative Strategic Reading (CSR) training on Taiwanese college students' performance in English reading. 60 college sophomores who took English reading class participated in the study between 2012 and 2013. The subjects took 1-year teaching of reading strategies and CSR training. Collected data included the survey, students' pretest and posttest scores, group discussion records, and student interview transcripts. Descriptive statistics was conducted to analyze the data in the survey and paired t-test was performed to examine the difference in students' test scores. Their responses to open-ended questions in the survey, interviewed oral reports and group discussion records were also transcribed and analyzed for further explanations. There were 3 findings in this study. First, most students felt satisfied with the implementation of provided training and found it effective to improve their motivation and reading ability. Second, students' use of different strategies increased their reading comprehension. Third, a comparison of the students' pre- and posttest scores indicated that the participants performed significantly better after the training. Pedagogical implications and suggestions for future research were also provided at the end of the paper.

並列關鍵字

Collaborative Strategic Reading ； EFL students ； reading strategies ； reading comprehension