Reciprocal Teaching as a Reading Strategy Instruction to Improve EFL Junior High School Students' Metacognitive Awareness and English Reading Comprehension

探究運用相互教學法於國中生後設認知及英文閱讀理解之成效

孫莉恩(Li-En Sun)

《高雄師大學報：人文與藝術類》 34期 (2013/06) Pp. 15-37

摘要

本研究目的在於瞭解教導國中生相互教學法，對於其後設認知及英語閱讀理解之效果。本研究採取準實驗研究。參與研究對象為北部164位八年級學生，分為二班實驗組接受相互教學法訓練，及二班對照組未採取相互教學法，於十週的教學實驗中探討：（1）相互教學法是否能幫助學生提升後設認知能力；（2）後設認知能力的提升是否有助於閱讀理解的增進；（3）相互教學法是否能提升學生英語閱讀理解；（4）學生對於相互教學法策略運用的看法。研究問卷資料以描述統計、迴歸方法進行統計分析。研究結果顯示，和未接受相互教學法的學生相較，接受相互教學法訓練之學生在後設認知能力及英語閱讀理解上，的確有明顯進步。學生因接受相互教學法訓練而提升之後設認知，對於英語理解能力進步具有正面的影響。此外，研究也顯示，在相互教學法的四個策略中，學生較常運用預測（predicting）和澄清（clarifying）於英語閱讀上。學生普遍認為，相互教學法有助於提升閱讀及思考能力。因此，閱讀策略的教學在教學過程中有其必要性。

關鍵字

相互教學法 ； 後設認知 ； 閱讀策略 ； 閱讀理解

並列摘要

The primary purpose of this study was to understand the effects of reciprocal teaching, as a means of strategy instruction in reading class, on EFL junior high students' metacognitive awareness and English reading comprehension. The 164 eighth grade participants selected in this quasi-experimental research came from four classes in a junior high school in Taiwan and were divided into experimental and control groups. Two English teachers were assigned two classes each, one experimental group in which they were responsible for practicing reciprocal teaching and one control group without reciprocal teaching. Elementary GEPT (General English Proficiency Test) reading comprehension pre- and post-test, as well as metacognitive awareness questionnaires were applied to determine the effects of reciprocal teaching instruction in comparison with traditional reading methods on reading comprehension. A response to reciprocal teaching questionnaire was administered in the experimental groups to understand students' perceptions of applying reciprocal teaching in daily reading tasks. The analysis of covariance (ANCOVA) revealed that students with instruction in reciprocal teaching had greater improvement than students receiving traditional reading methods in performance on GEPT reading test and metacognitive awareness. Moreover, a step-down multiple regression indicated that experimental group, GEPT reading comprehension pretest score and metacognitive awareness post-test score were positively related to improvement in GEPT reading comprehension post-test scores. As for the strategies applied during reading, students reported that predicting and clarifying were two strategies that were used most. The findings offered a strong suggestion that reciprocal teaching is a practical strategy instruction enabling students to develop the awareness of strategy use and improve English reading comprehension. Further, this study sheds light on the importance of initiating strategy instruction in EFL reading classrooms.

並列關鍵字

Reciprocal teaching ； reading strategy ； metacognitive awareness ； reading comprehension

參考文獻

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