多媒體輔助對英語閱讀理解成效之探討

THE EFFECTS OF MULTIMEDIA AIDS ON EFL STUDENTS’ READING COMPREHENSION

陳宜華(Yi-Hua Chen)

指導教授 ： 陳淑芬

共同指導教授 ： 戴雅茗(Ya-Ming Tai)

元智大學/人文社會學院/應用外語學系/碩士(2006年)

https://doi.org/10.6838/YZU.2006.00052

摘要

本研究之宗旨在探討多媒體輔助對以英語為第二外語的學習者，其閱讀理解方面的成效。研究重點在比較不同的閱讀方式和文章呈現，對於台灣學生閱讀理解的影響，並且探索學生們對於在電腦上閱讀英文的看法。
本研究共有３６位的大二學生參與，根據英文閱讀能力分為英語程度相當的四組。在第一次閱讀中，四組受試者皆以默讀方式閱讀兩篇文章，及十題的閱讀測驗。在重複閱讀時，這四組受試者以不同的方式閱讀先前的兩篇文章：第一組仍然用默讀的方式閱讀全文，另外三組則使用多媒體的朗讀輔助來閱讀，但在文章呈現上有所差異。第二組的文章呈現為全文，第三組的文章會隨著多媒體的朗讀，將句子呈現為紅色，第四組則是隨著多媒體的朗讀，一句接著一句的呈現至朗讀結束。閱讀完之後，受試者接著完成一份閱讀經驗和習慣的問卷調查。研究所得資料之統計與分析方法為單因子變異數分析、以及t檢定。
研究結果顯示：第一，重覆閱讀能夠有效提昇學生的閱讀理解，但不同的閱讀方式並未明顯的影響學生的閱讀理解。其次，使用多媒體朗讀輔助的受試者在閱讀理解的成效上較默讀的受試者高，其中又以第三組的理解成效最好。因此在實際教學上，本研究能提供教師和多媒體設計者在實施電腦輔助教學於閱讀理解成效方面的參考。

關鍵字

多媒體輔助 ； 閱讀理解 ； 朗讀 ； 重覆閱讀

並列摘要

The present study is intended to investigate the effect of using multimedia aids for promoting EFL students’ reading comprehension. More specifically, the study identifies whether different reading modes influence the reading performance of students in Taiwan. Thirty-six sophomores from a university in northern Taiwan participated in this study. In the First reading, the subjects were divided into four groups, and were required to read two texts with ten reading questions silently. In the Repeated reading, the four groups were required to read the same texts and questions again in four different reading modes---silent reading, full text with aural aids, high-lighted text with aural aids, and sentence-by-sentence text with aural aids.
Two reading texts selected from TOFEL test were read twice to compare subjects’ reading comprehension in first and repeated reading, and to investigate the most effective reading mode. After reading comprehension test, the subjects completed a questionnaire of reading habits and experiences. One-way ANOVA and Paired-Sample t- test were employed to analyze the collected data.
Four major findings of this study are as follows: First, the results revealed that Repeated reading is an effective approach for improving reading comprehension. Second, the influence of various reading modes on subjects’ performance did not reach the significant level. Third, it was found that subjects of the listening-while-reading group seemed to have better comprehension than subjects of the silent reading group. Fourth, the results showed that the leading of text color in high-lighted texts might be a useful multimedia aid for reading process.
Pedagogically, the results of the study provide practical implications for language teachers and software designers who attempt to adopt computers in reading instruction.

並列關鍵字

multimedia aids ； reading comprehension ； listening-while-reading ； repeated reading

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