使用自我發問策略在闡述性文章之閱讀理解與主要意義回憶的成效探討

The Effect of Self-Questioning Strategies on Comprehension and Retention of Main ideas in Reading Expository Texts

施哲仁(Che-Jen Shih)

指導教授 ： 蔣 湧 濤

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.2006.00198

摘要

本次研究探索自我發問策略對闡述性文章的理解與回憶的成效, 三十一位元智大學英語系學生參與實驗;十六個學生參與實驗組; 十五個學生參與控制組
研究者依造前測的表現將參與者歸類為高閱讀能力者與低閱讀能力者.
此研究有五個假設: (1)實驗組在接受訓練後在文本明確問題上有較優異且達顯著的表現 (2)實驗組在接受訓練後在文本暗示問題上有較優異且達顯著的表現　　　(3) 實驗組在接受訓練後在腳本暗示問題上有有較優異且達顯著的表現. (4)實驗組在接受訓練後在主要意義問題上有較優異且達顯著的表現 (5)實驗組在接受訓練後在托福閱讀測驗有有較優異且達顯著的表現. 另外實驗組對於自我發問策略的態度與觀感也透過問卷調查.
結果顯示雖然大體而言實驗組表現優於控制組,但是確未達統計標準. 因此所有的假設並未成立. 由於此次實驗結果仍然顯示自我發問策略有些許正向在理解與回憶上助益, 尤其是對實驗組低閱讀能力參與者. 再者, 透過問卷調查, 參與者對於自我發問策略持有正面的態度與觀感. 因此歸納上述資, 自我發問策略仍然值得更進一步的研究.

關鍵字

自我發問策略

並列摘要

This study explored the effect of self-questioning strategies on reading comprehension and reading retention of expository text. Thirty one sophomores from Yuan Ze University participated in the formal study and were further divided into groups according to their reading abilities. Participants in the experimental group received eight hours of training in self-questioning strategies, while those in the control group did not receive any treatment. The specific research questions included whether the experimental group could outperform the control group in answering text explicit questions, text implicit questions, script implicit questions, and main idea questions in researcher-designed tests, and in answering those test items in a past-year TOEFL reading test. Participants’ interest in, familiarity with, and attitude toward the self-questioning strategies were also investigated through the Passage Questionnaire (Chu, 2002) and through a researcher-designed attitude questionnaire.
The result of this study showed that the experimental group generally performed better than the control group, even though the mean differences did not reach statistical significance (p<.05). That is to say, none of the hypotheses were confirmed. Despite this conclusion, the overall results of this study still favored the experimental group, especially for participants with lower reading abilities. It is possible that this slight improvement in reading comprehension and reading retention might have stemmed from the process of questioning forming and answering. Also, results from the attitude questionnaire indicated that all the participants in the experimental group held an extremely positive attitude toward using the self-questioning strategies. This data indicates that self-questioning strategies may be beneficial to readers to some degree, and therefore may deserve further investigation.

並列關鍵字

self-questioning strategeis

參考文獻

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Carrell, P. L. (1988). Introduction : Interactive approaches to second language reading. In P. L. Carrell., J. Devine., & D. E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 1-7). Cambridge: Cambridge University Press.