任務型導向教學於訓練大學生閱讀策略之成效

本研究旨在探討任務型導向教學法於大學生運用閱讀策略之成效。研究問題為: (1) 任務型導向教學法訓練於大學生運用閱讀策略之成效為何? (2) 學生對於任務型導向教學法訓練運用閱讀策略之觀感為何? 本研究以55位台灣某大學應用外國語文學系一年級的學生為對象。本研究比較受試者接受任務型導向教學法前後的閱讀策略運用。此外，本研究亦探討學生對於任務型導向閱讀策略教學法之觀感。學生閱讀策略運用的問卷調查以及訪談的資料已分析。本研究使用之統計方法包含樣本t-檢定。本研究主要發現結果如下: 一、任務型導向閱讀策略教學法並無影響學生閱讀策略之運用。二、學生對於任務型導向閱讀策略教學法持正面的態度，因學生認為此教學法可訓練到閱讀速度及效率並且增進學習意願。三、某些學生提及任務型導向閱讀策略教學法的缺點，包括缺乏文章背景知識，缺乏文章多元性，以及沒有融入字彙教學法。總言之，雖然資料顯示任務型導向教學法並不會影響學生閱讀策略之運用，學生在問卷及訪談中仍然認為課堂上實施任務型導向閱讀策略教學法能夠輔助閱讀速度及效率與學習意願。爰此，研究者建議大學的閱讀老師仍可以應用任務型導向教學法來訓練學生閱讀策略。值得注意的是，閱讀文章之背景知識及文章多元化與字彙教學法應列入考量中。另外老師們在任務型導向教學閱讀策略教學過程中也需留意每位學生的學習類型與個人特質。

關鍵字

大學學生；閱讀策略；任務型導向教學法

並列摘要

This study investigated the effects of task-based instruction on university students’ reading strategies use in the university. The research questions are (1) What are the effects of task-based instruction on EFL university students’ reading strategies use? (2) How do university freshmen perceive the implementation of task-based instruction in learning reading strategies? The participants in this study included 55 English major freshmen at a selected university in Taiwan. The students’ reading strategies usage before and after the implementation of the task-based instruction was compared. Additionally, students’ perception on task-based reading strategy instruction was investigated. In data analysis, the students’ reading strategy usage and their perception in questionnaires and interviews were analyzed quantitatively and qualitatively. Statistical techniques included a paired-sample t-test and descriptive statistics. The main findings are summarized as follows: 1.The implementation of task-based instruction did not affect students’ reading strategies usage in reading any of the English articles used in the research. 2.The students positively perceived the implementation of task-based reading strategies instruction because they believed this approach improved their reading speed, efficacy, as well as willingness to learn. 3.Some students mentioned some weaknesses of task-based reading strategy instruction such as the lack of background knowledge of the contents in homework; lack of variety in articles used, and limited vocabulary training. In conclusion, no statistical significance was found in the results of the research for question one. Yet, based on students’ feedback on the questionnaires and the interviews, they still perceived that task-based reading strategies instruction facilitated their reading speed, efficacy and willingness to learn. It suggested that university reading teachers could still integrate the task-based instruction in their reading courses. However, the background knowledge of contents in homework, a variety of articles, and vocabulary training should be taken into consideration. Teachers also should be aware of each student’s learning styles and individual characteristics when using task-based reading strategy instruction in classroom.

並列關鍵字

university students ； reading strategies ； task-based instruction

參考文獻

Anderson, R.C., & Person, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In D.E. Eskey, & J. Devine (Eds.), Interactive approaches to second language reading (pp.37-55). New York, NY: Cambridge University Press.

Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New work, NY: Addison Wesley Longman.

Brown, D. A. (1982). Reading Diagnosis and Remediation. Englewood Cliffs, NJ: Prentice-Hall.

Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented college foreign language curriculum. Language Testing. 19 (4), 419-437. http://books.google.com.tw/books?id=wgyjxX3c+cQ//

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal,

國際替代計量

任務型導向教學於訓練大學生閱讀策略之成效

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