針對華語中級學習者閱讀策略教學之行動研究-以韓國學生為例

An Action Research on Teaching Reading Strategies to Intermediate Level Chinese Language Learners

吳欣穎(Hsin-Ying Wu)

指導教授 ： 廖宜瑤

中原大學/人文與教育學院/應用華語文研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00358

摘要

本研究旨在針對中級華語學習者進行閱讀策略教學課程的設計與研究，並從中探討學習者所使用的閱讀策略為何。研究分為兩個階段，第一階段為前導研究，筆者先針對前導研究的學習者進行課堂觀察，也會針對學習者的閱讀難點以及所使用的閱讀策略進行訪談，並藉由有聲思考調查學習者的閱讀策略，將上述資料加以蒐集分析後，筆者歸納出中級學習者的閱讀策略，並設計閱讀策略教學課程；第二階段為正式研究，筆者針對八位韓國學習者進行兩次的閱讀策略教學，並在
教學結束後以有聲思考、回饋性問卷以及測驗進行教學成效分析。
研究結果發現，中級華語學習者在閱讀策略教學前已多有閱讀策略的概念，使用的閱讀策略以句的策略為主，少數為句子過渡至篇章策略，但在遇到篇幅較長的文章時，學習者通常不知道如何運用策略解決問題，因而造成閱讀困難。
而在閱讀策略教學後，學習者能有自覺性的運用策略去解決閱讀難題，學習者遇到生難字或是沒學過的字詞，學習者比較願意使用閱讀策略去解決閱讀難點，例如學習者會使用分解字詞、以上下文猜測詞意、形聲字等去猜測字義或詞意，研究結果證明閱讀策略是可教學的，並可以藉由教學增強學習者運用策略的能力。

關鍵字

閱讀理解 ； 閱讀策略 ； 行動研究 ； 有聲思考

並列摘要

The study aims to implement the design and research on the teaching curriculum for reading strategy in intermediate level Chinese language learners. The study also analyzes the reading and learning strategies used by the learners. The study is further divided into two stages, whereas the first stage refers to the pilot study and the researcher carries out in-class observation for learners at the pilot study while emphasizing on the interview of learners on reading difficult and the reading strategies used. Moreover, the researcher concludes the reading strategies of intermediate learners through investigating the reading strategy using think-aloud and analyzing the above collected data, in addition to designing the reading and learning strategy teaching curriculum. The second stage is the former research whereas the researcher conducted two reading strategy teaching on eight Korean learners in addition to applying think-aloud and feedback questionnaire at the end of teaching in attempt to implement teaching effective analysis.
The study finding show that intermediate Chinese learners have mostly already acquired the concept of reading strategy prior to the reading strategy teaching, who mostly use reading strategies in sentence-based strategies with few use the sentences in transition to the entire paragraph-based strategy. Nonetheless, in the encountering of longer paper, the learners often find it difficult to solve problems with the use of strategies and therefore resulting in reading difficulties.
After the implementation of reading strategy teaching, the learners are capable of using strategies for solving difficulties consciously and they tend to be willing to use reading strategies in solving the difficulties in case of a difficult word or words they have not learned before. For example, the learners can break down the words to guess the meaning through context, using form of sound words to guess the meaning or significance. It shows that reading strategies can be taught and can enhance learners’ ability to use strategies through teaching.

並列關鍵字

reading comprehension ； reading strategeis ； think-aloud ； the action research

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