交互教學法對增進台灣EFL大學生英文閱讀理解成效之研究

The Effect of Using Reciprocal Teaching on Taiwanese College EFL Freshmen Reading Comprehension

葉雁玲(Yen-Ling Yeh)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外國語文研究所/碩士(2019年)

https://doi.org/10.6840/cycu201900047

摘要

近年來大學使用原文書及英語作為各學科的授課語言己是常態；然而，英文常被當作一門學科來學，許多學生並未習慣大量使用英文溝通或閱讀，也未接受良好的閱讀方法及表逹能力訓練。大學生普遍英文讀寫能力低下，學習動機低落，不僅造成學生想從學習中逃走，也造成教師教學的無力與挫折。因此，為了協助台灣大一生提升英文閱讀理解能力，並有效使用英語學習各學科領域裡的知識，本研究旨在探討使用交互教學法的後設認知閱讀策略訓練後，是否能有效提升大一生的閱讀理解能力，閱讀策略使用，正確的使用預測、提問、摘要及澄清四項能力，並透過問卷及訪談進一步了解受試者對此教學法的認知及態度。本研究採準實驗研究，採質量化並重分析探討研究問題。研究對象為主修英文之台灣大一生，共59位。實驗進行十週。此研究推論當學生的情感需求得到照顧，學習環境和團體動力是積極正面的時候，相互教學法比較能受到青睞及發揮成效。這可以使未來相關領域的研究人員更加了解並重視情緒對大學新生學習動機，態度，學習效率和表現的影響。這些知識可能有助於設計有效的相互交學法之課程。

關鍵字

閱讀理解,閱讀策略,交互學習法,後設認知,圖像組織圖

並列摘要

Regarding the fact that reading comprehension takes part in every content subject and university-level textbooks usually written and taught in English language, the gaps between high school and college education become more significant. In this regard, the current quasi-experimental pretest-posttest study aimed to examine the effects of Reciprocal Teaching (RT) strategies on 59 EFL college freshmen’s reading comprehension and strategy use. Subsequent to this, student’s learning progress over eight weeks of training were analyzed through weekly graphic organizer works. Their perceptions of self-efficacy, learning value, and cooperative values in RT were also investigated. The finding maps implications that RT instruction is favored when students’ emotional needs are taken care of, and their learning environment and group dynamic are positive. The researchers in the field can learn much about the impact of emotion on college freshmen’s learning motivation, attitude, learning efficiency, and performance. This knowledge may be useful for the design of effective RT curriculum.

並列關鍵字

Reading comprehension, Reading strategy, Reciprocal Teaching, Meta-cognitive Awareness, EFL Reading, College English

參考文獻

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