台灣偏鄉高中改良式廣泛閱讀計畫之個案研究

A Case Study of a Modified Extensive Reading Program in a Rural Senior High School in Taiwan

羅少芳(Shao-fang Lou)

指導教授 ： 陳月妙博士

國立中正大學/文學院/外國語文學系/碩士(2012年)

摘要

研究者在台灣偏鄉的一所公立高中服務，經常感受到學生的英文程度日漸低落，而且學習動機不足。其中之原因包括：第一、高中、國中英文教學長期以升學考試為導向，以文法教學為重心，密集式的閱讀為主軸。偏鄉高中的學生從國中時期開始即長期面對考試帶來的挫折感，學校教育系統內的課程是無法使其產生對英文為外語的學習的成就感。第二、高中課本的選文對偏鄉高中的學生而言還是過於困難。長期下來，學生便視英文閱讀為畏途。第三、因為在基礎英文的閱讀不足，學生未能熟習足夠的單字來閱讀課文。學生在英文閱讀上的能力不足，致使他們在英文的學習成就低落。於是，很多學生放棄學習英文。有鑑於此，研究者希望能藉此研究找出適當的教學方法，提昇學生之學習動機，及改善他們的英文程度。
本研究藉由廣泛閱讀計畫，以提昇學生對在英文為外語的學習上的內在學習動機、改變學生閱讀英文的態度、習慣為目標。計畫參與者為研究者班上三十三位高二學生。實施時間是在他們高中二年級下學期期間。整個研究進行了一整個學期，共包含了三個階段：一、研究前閱讀訓練期。此階段為正式閱讀計畫前之教學引導，為期三周，做為學生廣泛閱讀之適應期；二、廣泛性閱讀課程。此階段乃是學生組成閱讀小組從事廣泛閱讀之正式階段，持續進行十五周；三、研究後期。此階段是收集學生參與廣泛性閱讀計畫之後的成果，為期三周。所收集的資料包括實施閱讀計畫前後之兩份問卷調查、教室觀察紀錄、學生的面談內容。為了達到方法論中的多方檢證，兩份問卷調查所蒐集的量化資料以描述性統計分析之，而其他質性資料則以內容分析法分析之。
本研究之結果顯示廣泛閱讀提昇了學生在英文為外語之學習上的內在動機，改善了他們的閱讀習慣、閱讀態度。此外，學生對此課程之回應是正面的，並且他們將習慣性地繼續從事英文閱讀。這些結果顯示廣泛閱讀課程在高中之可行性高。在此，研究者建議偏鄉高中之英文教師，推廣並鼓勵學生從事廣泛閱讀活動。
關鍵字: 內在動機、英文為外語的學習、廣泛閱讀、閱讀習慣

關鍵字

內在動機 ； 英文為外語的學習 ； 廣泛閱讀 ； 閱讀習慣

並列摘要

In the context of an English teacher in a public school in rural area in Taiwan, the researcher often perceived students’ English proficiency deteriorating and their lack of deeper learning motivation. Concluded reasons for this inadequacy include that English teaching in high school have been excessively test-oriented for long, focused on grammar teaching, with intensive reading as an axis. Therefore, for most students in the rural senior high school, who have long suffered frustration from tests since junior high, the curriculum in the educational system at school cannot lead them to a sense of achievement in EFL learning. Also problematic is that the selected articles in the textbooks are still too difficult for students. In the long term, students regard English reading as unpleasant. A further problem is that, due to the deficiency of reading in simple English, students fail to acquire sufficient vocabulary to read the textbooks. Their long-term low achievement appears due to their inability in English reading. As a result, many students give up learning English. In order to surmount this obstacle, the present research was conducted in expectation of determining a suitable teaching method to promote students’ motivation in EFL learning and improve their English competence.
This study was designed to promote students’ intrinsic learning motivation in EFL learning and change their English reading attitudes and English reading habits as its main objectives by implementing an extensive reading program. The participants were 33 second-year senior high school students in the researcher’s class. The program was conducted in the second semester in their second year in senior high school. The study lasted for a whole semester, with three stages including: the pre-study reading training stage, which was the orientation of the formal extensive reading project, lasted three weeks; the extensive reading program, which was the formal stage when the students conducted extensive reading in groups, proceeded for fifteen weeks; finally, the post-study stage, in which students’ responses toward extensive reading were collected, for a duration of three weeks. The data collected included the pre-/post-questionnaires, the classroom observation notes, plus the interviews with the students. To achieve methodological triangulation, the quantitative data gathered by the two questionnaire surveys were measured and analyzed by descriptive statistics, while the qualitative data were classified and analyzed by the method of content analysis.
The results of the study indicated that extensive reading promoted students’ intrinsic motivation in EFL learning, improving their reading habits and reading attitudes. In addition, the students responded positively to the program, indicating that they would continue to read in English as a habit. In addition, it is suggested that the extensive reading program is feasible in a senior high school setting. Therefore, the present study supports the promotion of extensive reading by rural high school English teachers, affirming the encouragement of students to be engaged in extensive reading activities.
Key Words: Intrinsic Motivation, EFL Learning , Extensive Reading, Reading Habits

並列關鍵字

Intrinsic Motivation ； EFL Learning ； Extensive Reading ； Reading Habits

參考文獻

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