以閱讀策略教學提升九年級學生的閱讀理解能力

Teaching Reading Strategies to Enhance Grade Nine Students' Reading Comprehension

張瑋玲(Chang, Weiling)

指導教授 ： 陳月妙

國立中正大學/文學院/外國語文學系/碩士(2012年)

摘要

本研究的目的是在探索閱讀策略教學對台灣國中學生在基測與英語閱讀測驗的影響情況。探討閱讀策略教學是否能有效的幫助國中學生學習英語，並且深入了解實施閱讀策略教學後學生的反應與改變。調查對象是兩班國中三年級的學生，此兩班受測的學生因為採取分組教學，故一班為高學習成就的學生另一班為低學習成就的學生。此兩個班級在16週的課程中，同時進行相同的閱讀策略教學，並用問卷調查、閱讀策略使用的前測與後測及基測試題的前後測，來了解學生在實施閱讀策略教學的前後差異。並且輔以課堂觀察與學生訪談，以求在過程中可以隨時了解學生的需求與困難。承上所述，資料收集的方法包括了：問卷調查、訪談、課室觀察、紙筆方式的閱讀測驗。利用Excel與Stata將資料利用平均值與百分比和t-test的方式，來比較實施策略教學前後的差異；同時透過課室觀察的紀錄，也印證學生學習狀況的改變。主要是希望透過質化與量化的方法並用，以增進研究結果的信度與效度。
本研究的主要發現如下：
(一) 閱讀策略教學使得學生不再害怕閱讀，並且對閱讀有較高的成就感與興趣。
(二) 閱讀策略教學提昇了低學習成就學生的學習動機。
(三) 學生願意將這些策略運用在日後的閱讀活動中。
(四) 閱讀策略教學有助於學生理解文章內容。
(五) 閱讀策略教學幫助學生在面對基測的題目時，較有信心。
本研究建議閱讀策略教學應該融入平日的課堂教學中，學生除了可以提升
自己的自信、增加學習英語的興趣並且可以利用策略進而使他們的學習更有成效。在研究的最後也建議未來的研究方向。

關鍵字

國中基本學力測驗 ； 閱讀策略教學 ； 閱讀策略 ； 閱讀測驗 ； 國中英語教學

並列摘要

The purpose of the study is to investigate the influence on the reading strategy instruction which is conducted to the EFL junior high school students in Taiwan. The study is designed to research whether the strategic instruction is a good direction to help EFL junior high school students in their English learning and explore the students’ responses and change after the instruction. There are two classes of ninth graders which are divided into high achievement and low achievement in study instructed to learn the reading strategies for one semester.
Data were collected from questionnaires, interviews, classroom observations and the Basic Competence Test (BCT). The interview and classroom observation could present the need and change of the students. The pre-test and post-test questionnaires and pre and post BCT tests could show the learning situation of the students. Excel and Stata were adopted in this study to calculate the data and analyze the frequency distributions of the reading skills that have been used in the reading process. The students’ questionnaires were also analyzed with the statistical analysis to show the percentages, mean and t-test. Besides, the teacher’s observations were categorized through content analysis. By the finding from the multiple resources of data could cross check with one another and increase their validity and reliability; that is both the qualitative and quantitative methods were employed to collect data to increase the validity and reliability and the results of the study.
The major findings of the study were as follows: (1) The reading strategy instruction help students become more strategic and active in learning English and reading; (2) Students think prediction and guessing the unknown words and sentences are useful strategies for them; (3) The reading strategies can facilitate students’ reading proficiency; (4) Students were willing to use these instructed reading strategies during their reading because they found that these strategies can help them to comprehend the article more easily; (5) They discovered that strategies helped them read better because strategies made them comprehend the content of the article easily and effectively; (6) The students really increased their consciousness of strategy use, (7) The reading strategies instruction has changed students in some ways: the students have more positive attitude toward English learning, they have more confidence of learning English, they have more successful experiences in learning English, they have higher motivation on learning English than before, they can apply the reading strategies when they met different problems, they think they could be a good reader and they start to enjoy learning English.
The study suggests that reading strategy instruction could be conducted in the EFL classroom because it is not only good for high level achievement students but also for low level achievement students. It can help the students to motivate their English learning and change their attitude toward English. Finally, suggestions for future studies were also recommended.

並列關鍵字

EFL at Junior High School ； Reading Comprehension Test ； Basic Competence Test ； Reading Strategy Instruction ； Reading Strategies

參考文獻

Ko, M. Y. (2004). An investigation of reading strategy instruction on EFL junior high school students. Unpublished mater’s thesis, National Chung Cheng University.

Li, Chau-mei, (2006). The analysis of the English test of the Basic Achievement Test for junior high school students (from 2001 to 2004). National Kaohsiung Normal University.

Morrison, I. E. (1968). Teaching Reading in the Elementary School. New York: Ronald Press Company.

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.

Afflerbach, P. P. (1990). The influence of prior knowledge on expert readers’ main idea construction strategies. Reading Research Quarterly, 25(1), 31-46.