探討閱讀策略教學對高中生英語閱讀理解力之影響： 以台灣五位高中挫折生為例

The Effects of Reading Strategies Instruction on EFL Learners’ Textual Comprehension: A Case Study of Five Struggling Senior-High-School Students in Taiwan

薛依寧(Yi-Ning Hsueh)

指導教授 ： 紀鳳鳴

國立中正大學/文學院/英語教學研究所/碩士(2016年)

摘要

本研究旨在探討五位台灣高中生使用閱讀策略後對於英文文章閱讀理解的學習效益。許多研究指出閱讀策略能增進學生對於文章的閱讀理解。儘管如此，鮮少台灣高中英文教師將閱讀策略實行在閱讀課堂上。反而，大多數教師在閱讀課程中使用文法翻譯法式教學。因此，本研究目的乃是探討三個研究問題有關台灣學習困難高中生在課堂中實施英文閱讀策略教學對於英語閱讀能力之影響和成效。第一個研究問題為探討閱讀策略教學如何提升學生在策略的使用；第二個研究問題是探討學生的閱讀能力測驗變化如何；第三個研究問題為學生對於閱讀策略教學的看法為何。
本研究旨在探討一個為期十周的英語閱讀課程實施閱讀策略之教學的成效，研究對象為五位學習困難的台灣高中生，此英語閱讀課程著重使用三個閱讀策略：預測策略、大意策略、及推論策略。本研究資料蒐集來源主要有三：受試者放聲思考的逐字搞、閱讀理解考試，以及訪談逐字稿。有別於以往閱讀策略相關的研究，放聲思考備採用以檢視學生閱讀策略的過程。本測驗實施兩個文本的放聲思考及閱讀測驗，第一個文本於前測及重複測驗時使用，新文本則於後測時使用。
因此，本研究不僅能夠探討學生在教學前、後以及閱讀不同的文章時對於閱讀策略的使用，對閱讀理解能力測驗的影響，及了解學生的意見看法和反應。
根據研究分析，實施閱讀策略課程後，學習困難高中生在閱讀文本時對於閱讀策略的使用次數有增加，並且增加次數在前測，重複測驗及後測是明顯的。結果與閱讀測驗分數相符，並且透過比較學生對於文本閱讀的前後測結果，發現學生對於文章的推論能力有遷移至新的閱讀測驗的現象。學習困難高中生的後測閱讀分數高於重複測驗的閱讀測驗分數。
由訪談資料顯示，五位學習困難高中生表試閱讀策略幫助他們閱讀能在相較短時間快速理解所閱讀的。尤其，學生覺得最有用的閱讀策略為推論策略，而效用最低的閱讀策略為預測。此外，所有學習困難高中生皆對閱讀策略教學的效益持正面的評價，他們提及在英文推論文意及閱讀流暢度上有進步。因此，此分研究結論為閱讀策略教學有助於提升高中閱讀困難學生的閱讀理解能力。並且，此分研究也提供未來教師如何透過策略教學應用協助他們的學生解決閱讀所遇到的困難。

關鍵字

放聲思考法 ； 閱讀策略教學 ； 閱讀理解

並列摘要

This study examines the impact of reading strategy instruction on the reading comprehension performance of five English as Foreign Language (EFL) struggling high school students in Taiwan. Numerous studies have shown that implementing reading strategies significantly enhance students’ reading comprehension. Despite this, few Taiwanese high school teachers apply these strategies in their reading curriculum. Instead, most teachers emphasize the Grammar Translation Method in their reading programs. Hence, the purpose of the study is to investigate the impact and efficacy of the reading strategies as transposed in three research questions:(1)In what ways did reading strategies instruction enhance students’ strategy use; (2) How did the students’ reading comprehension test improve; (3)How did the students perceive reading strategies instruction?
A ten-week reading development instruction was implemented to train five struggling students in three reading strategies: predicting, determining main ideas and inference making. There were three main sources of data collection: verbatim transcriptions of participants’ think-aloud, comprehension tests, and interviews with the participants. Diverting from most previous studies, the think-aloud method was adopted to evaluate students’ reading comprehension processes. Two texts were used to record and directly assess students’ strategy usage both before and after the instruction and on the transfer text. These were also the basis for the thinking-aloud and reading comprehension tests. Text 1 was adopted in the pretext and repeat text thinking aloud. Text 2 was applied in the transfer text.
Based on data analysis, the results indicated that after the reading strategies instruction, struggling high school students made improvements in the frequency of reading strategies usage. This was evident through the pretext (PT), repeat text (RT) and transfer text (TT) phases. This corresponded to higher reading comprehension scores. Moreover, their enhanced reading abilities transferred to new text. Their scores in the transfer test were consistently higher than what they scored in the repeat test. Furthermore, based on interviews, they commented that it was more comfortable and helpful reading with these strategies because it gave them a better understanding of the text in a relatively short time. Specifically, the students stated that inference making strategy was the most effective reading strategy, while the predicting strategy was the least useful to their reading. In addition, the struggling students all expressed positive attitudes with regard to the effects of the reading strategies instruction. They also noted that they improved their ability to infer unknown words and reading fluency. Thus, the study concluded that reading strategies instruction is useful and effective for promoting students' reading comprehension. Finally, this study provided future teachers with guidance on the application of strategies instruction to assist their students in overcoming reading difficulties.

並列關鍵字

think-aloud method ； reading strategies instruction ； reading comprehension

參考文獻

Chung, W. L. (2006). Think- aloud with teacher intervention on the reading comprehension of EFL technological university stdents.Unpublished master’s thesis, National Chung Cheng University, Chia-yi, Taiwan.

Harvey, M. (2011). Reading comprehension: Strategies for elementary and secondary scool students. Lynchburg College.

Wog, K. A. (2010). Effects of reading comprehension strategy instruction for fourth grade students. (Doctoral dissertation, Southwest Minnesota State University).

Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The Journal of Educational Research, 97 (4), 171-184.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75, 460-472.