交互教學法對台灣科技大學生英語閱讀理解之研究

Technological University Students’ English Reading Comprehension in Taiwan: A Reciprocal Teaching Approach

蘇文政(Wen-cheng Su)

指導教授 ： 許筱彤

朝陽科技大學/人文暨社會學院/應用外語系/碩士(2010年)

摘要

第二語言學習的研究者常指出，學習者對於學習外語的策略使用往往會影響他們的閱讀理解，並進而影響到其最後的學習成效。然而，交互教學法與科技大學生英語閱讀理解之關係的實證研究仍相當缺乏，因此本研究旨在探討交互教學法對台灣科技大學生英語閱讀理解與後設認知間之關係。研究方法為實驗法，分別使用二種不同的教學方法且應用於實驗組與控制組之學生。研究工具包含英語閱讀理解測驗、後設認知問卷與英語閱讀文章。研究對象為2班共60名科技大學生。測驗與問卷的量化分析方法包括描述性統計和獨立樣本T檢定；質性研究以半結構式訪談，以證實交互教學法與英語閱讀理解間之關係。研究結果顯示交互教學法能增進學生之英語閱讀理解與後設認知的能力。總結而言，此研究能解釋交互教學法對學生英語閱讀理解與後設認知帶來正面的效果，英語教師也可藉此進一步了解學生的策略使用是如何影響其英語閱讀理解。

關鍵字

閱讀理解 ； 後設認知 ； 交互教學法

並列摘要

Researchers on second language learning have often pointed out that the strategies used by students for learning foreign languages very likely affect their reading comprehension and ultimate success in language learning. However, research which has empirically documented the link between reciprocal teaching and technological university students’ English reading comprehension is sparse. Therefore, the aim of this study was to explore the effects of reciprocal teaching on technological university students’ English reading and meta-cognitive comprehension. This research involved an experiment, comprising two different teaching methods implemented in the experimental group and control group, respectively, one standardized English reading comprehension test, one meta-cognitive awareness questionnaire and reading materials for reciprocal teaching and traditional teaching. Two intact classes of 60 (30 in each) technological university students participated in the study. The quantitative analyses of the English reading comprehension test and meta-cognitive
awareness questionnaire were conducted through descriptive statistics and Independent sample t-test. For the qualitative analysis, student interviews were transcribed in order to indicate the relationship between the reciprocal teaching and students’ English reading comprehension. Results of this study showed an improvement of students’ English reading comprehension and meta-cognitive awareness. To conclude, this study may be of importance in explaining the effectiveness of reciprocal teaching in regard to students’ English reading comprehension and meta-cognition, as well as in providing English teachers with a better understanding of how students’ strategies used in reciprocal teaching relate to their English reading comprehension.

並列關鍵字

reciprocal teaching ； meta-cognition ； reading comprehension

參考文獻

Lin, S. Y. (2006). The effects of reciprocal teaching on Taiwanese junior high school students'' English reading comprehension and metacognitive awareness. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.

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