探究大學生英語閱讀策略與英語能力之關係

An Investigation of the Relationship between Reading Strategies and Reading Comprehension among Undergraduates

許書銘(Shu-Ming Hsu)

指導教授 ： 李家遠

中原大學/人文與教育學院/應用外語研究所/碩士(2015年)

https://doi.org/10.6840/cycu201401052

摘要

本研究目的主要探討大學生的閱讀策略使用和其閱讀理解能力。此外，也探究是否閱讀策略的了解能增進台灣大學生的閱讀理解能力。因此，本研究問題為：(1)大學生的閱讀策略使用和閱讀理解能力是否有關連性存在? (2)大學生最常使用，以及最不常使用的閱讀策略為何? (3) 不同性別的大學生在閱讀策略使用上，有無差異?
因此，為了研究進行，本研究選定北台灣的某私立大學，從此大學裡隨機抽選十個不同的班級進行研究，對象均為非英文系學生。研究使用兩種不同工具，分別為:閱讀策略問卷和中級英文能力測驗試題。最後，將閱讀策略問卷和英文能力測驗資料結果分析並詳加敘述。描述性統計資料和t-test和相關性會列入討論中。
研究結果為男女大學生在閱讀策略使用上有些微差異，且男女生使用的閱讀策略偏好以及最不常使用的閱讀策略均有不同。舉例來說，百分之八十以上的受試者經常會回溯先前知識來了解閱讀內容(80.8%);百分之六十九的受試者很少使用問問題法來了解閱讀文章內容(69.2%)。最後，研究者也提供了一些建議給未來致力於延伸閱讀教學的研究者作為參考。

關鍵字

後設認知策略 ； 閱讀策略 ； 閱讀理解

並列摘要

The main purpose of this research is to investigate the relationship between the use of reading strategy and reading comprehension among university students. In addition, the study also explores whether the awareness of reading strategy use can facilitate Taiwanese college students’ reading comprehension. The research questions are (1) What is the relationship between reading strategies use and English proficiency among university students? (2) Which types of reading strategies are used most frequently by college students and which are not? (3) Are there any differences between male and female college students in terms of reading strategy use? What are their preferences on reading strategy use among university students? In order to answer these questions, 400 participants were randomly selected from ten freshmen English classes of a university in northern Taiwan. All of these college students are non-English majors. Two instruments are employed in this study, including the Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002) and Intermediate Level of General English Proficiency Test (GEPT). The data of the SORS and GEPT are reported and analyzed. The descriptive statistics (mean, standard deviation, and frequency), t-test, correlation were utilized in the study.
The research findings of the results in this research are that there are differences in reading strategy used between male and female college students. Moreover, the preferred strategies used by undergraduates are illustrated in this study; for example, over eighty percent of participants usually utilized what they knew to help them understand better(80.8%) ; on the other hand, the least used strategies are also demonstrated in the study; for example, over sixty percent of them seldom asked themselves questions(69.2%) . More importantly, it is stated that the use of more reading strategies by college students may be a strong predictor for students’ English reading proficiency in language classrooms. Suggestions are also presented at the end of the study.

並列關鍵字

reading comprehension ； reading strategies ； metacognitive strategies

參考文獻

Wu, C. P. (2005). An investigation of metacognitive reading strategies used by EFL

Chang, C. Y., Liu, S. C. & Lee, Y. N.(2007). A study of language learning strategies used by college EFL learners in Taiwan. MingDao Journal of General Education, 2, 235-261.

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

Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman/Pearson Education.

Carrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183-207.