中級華語學生閱讀策略調查與策略 教學成效之個案研究—以越南學生為例

A Case Study of the Survey of Reading Strategies and Effects on Teaching Reading Strategies in the Intermediate Level Chinese Classes

彭玉君(Yu-Chun Peng)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2011年)

https://doi.org/10.6840/cycu201101029

摘要

閱讀不同於說和寫，很難從學生的輸出表現中了解他們的語言能力。又中文閱讀
不僅是漢字認讀，更要具備句子和篇章的理解能力。當學習者的閱讀技能不足時，尌
會限制他們學習的空間，也會影響學習的效率。因此，若能了解學習者進行閱讀時使
用的閱讀策略，便能夠從中思考學習者的理解過程，對於教師的教學也能有所啟發及
助益。故本論文之目的在於研究中級華語學習者閱讀中文文章時使用閱讀策略的情
況。探討中級學生使用閱讀策略的頻率以及常用和不常用的閱讀策略類型，分析學習
者在不同策略類型中的表現情形，並藉由策略教學的進行，了解策略教學在課堂實施
中的成效。
鑒於以上研究動機與目的，本研究以四位越南學生為研究對象。研究分為兩個階
段，第一階段採用問卷、有聲思考及個別訪談等方式調查中級學習者的閱讀策略。第
二階段筆者挑選10 個閱讀策略，進行40 個小時的策略教學，於教學實施後，以有聲
思考和回饋性問卷進行教學成效分析。
研究結果發現，中級學生「經常使用」閱讀策略。在一般性閱讀策略中，最常使
用「解決問題策略」，最少使用「支持策略」。依漢語語言結構來分，最常使用「句的
策略」。根據研究結果，本論文提出中級閱讀能力的分級建議並於每個級別中提出合適
的閱讀教學策略。經教學研究證實，策略教學可有效提升學習者的閱讀理解能力。
本論文期望藉由分析學習者閱讀策略的使用情況以及策略教學的研究，提升學習
者的中文閱讀理解。本研究亦提出策略教學建議和日後研究方向供後續研究者參考。

關鍵字

策略教學 ； 有聲思考 ； 閱讀理解 ； 閱讀策略 ； 中級華語學習者

並列摘要

Reading is different from speaking and writing. It is very difficult to measure the
student’s language proficiency from the reading output. Moreover, reading a Chinese text
does not only demand reader’s understanding on Chinese characters, but also syntactic and
whole passage comprehension. As a result, a poor reading proficiency will affect the learning
efficiency, thus resulted the learning output. Therefore, understanding the reading strategies
used by the learners, thus comprehending their learning process could benefit the teacher in
developing the teaching methodology. The purpose of this study is to analyze the reading
strategy used by the intermediate level of Chinese learner, by understanding the efficiency of
each reading strategy, determining the strategies which are mostly and rarely used by the
learners, thus analyzing the output of different reading strategies. To better understanding the
effect of teaching strategies on TCSL, the researcher designed a class by implementing
certain teaching strategy.
The object of this research is four Chinese learners of Vietnamese origin. The
methodology used in this research could be divided into two parts, the first part is by using
the questionnaire, think-aloud and interview to analyze the learners’ reading strategy. In the
second part, the researcher select 10reading strategies, this implementing 40 hours reading
strategy, and later used the opened and closed style questionnaire to analyze the teaching
output.
The results showed that intermediate level learners usually have their own reading
strategies. In general, the reading strategy which is mostly used is the “problem solving
strategies”, the “supporting strategies”is less used.Based on the researcher being done,
whereas the writer supports different teaching strategy for different level language learner,
and thus found put that teaching strategy could promote reading proficiency.
By analyzing the reading strategies used by the intermediate level Chinese learners, the
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aim of this thesis is to aid the Chinese learners in constructing the reading comprehension
methodology and enhancing the reading proficiency. The teaching strategy and suggestion
for future research are also mentioned.

並列關鍵字

reading strategies ； intermediate learners ； teaching ； reading comprehension

參考文獻

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