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研究生：	曾久倫
論文名稱：	朗讀與默讀對台灣高中學生閱讀理解的影響 Oral Reading and Silent Reading—The Effect on Taiwanese EFL Senior High School Students’ Comprehension
指導教授：	李臻儀 Li, Jen-I
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2003
畢業學年度：	91
語文別：	英文
論文頁數：	91
論文種類：	學術論文
相關次數：	點閱：207 下載：16
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摘要

本研究之宗旨在探討三種閱讀方式—朗讀、默讀、聽讀─對台灣高中學生閱讀理解的影響。研究重點在於這三種閱讀方式對於高中學生理解兩種文體─說明文與記敘文，以及回答兩種問題類型─主旨問題與細節問題的影響。
共有75位百齡高中二年級學生參與這項研究。他們被分成三組，分別是：同聲朗讀，聽老師讀，及默讀。這三組受試者各以不同的方式閱讀二十一篇英文文章（內含六十七題理解問題）。測驗後，每一組有10個自願者接受訪談。測驗結果顯示：以默讀對高中學生理解文章的幫助最大，尤其是在理解記敘文以及文章的細節方面。訪談的資料也顯示出學生們大多認為默讀較能幫助閱讀理解。因為朗讀和聽讀時所發出的聲音以及速度限制都會妨礙他們對文章的理解。
研究顯示當閱讀的目的是要理解文章時，教師應盡量給予學生充分的時間默讀。朗讀也許是引起學生動機以及提供課堂變化性的好方法，但在沒有聲音以及速度控制的情況下，高中學生對文章有較好的理解力及較佳的測驗成績。

ABSTRACT

The purpose of this study is to explore the effect of silent reading, self-reading aloud and teacher’s reading aloud on Taiwanese senior high school students’ reading comprehension. Specifically, the present study investigates whether the three reading modes have different impacts on the students’ comprehending two different text types—narration and exposition, and on their answering two different question types—main idea questions and detail questions.
75 second-graders at Bailing Senior High School serve as subjects. They are divided into three groups and are required to do 21 reading passages with 67 comprehension questions in the three different reading modes. Ten volunteers from each group are interviewed after the reading comprehension tests. The test results exhibit that the silent reading is the most beneficial mode to senior high school students’ reading comprehension, especially in comprehending narrative texts and in answering detail questions. The interview reports also show the students’ preference for silent reading. The sound and the controlled reading speed of the oral reading modes are reported to inhibit the students’ comprehension.
The findings of this study reveal that oral reading might be a good method for providing variation to regular courses or for raising the students’ motivation. But as far as comprehension is concerned, silent reading is still needed for each individual student. Without controlled reading pace and without sound as a distractor for thought, senior high school students are more likely to have better comprehension of the texts and superior performance in the reading tests.

TABLE OF CONTENTS

Chapter 1  Introduction    1
1 Motivation and Research Questions    1
2 Significance of the Study    3
3 Organization of the Thesis    4
Chapter 2  Literature Review    5
1 Oral Reading and Silent Reading    5
1.1 Oral Reading    6
1.1.1 Teacher’s Reading Aloud    7
1.1.2 Self Reading Aloud    8
1.2 Silent Reading    9
1.3 A Brief Summary of Oral Reading and Silent Reading     11
1.4 The Reading Modes in EFL Context in Taiwan    11
2 Text Types    14
2.1 The Text Types Used in the Study    14
2.2 Discourse Patterns of Narrative and Expository Texts and Their Differential Effects on Readers    15
3 Question Types    17
3.1 The Question Types Applied in the study     17
3.2 Skill Levels of Question Types    20
4 Framework of the Thesis    21
Chapter 3  Research Methodology    24
1 Subjects    24
2 Research Design    25
2.1 The Multiple-Choice Reading Comprehension Tests    26
2.1.1 The Reading Passages and Comprehension Questions    26
2.1.1.1 The Reading Passages    26
2.1.1.2 The Comprehension Questions    27
2.1.2 The Procedure of the Reading Comprehension Tests    30
2.2 The Interview    31
2.2.1 The Interview Questions    32
2.2.2 The Procedure of the Interview    34
Chapter 4  Results and Discussion    35
1 Comparison of the Three Groups’ Overall Reading Comprehension    36
1.1 Results of the Reading Comprehension Tests    36
1.2 Reports of the Interview    39
2 Comparisons of the Three Groups’ Performances in Comprehending Two Different Text Types    42
2.1 Comparison of the Three Groups’ Performances in Comprehending Narrative Texts    42
2.2 Comparison of the Three Groups’ Performances in Comprehending Expository Texts    44
2.3 Interview Reports on the Two Different Text Types    46
3 Comparisons of the Three Groups’ Performances in Answering Two Different Question Types    46
3.1 Test Results Concerning Main Idea Questions    47
3.1.1 Comparison of the Three Groups’ Performances in Answering Main Idea Questions    47
3.1.2 Comparison of the Three Groups’ Performance in Answering Main Idea Questions of Different Text Types..    49
3.2 Test Results Concerning Detail Questions    51
3.2.1 Comparison of the Three Groups’ Performances in Answering Detail Questions    51
3.2.2 Comparison of the Three Groups’ Performance in Answering Detail Questions of Different Text Types..    54
3.3 Interview Reports on the Two Different Question Types    56
4. Summary    57
Chapter 5  Conclusion, Implications and Suggestions    62
1 Findings and Conclusion    62
2 Pedagogical Implications    68
3 Limitations and Suggestions for Further Research    70
References    73
Appendices    79
Appendix A  The Expository Texts    79
Appendix B  The Narrative Texts     91
                                

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