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研究生: 林宛青
Wan-chin Lin
論文名稱: 文前問題與導讀對台灣高中生閱讀美國短篇故事之效益研究
The Effects of Pre-reading Questions and Previewing on EFL Taiwanese Senior High School Students' Reading Comprehension of American Short Stories
指導教授: 陳齊瑞
Chen, Chyi-Ruey
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2007
畢業學年度: 95
語文別: 英文
論文頁數: 96
中文關鍵詞: 文前問題導讀
英文關鍵詞: pre-reading questions, previewing
論文種類: 學術論文
相關次數: 點閱:155下載:25
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  • 本研究旨在探討與文章內容相關之文前問題與導讀運用在台灣高中生閱讀美國短篇故事上理解之效益。研究對象為124位來自屏東縣某國立高中三班高一學生,根據前測成績將三班分為控制組、文前問題組與導讀組。所有受試者閱讀三篇美國短篇故事,回答問卷,再回想文章內容。閱讀故事前,文前問題組閱讀三題與故事內容相關之文前問題,導讀組閱讀以故事簡介為主的導讀,控制組則否。
    研究結果摘要如下:
    一、 文前問題組與導讀組在閱讀短篇故事的理解上明顯優於控制組。
    二、 比起文前問題,導讀對於閱讀故事的理解上較有助益。
    三、 半數以上之受試者表示喜歡閱讀英文短篇故事。另外,文前問題組與導讀組學生表示閱讀前活動使閱讀故事變得更有趣。
    四、 文前問題組與導讀組學生多對閱讀前活動抱持正向態度,表示文前問題與導讀增進他們對故事的閱讀理解,且有助於他們預期故事內容。
    根據本研究結果,高中英文教師可以讓學生閱讀英文短篇故事,同時設計閱讀前活動來幫助學生理解。建議之閱讀前活動為導讀和文前問題。給予學生適當之閱讀前活動不但可以提升學生閱讀的理解力,亦可增強學生閱讀英文的意願與效果。

    This study aimed to explore the effects of pre-reading questions and previewing on Taiwanese senior high school students’ reading comprehension of American short stories. 124 tenth graders from a senior high school in Pingtung County participated in this study. These students were divided into Control Group (CG), Pre-reading-question Group (PQ), and Previewing Group (PV) according to the results of a pre-test. All of the subjects read three American short stories, answered a questionnaire, and then recalled the content of the stories. Before reading a story, the subjects in PQ read three pre-reading questions relevant to the content of the upcoming story and those in PV were provided with a summarized plot of the subsequent story, while the control counterparts did not receive any pre-reading guides. Major findings of the study were summarized as follows.
    First, the subjects in PQ and PV greatly outperformed those in CG on the overall reading comprehension of the three American short stories. Second, previewing was more helpful to the comprehension of short stories than pre-reading questions. Third, more than half of the subjects expressed that they enjoyed reading American short stories. What’s more, the two pre-reading activities were found to make the subjects in both groups enjoy reading the American short stories more. Fourth, according to the subjects’ responses to the questionnaire, students in PQ and PV reported a positive attitude toward the pre-reading activities. They thought that pre-reading questions and previewing respectively helped them to comprehend as well as to anticipate more the content of the stories.
    On the basis of the findings in this study, it is recommended that English teachers in senior high schools in Taiwan give students opportunities to read American short stories and at the same time design pre-reading activities to facilitate their comprehension. Recommended pre-reading activities include previewing and pre-reading questions. When appropriate pre-reading activities are introduced, not only students’ reading comprehension can be improved, their attitudes to English reading and the effects in English learning can be enhanced as well.

    Chinese Abstract……………………………………………………………………….i English Abstract……………………………………………………………………….ii Acknowledgement…………………………………………………………………….iv Table of Contents………………………………………………………………………v List of Tables………………………………………………………………………...viii List of Figures………………………………………………………………………...ix Chapter One Introduction……...………………………………………………………1 Background and Motivation………………………..…………………………….1 Purpose of the Study………….…………………………………………………..6 Research Questions………..……………………………………………………..6 Significance of the Study………..……………………………………………….7 Definition of the Terms……………..……………………………………………8 Chapter Two Literature Review…………..………………………………………….10 The Reading Problems…………..……………………………………………...10 The Models of Reading Process…………..…………………………………….11 Bottom-up Model……………………….…………………………………12 Top-down Model………………………….……………………………….13 Interactive Model………………….………………………………………15 Schema Theory and Reading Comprehension……………..…………….……..18 Pre-reading Guides and Reading Comprehension………………………………21 Previewing and Reading Comprehension…………..……………………...…...23 Chapter Three Methodology….……………………………………………………...26 Subject…………………………………………………………………..………26 Instruments……………………………………………………………………...28 Pre-test………………….………………………………………………….28 Personal Data Sheet………………………………………………………..29 Reading Texts…………………………………………………….………..31 Pre-reading Questions…………….……………………………………….34 Previewing……………………………….………………………………...34 Written Recall Protocols……………….…………………………………..35 Questionnaire……………………………….……………………………..36 Three Versions of Each Text………….……………………………………37 Procedure………………..………………………………………………………39 The Pilot Study………………………….………………………….……...39 The Formal Study………………….………………………………………40 Data Analysis……………..……………………………………………………..42 Chapter Four Results and Discussion..……………………………………………….44 Effects of Pre-reading Questions and Previewing on Reading Comprehension……………………………………………….45 Results of Pre-reading Questions on Reading Comprehension……….…..…….46 Results of Previewing on Reading Comprehension…………………..………...48 Comparison between Pre-reading Questions and Previewing on Reading Comprehension……………………………………………….50 Subjects’ Attitudes toward the Story and the Pre-reading Activities…………....51 Subjects’ Opinions on the Three Stories…………….………………….…52 Subjects’ Opinions on Pre-reading Questions………….………………….53 Subjects’ Opinions on Previewing…………….…………………………..55 Chapter Five Conclusions……………………………………………………………57 Summary of the Findings…………………………………..…………………...57 Pedagogical Implications………………………………………..……………...59 Suggestions for Future Research…………..……………………………………62 References………………………………………………………………...………….64 Appendix A: Pre-test………………….……………………………………………...76 Appendix B: Personal Data Sheet……..……………………………………………..81 Appendix C: Story 1: The Story of an Hour...…….……………..…………………..82 Appendix C-1: Pre-reading Questions for Story 1…………………………….……..83 Appendix C-2: Previewing for Story 1….…………………………………………...83 Appendix D: Story 2: Gifts of Love…...……………………………………………..84 Appendix D-1: Pre-reading Questions for Story 2…………………………………...85 Appendix D-2: Previewing for Story 2.……………………………………………...85 Appendix E: Story 3: Going Home……...…………….……………………………..86 Appendix E-1: Pre-reading Questions for Story 3…………………………………...87 Appendix E-2: Previewing for Story 3…..…………………………………………...87 Appendix F: Questionnaire for Control Group.……………………………………...88 Appendix G: Questionnaire for Pre-reading-question Group………………………..89 Appendix H: Questionnaire for Previewing Group…………………………………..90 Appendix I: Recall Protocols of Story 1..……………………………………………91 Appendix J: Recall Protocols of Story 2.………………………….…………………93 Appendix K: Recall Protocols of Story 3..………………………….………………..95

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