研究生: |
陳麗雯 Li-Wen Chen |
---|---|
論文名稱: |
廣泛英語閱讀對台灣國中學生實施成效之研究:語言能力、閱讀態度及對其之回應 The Impacts of EFL Extensive Reading on Junior High School Students in Taiwan-Language Proficiency, Reading Attitudes and Reactions to the ER Program |
指導教授: |
朱錫琴
Chu, Hsi-Chin |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2005 |
畢業學年度: | 93 |
語文別: | 英文 |
論文頁數: | 116 |
中文關鍵詞: | 廣泛閱讀 、閱讀態度 、語言能力 |
論文種類: | 學術論文 |
相關次數: | 點閱:145 下載:100 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討廣泛英語閱讀對於台灣國中生英語能力和閱讀態度上的影響及學生們對其之回饋。研究時間為一學期的四個月。參與本研究的學生為七十三位就讀新竹市某市立國中二年級的兩班學生。兩班各分為實驗組和對照組。實驗組每週利用一堂英文課及二天的早自修時間進行廣泛英語閱讀活動,而對照組則維持原來的上課方式,在相同時間進行單元課程統整活動及書面練習。兩組學生於實驗前後分別接受語言測驗並填寫一份探討英語閱讀態度的問卷以作為前後測的成績。在實驗結束時,實驗組全部學生再填寫一份回饋問卷,之後並隨機挑選十位同學進行深度訪談。
研究結果顯示:實驗組和對照組在英語能力的進步方面並無顯著差異,然而在整體態度的改變上,二組呈現顯著差異。具體地說,本實驗結果指出實驗組和對照組在五方面的態度上有明顯的差異。第一,普遍而言,實驗組在英語閱讀書籍中汲取樂趣的表現上比控制組進步的多;第二, 實驗組相信閱讀課外英語書籍能激發學習動機的信念進步更大;第三,實驗組對於學校實施廣泛英語閱讀的可行性信念更增強許多;第四,實驗組對廣泛英語閱讀的重要性有更高的評價;第五, 實驗組的自主性閱讀課外英語書籍也提高更多。未來即使沒有師長的督促,學生仍會嚐試去閱讀課外英語書籍。又,回饋問卷顯示有百分之八十六的學生表達喜歡本實驗課程。雖然,在廣泛英語閱讀過程中會遭遇到字彙量缺乏、專有名詞及文化背景差異等困難,但學生們在獨立閱讀的時候,並不會依賴字典,反而學會由封面、標題、插圖及上下文來推測文句及故事內容,甚至主動請教同儕、老師或暫時忽略, 並持續閱讀以期在後文發現解答。概括而言,本研究顯示國中學生對廣泛英語閱讀活動表示喜歡,而且期望能將其納入學校正式課程的學習。
The purpose of this study was to investigate the effects of extensive reading on EFL junior high students’ language proficiency and attitudes toward reading in English and their reaction to an extensive reading program over a 20-week period. Participants included 73 eighth-grade students in a junior high school in Hsinchu City. They were divided into two groups: the experimental group (EG) and the control group (CG). The former group spent one hour of class period and two half hours of morning session doing extensive reading every week, while the latter group continued doing review exercises and practice regarding the target lesson in the textbook. All the participants took a language proficiency test before and after the program. They also responded to pre and post Attitude Questionnaires. A Reaction Questionnaire was given to students from the experimental group only and later ten students were interviewed at random when the extensive reading program approached its end. Data were collected from multiple sources, including outcomes of language proficiency tests, questionnaires and in-depth interviews.
The results of this study showed that students from the experimental group were not significantly different from the control group in their improvement in language proficiency. However, significant difference was found in the overall attitude change between the two groups. Specifically, this study showed the significant differences in inter-group gains after treatment in the following attitudes. First, on average, EG had a greater gain than CG in having pleasure from reading English books. Second, EG gained more in the belief that reading non-textbooks could motivate English learning. Third, EG increased more belief in the feasibility of extensive reading programs at high school. Fourth, EG had a higher gain in the rating of importance of extensive reading. Last but not least, EG gained a higher degree of readiness to read non-textbooks independently. In addition, the Reaction Questionnaire showed that 86 percent of students liked the extensive reading program. The major problems faced by the students during the extensive reading process centered on limited vocabulary, foreign terms and different cultures. However, they finally came up with different strategies to get the meaning in independent reading. Commonly used strategies included guessing based on the book cover, illustration or the context, asking help from peers or teachers, and sometimes temporary negligence for later discovery. In general, most students from the experimental group concurred that they liked the extensive reading activity and favorably expected it to be implemented to the school syllabus.
REFERENCES
Adams, M. J. (1990).Beginning to read: Thinking and learning about print. Urbana-Champaign, IL: University of Illinois, Reading Research and Education Center. 148 pages.
Ajzen, I. (1988). Attitudes, personality and behavior. Milton Keys: Open University Press.
Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52: 27-58.
Alexander, J. E. & Filler, R. C. (1976). Attitudes and reading. Newark, DE: International Reading Association.
Asraf, R. M.& Ahmad, I. S. (2003). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language, 15(2). Available:
http://nflrc.hawaii.edu/rfl/October2003/mohdasraf/mohdasraf.html
Barr, R., Sadow, M. and Blackowicz, C. (1990). Reading diagnosis for teachers: An instructional approach. New York: Longman.
Bernhardt, E. B. (1985). A model of L2 text reconstruction: The recall of literacy text by learners of German. In A. Labarca & L. M. Bailey (Eds.), Issues in L2: Theory as practice, practice as theory (pp.21-43). Norwood, NJ: Ablex.
Bernhardt, E. B. (1986). Reading in a foreign language. In B.H. Wing (Ed.), Listening, reading, writing: Analysis and application (pp.93-115). Middlebury VT: Northeast Conference on the Teaching of Foreign Language.
Breckler, S. J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of attitude. Journal of Personality and Social Psychology, 47, 1191-1205.
Bradley, R., Danielson, L., & Hallahan, D.P. (2002). Specific learning disabilities: Building consensus for identification and classification. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 791-804). Mahwah, NJ: Lawrence Erlbaum.
Camiciottoli, B.C. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24 (2), 135-153.
Chall, J.S. (1987). Two vocabularies for reading: recognition and meaning. In MG McKeown & ME Curtis (Eds.), The nature of vocabulary acquisition (pp.7-17). Mahwah, NJ: Lawrence Erlbaum.
Ching, Y. L. (2002). Extensive reading and language learning: A diary study of a beginning learner of Japanese. Reading In a Foreign Language. 14(1). Available: http://nflrc.hawaii.edu/rfl/April 2002/leung/leung.html
Coady, J. (1979). A psycholinguistic model of the ESL reader. In R. Mackay, B. Barkman, & R.R. Jordan (Eds.), Reading in a second language, (pp.5-12). Rowley, MA: Newbury House.
Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin. (ed) Second language vocabulary acquisition: A rationale for pedagogy (pp.225-237). Cambridge: Cambridge University Press.
Davis, C. (1995). ER: an expensive extravagance? ELT Journal, 49(4), 329-336.
Day, R.R. & Bamford, J. (1998) Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Day, R.R. & Bamford, J.(2002). Top ten Principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.
Dechant, E. (1991).Understanding and teaching reading: An interactive model. Hillsdale, NJ: Lawrence Erlbaum.
Dickinson, L. 1995. Autonomy and motivation: A literature review. System, 23, 2, 165-174.
Dowsett, G. (1986). Interaction in the semi-structured interview. In M. Emery (ed.), Qualitative Research. Canberra: Australian Association of Adult Education.
Dupy, B., Tse, L., & Cook, T. (1996). Bringing books into the classroom: First steps in turning college-level ESL students into readers. TESOL Journal, 5(4), 10-15.
Eagly A.H., & Chaiken S. (1993). The psychology of attitudes. Forth Worth, TX: Harcourt Brace Jovanovich.
Elley, W.B., & Mangubhai, F. (1981b). The long-term effects of a book flood on children’s language growth. Directions, 7, 15-24.
Elley, W.B., & Mangubai, F. (1983). The effect of reading on second language learning. Reading Research Quarterly, 19, 53-67.
Elley, W.B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375-411.
Eskey, D.E. (1993). Holding in the bottom: An interactive approach to language problems of second language readers. In P.L. Carrel, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp.93-100). Cambridge: Cambridge University Press.
Eskey, D.E., & Grabe, W. (1993). Interactive models for second language reading: Perspective on instruction. In P.L. Carrell, J. Devine, & D.E. Eskey (Eds.), Interactive approaches to second language reading (pp.223-238). Cambridge: Cambridge University Press.
Fielding, L. & Roller, C. 1992. Making difficult books accessible and easy book acceptable. The Reading Teacher, 45(9), 678-685.
Fishbein, M. and I. Ajzen (1975). Belief, attitude, intention and behavior. Reading, MA: Addison-Wesley.
Gardner, R. C. (1985). Social psychology and language learning: The role of attitude and motivation. London: Edward Arnold.
Goodman, K.S. (1976). Reading: A psycholinguistic guessing game. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (pp 259-271). Newark, DE: International Reading Association.
Gough, P.B. (1972). One second of reading, In J.F. Kavanagh and I.G. Mattingly (Eds.). Language by ear and by eye. Cambridge, Mass.: MIT Press.
Gough, P. B. (1985). One second of reading: Postscript. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 687-688). Newark, DE: International Reading Association.
Greenwood, J. (1988). Class readers. Oxford: Oxford University Press.
Hafiz, F.M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Hafiz, F.M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13
Harris, A. J. & Sipay, E. R. (1990). How to increase reading ability: a guide to developmental and remedial methods (ed.) New York: Longman
Harris, C. (2003). The umbrella. Oxford: Macmillan Heinemann
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.
Hedge, T. (1985). Using readers in language teaching. London: Macmillan.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.
Hill, D.R. (1997). Setting up an ER programme: practical tips. The Language Teacher, 21(5), 17-20.
Hill, D. R. (1997). Survey review: Graded readers. ELT Journal, 51, 57-79.
Hudson, T. (1998). Theoretical perspectives on reading. Annual Review of Applied Linguistics, 18, 43-60.
Jacobs, G.M., Davis, C and Renandya, W.R. (1997). Successful strategies for extensive reading. Singapore: SEAMEO Regional Language Centre.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4), 763-768.
Kamil, M. (1986). Reading in the native language. In B.H. Wing (Ed.), Listening, reading, writing: Analysis and applications (pp.71-91). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Kim, H., & Krashen, S. (1997). Why don’t language acquirers take advantage of the power of reading? TESOL Journal, 6, 26-29.
Kitao, K., Yamamoto, M., Kitao, K., and Shimatani, H. (1990). Independent reading in English-Use of graded readers in the library English as second language corner. Reading in a Foreign Language, 6(2), 383-398
Krashen, S. (1985). The input hypothesis. London: Longman.
Krashen, S. (1987). Principles and practice in second language acquisition. Englewood Cliffs, NJ: Prentice Hall.
Krashen, S. (1988). Second language acquisition and second language learning. Prentice-Hall International.
Krashen, S. (1993). The power of reading. Englewood, CO: Libraries Unlimited.
Krashen, S. (1994a). "The input hypothesis and its rivals." In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
Krashen, S. (1994b). The pleasure hypothesis. Georgetown University round table on language and linguistics 1994 (pp.299-322). Washington, DC: Georgetown University Press.
Krashen, S. (2001). Free Voluntary Reading: Still a very good idea. Selected Papers from the Tenth International Symposium on English Teaching, 47-58. Taipei: Crane.
Krashen, S. (2003). Explorations in language acquisition (p.26). Portsmouth, NH:
Heinemann.
LaBerge, D., & Samuels, S. J. (1985). Toward a theory of automatic information processing in reading. In Singer and Ruddell (Eds.), Theoretical models and the processes of reading. Newark, DE: International Reading Association.
Lao, C.Y. & Krashen, S.D. (2000). The impact of popular literature study on literacy development in EFL: more evidence for the power of reading. System,28, 261-270.
Longman Dictionary of Language Teaching & Applied Linguistics. (1st ed.) (1998). Hong Kong: Addison Wesley Longman China Limited.
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
McGuire, W. J. (1969). The nature of attitude and attitude change. In G. Lindzey & E. Aronson (Eds.), The Handbook of Social Psychology (2nd ed., Vol. 3, pp. 136-314). Reading, MA: Addison-Wesley.
McKenna, M., Ellsworth, R., & Kear, D. (1995). Children’s attitude toward reading: A national survey. Reading Research Quarterly, 30, 934-957.
Meloni, C. F.(1994). Reading for Pleasure: Short Novels in Academic University ESL Programs. The Journal of the Imagination in Language Learning and Teaching, Volume II.
Murphey, T. (1998). Language hungry. Tokyo: Macmillan Language House.
Nash, T., & Yuan, Y. (1993). Extensive reading for learning and enjoyment. TESOL Journal, 2(2), 27-31.
Nation, I.S.P. and Coady, J. (1988). Vocabulary and reading. In Carter and McCarthy: 97-110.
Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21:5, 13-16.
Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge,UK: Cambridge University Press.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Englewood Cliffs, NJ: Prentice Hall.
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
Nunnally, J. C. (1967). Psychometric theory. McGraw-Hill Book Company. New York.
Nuttall, C. (1982). Teaching reading skills in a foreign language. London: Heinemann.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.
Pickard, N. (1996). Out-of-class language learning strategies. English Language Teaching Journal, 50/2, (pp 151-159).
Reeves, C. (2002). Literacy attitudes: Theoretical perspectives. Paper presented at the 19th World Congress on Reading, Edinburgh, Scotland.
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren't we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). New York: Cambridge University Press.
Robb, T. N. & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Roller, CM, & Fielding, LG (1996). Choice makes reading instruction child
centered. In C. M. Roller (Ed.), Variability not disability (pp. 43–55). Newark,
DE: International Reading.
Rosszell, R. (2000). How are graded readers best used? JALT 2000 Granship, Shizuoka, Japan.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In Dornie, S. (ed.), Attention and performance VI. Hillsdale, New Jersey: Lawrence Erbaum Associates.
Samuels, S.J., & Kamil, M. L. (1993). Models of the reading process. In P.L. Carrell, J. Devine, & D.E. Eskey (Eds.), Interactive approaches to second language reading (pp.22-36). Cambridge: Cambridge University Press.
Samuels, S.J. (1994). Toward a theory of automatic information processing in reading, revisited. In R.B.Ruddell, M.R.Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp.816-837). Newark, DE: International Reading Association.
Silver H., Strongr., Perini M.& Tuculescu G.. (2002). Reading for academic success. Crown Press. 200 pages.
Sim, J. M. (1996). A comparative study of improvements in reading comprehension of skill-based instruction and extensive reading for pleasure with Taiwanese freshmen university students. Unpublished doctoral dissertation, The Florida State University, Tallahassee.
Singer, Harry, and Robert B. Ruddell. (1985).Theoretical models and the processes of reading. 3rd edition. Newark, DE: International Reading Association.
Smith F. (1971). Understanding: a psycholinguistic analysis of reading and learnig to read. New York: Holt, Rinehart and Winston.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83(4), 215-219.
Spiro, R. J. (1980). Constructive processes in phrase comprehension and recall. In R.J. Sprio, B.C. Bruce, & W.F.Brewer (Eds.), Theoretical issues in reading comprehension (pp. 245-278). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stanvoich, K.E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
Tong, A.L. (2001). Teachers’ beliefs and practices in extensive reading in a primary school in Singapore. Unpublished master’s dissertation, National University of Singapore.
Waring, R. (1997). Graded and extensive reading -- questions and answers. The Language Teacher, 21(5), 9-12.
Waring, R. (2001). Research in Extensive Reading. Kiyo, Notre Dame Seishi University: Studies in Foreign Language and Literature. 25 (1). 頁數
Wildman, D.M. & King, M. (1979). “Semantic Syntactic, and Spatial Anticipation in Reading.” Reading Research Quarterly, 15, 129-146.
Yuan, Y., & Nash, T. (1992). Reading subskills and quantity reading. In M. Yang et al. (Eds.). Selected papers from the eighth conference on English teaching and learning in the R.O.C. (pp.333-350). Taipei, Taiwan: The Crane.
Zanna, M. P., & Rampel, J. K. (1988). Attitudes: A new look at an old concept. In D. Bar-Tal & A. W. Kruglanski (Eds.), The social psychology of knowledge (pp. 315-334). New York: Cambridge University Press.
周中天,「回歸課程綱要-解決國中國小英語課程銜接問題」,6-11頁,師友月刊425期(2002年11月號)。
教育部(2001)。國民中小學九年一貫課程暫行綱要。台北:教育部。