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研究生: 林芳捷
Fang-chieh Lin
論文名稱: 廣泛閱讀教學對高職生閱讀、寫作及學習動機之影響
The Impact of Extensive Reading on Vocational High School Students' Reading, Writing, and Learning Motivation
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: 2004
畢業學年度: 93
語文別: 英文
論文頁數: 113
中文關鍵詞: 廣泛閱讀閱讀寫作動機
英文關鍵詞: Extensive Reading, Reading, Writing, Motivation
論文種類: 學術論文
相關次數: 點閱:300下載:114
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  • 摘要
    本研究的主要目的在探討廣泛閱讀教學對高職生閱讀、寫作能力,及提升學習動機之效用。除此之外,本研究也探討高職生對廣泛閱讀之看法及問題的所在。
    本研究方法採用質與量的分析。研究資料的收集來自閱讀能力測驗、寫作測驗、七十八份動機問卷調查及面談。本研究的受試者是由宜蘭高商兩班程度相等的一年級學生所組成。其中一班為實驗組,在每堂英文課加入十五鐘廣泛閱讀教學活動;另一班為控制組,每堂英文課加入十五鐘傳統閱讀訓練。兩組每星期的英文課皆為五堂,每堂英文課為五十分鐘。本研究共為期十二週。
    研究結果顯示:廣泛閱讀教學未能有效提升學生的閱讀能力,但對學生英文寫作在量(總字數、每個T-unit的字數)與質的方面均有顯著的提升。在學習動機方面,根據學習動機問卷調查的結果,有三題顯示內在動機明顯增強:學英文非常有趣;英文課讓我感到輕鬆愉快;及我不喜歡學英文,但我知道學英文非常重要。一題外在動機明顯增強:我學英文的目的之一是要看懂英文小說。此外,實驗組的學生對廣泛教學多持有正面的看法,雖然他們在問卷中提到單字量不足及時間不充裕是他們遇到最大的困難。同時,學生也認同廣泛閱讀對他們的閱讀及寫作能力以及引起動機方面有幫助。

    ABSTRACT
    This study aimed to investigate the impact of extensive reading on vocational high school students’ reading, writing, and motivation. In addition, the student responses to extensive reading were analyzed and investigated.
    Research data were collected from reading comprehension tests, student writings, motivational questionnaires, and interviews. Seventy-eight participants, composed of two first-grade students in I-lan Commercial Vocational High School, were assigned to one experimental group (EG) and another control group (CG).
    A 12-week extensive reading training activity was incorporated into regular school curriculum to compare its effects with traditional, grammar-based, instruction of reading. The teaching procedures for the two groups were almost identical, except that the EG spent 15 minutes per period, 5 periods per week reading graded readers of their own choice and did three meaning-focused activities, while the CG did three form-focused activities with a traditional reading textbook.
    The results of the present study indicated that extensive reading did not impact students’ reading comprehension as indicated by a standardized reading test. As for writing ability, extensive reading had a positive effect in promoting student writing in terms or total length, length per T-unit, and the holistic quality of writing. Furthermore, three aspects of intrinsic motivation, “I enjoy learning English,” “Learning English makes me happy and comfortable,” and “I don’t like English but I know learning English is important for me,” and one aspect of extrinsic motivation, “One of the reasons I am learning English is because I will be able to read English novels,” were impacted by the extensive reading program.
    The results of the study also showed that students in the EG held positive attitudes toward extensive reading although they encountered some difficulties such as too many unfamiliar words and lack of adequate time to read. Moreover, they confirmed the role that extensive reading played in promoting their reading ability, writing development, and arousing their motivation.

    TABLE OF CONTENTS Chinese Abstract……………………………………………………………………… i English Abstract……………………………………………………………………… ii Acknowledgements………………………………………………………………….. iv Table of Contents……………………………………………………………………. v List of Tables………………………………………………………………………...viii List of Figures……………………………………………………………………… ..ix CHAPTER 1 INTRODUCTION 1 1.1 Background 1 1.2 Purpose of the study and research questions 4 1.3 Significance of the study 5 1.4 Definition of terms. 7 CHAPTER 2 LITERATURE REVIEW 8 2.1 The theory of reading 8 2.1.1 Models of reading process 8 2.1.1.1 Bottom-up models 8 2.1.1.2 Top-down models 9 2.1.1.3 Interactive models 11 2.2 Motivation 12 2.2.1 Theories of motivation 12 2.2.2 Components of motivation in reading a foreign language 14 2.2.3 Motivation in learning a foreign language 17 2.2.4 ER as a way to increase motivation in learning English 18 2.3 The relationship between reading and writing 19 2.4 Definition of extensive reading 20 2.5 Effects of extensive reading 21 2.5.1 Extensive reading in L1 21 2.5.2 Extensive reading in L2 22 2.5.2.1 Effects of ER on reading comprehension and its’ spreading effects…………………………………………………… 23 2.5.2.2 Effects of ER on writing development .27 2.5.2.3 Effects of ER on learning and reading motivation 29 2.6 The limitation of previous studies 31 CHAPTER 3 METHODOLOGY 34 3.1 Research design 34 3.2 Participants 34 3.3 Instruments 35 3.3.1 Motivation questionnaire 36 3.3.1.1 Pilot study questionnaire 36 3.3.1.2 Formal questionnaire 37 3.3.2 Reading comprehension test. 38 3.3.3 Writing samples .39 3.3.4 Interview 39 3.4 Procedures. .40 3.4.1 Control group 41 3.4.2 Experimental group 43 3.4.2.1 Design and materials 43 3.4.2.2 The checkout system 44 3.4.2.3 Classroom procedures 45 3.4.3 Data collection 49 3.4.4 Data analysis 50 CHAPTER 4 RESULTS. 52 4.1 Results of Reading comprehension test 52 4.2 Results of analyses of writing samples 53 4.2.1 Analysis of total word counts. 53 4.2.2 Analysis of number of T-units 54 4.2.3 Analysis of error-free T-units 56 4.2.4 Analysis of holistic scores on writing samples 57 4.3 Findings from a motivational questionnaire survey 58 4.4 Findings of open-ended questions 65 4.5 Interview results 68 4.5.1 Students’ reaction to extensive reading program. 68 4.5.2 Difficulties students encountered while reading 69 4.5.3 Interveiwees’ suggestions 70 4.5.4 Students’ own evaluations 71 CHAPTER 5 DISCUSSION AND IMPLICATIONS 74 5.1 Discussion 74 5.1.1 Discussion on reading 75 5.1.2 Discussion on writing 76 5.1.3 Discussion on motivation 77 5.1.4 Discussion on students’ perceptions and difficulties 79 5.2 Pedagogical implications 79 5.2.1 Implications for reading instruction 80 5.2.2 Implications for writing instruction 80 5.2.3 Implications on motivation enhancement 81 5.2.4 Implications of students’ reactions 81 5.3 Suggestions for teaching extensive reading 81 5.4 Limitations of this study 83 5.4.1 The scope of the study…………………………………………… 83 5.4.2 The duration of the study………………………………………… 84 5.4.3 Research method………………………………………………… 84 5.5 Conclusions 85 Reference…………………………………………………………………………… 87 Appendix A Questionnaire For the Experimental Group…………………………... 94 Appendix B Questionnaire For the Control Group………………………………… 97 Appendix C Reading Diary……………………………………………………….. 99 Appendix D ESL Composition Profile…………………………………………… 100 Appendix E Guidelines for T-units, Errors and Word Counts…………………….. 103 Appendix F Interview Questions………………………………………………….. 105 Appendix G Descriptive Statistics of Motivational Questionnaire of EG………… 106 Descriptive Statistics of Motivational Questionnaire of CG

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