研究生: |
巫智堯 Chih-yao Wu |
---|---|
論文名稱: |
互惠學習用於英語為外語的低成就學生 Reciprocal Teaching for Low Achievers in an EFL Context |
指導教授: |
陳秋蘭
Chen, Chiou-Lan |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2012 |
畢業學年度: | 100 |
語文別: | 中文 |
論文頁數: | 106 |
中文關鍵詞: | 互惠學習 、低成就學生 、補救教學 、年齡、性別和策略教學 |
英文關鍵詞: | reciprocal teaching, low achievers, remedial course, age, gender, and strategy instruction |
論文種類: | 學術論文 |
相關次數: | 點閱:237 下載:37 |
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 |
台灣的英語教育長久以來都存在著雙峰現象,學習低落學生的需求因此特別需要關注。但是,學校老師往往表達不知如何提供有效的補救教學。文獻上顯示,互惠學習可以適用在各種有學習困難的學生身上,它的成效在英文為母語的環境和英文為第二語言的環境中已被廣泛地證實,但是,它在台灣的相關研究往往都是鎖定一般學生,所以,這份研究就是要探索互惠學習是否也能幫助台灣英語成績低落的學生。
這個研究在台北市進行而且採用個案研究的方法。有四位七年級的學生參與了這個為期七周的研究,授課的老師亦即為研究者本人。課堂中所使用的讀物是圖畫書。研究者將學生每次上課的表現記錄在他的教學日誌,這份檔案紀錄了學生可能的改變和進步。此外,為了近一步瞭解學生對互惠學習的看法,我們也讓學生在七周後的課程填寫一份問卷,以獲知他們的想法。
結果顯示互惠學習可以幫助學生的學習,學生的正面表現可在七個面向觀察到,包含專心程度,為他人建立鷹架,彼此的互動,學習的自主,閱讀策略的使用,英文能力的進步,和行為的改變。但是,我們也在施測期間碰到未預期的困難,包含學生課堂的聊天和男學生的投入程度較低。此外,大部分的學生都表達對互惠學習的正面評價,並且想在日後繼續使用這種學習方式。
In Taiwan, bimodal distribution has been a prevalent phenomenon in English education for many years. The need of the low achievers, therefore, deserves much attention. However, school teachers usually express the difficulty in offering useful instructional help, namely remedial courses. Literature shows that reciprocal teaching can be applied to students with different learning problems. Its positive effect has been widely examined in English-speaking and ESL contexts. But in Taiwan, an EFL context, most relevant studies center on the average students. The study therefore aims to explore how reciprocal teaching may influence low achievers’ learning in an EFL context.
The study was carried out in Taipei City with a case-study approach. Four seventh graders participated in the remedial course offered by the researcher. The implementation lasted for seven weeks, and the teaching materials were picture books. Students’ in-class performance was observed and documented in a teaching journal and in the weekly worksheet. The documentation recorded students’ potential changes and progress during the intervention. Besides, to further understand students’ perception of reciprocal teaching, a questionnaire was distributed and collected after the intervention.
The result showed that reciprocal teaching could benefit students’ learning, and students’ progress was best witnessed in their classroom engagement, building scaffolding for others, mutual interaction, learning autonomy, competence in strategy use, improved English ability, and behavioral changes. However, some unexpected difficulties arouse during the implementation, including students’ off-task conversation and less engagement found in the boys. Besides, most students reported their positive attitude toward reciprocal teaching and would like to continue using the approach.
Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35 (20), 309-332.
Alfassi, M, Weiss, I, Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24 (3), 291-305.
Alvermann, D., & Earle, J. (2003). Comprehension instruction. In A. P. Sweet, & C. Snow (Eds.), Rethinking reading comprehension (pp. 12-30). New York: Guilford.
Anderson, N, J. (1999). Exploring second language reading: issues and strategies. Boston : Heinle & Heinle.
Anderson, R,C., Hiebert, E, F., Scott, J, A & Wilkinson , I, A, G. (1985). Becoming a nation of readers. Washington, D.C.: The National Institute of Education.
Brown, H. D. (2007). Teaching by principles. New York: Longman.
Bugel, K & Buunk, B, P. (1996). Sex differences in foreign language text comprehension: the role of interests and prior knowledge. Modern Language Journal, 80, 15-31.
Callahan, J, F & Clark, L, H & Kellough, R, D. (1998). Teaching in the middle and secondary schools. Upper Saddle River, N.J: Merrill.
Catts, H.W., Hogan, T.P., Barth, A.E., & Adlof, S.M. (2003). The simple view of reading: Changes over time. Paper presented at the annual meeting of the Society for the Study of Reading, Boulder, CO.
Chamot, A, U. (1993). Student responses to learning strategy instruction in the foreign language classroom, Foreign Language Annals, 26 (3), 308-320.
Chaudron, C. (1983). Simplification of input; topic reinstatement and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17 (3), 437-458.
Chen, S, C. (2011). A qualitative study of junior college EFL learners’ reading transactions in peer-led literature discussions. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taipei.
Chern, C, L. (2005). The role of junior high school EFL reading and instruction in Nine Year Integrated Curriculum. In The Grade 1-9 Curriculum: Challenges and strategies for English Education. Taipei; NTNU.
Chern, C, L. (2006). An overview of EFL reading research in Taiwan. English Teaching & Learning. Special Issue, (2), 1-19.
Chiang, M, H. (2007). A novel idea: English as foreign language reading via virtual literature circles. English Teaching & Learning, 31 (4), 1-37.
Chou, H, T. (2008). Effects of reciprocal teaching on reading comprehension and strategy use: a study at an EFL junior high school in Taiwan. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Chu, H, J, Swaffar, J., & Charney, D. (2002). Cultural representations of rhetorical conventions: The effects on reading recall. TESOL Quarterly, 36, 511-541.
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.
Durkin, D. (1978–1979). What classroom observations reveal about comprehension instruction. Reading Research Quarterly, 14(4), 481–533.
Grabe, W. (2004). Research on teaching reading. Annual Review of Applied Linguistics, 24, 44-69.
Graham, S. J. (2004). Giving up on modern foreign languages? Students’ perceptions of learning French. Modern Language Journal, 33(2), 171-191.
Greenway, C. (2002). The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils. Educational Psychology in Practice, 18 (2), 113-137.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
Hackerm, D, J. and Tenent, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology, 29, 699-718.
Hashey, J, M. and Connors, D, J. (2003). Learn from our journey: Reciprocal teaching action research. The Reading Teacher, 57 (3), 224-232.
Hsu, Y, K. and Chen, Y, H. (2007). EFL Teachers’ perceptions and practices regarding the implementation of remedial instruction for uderachievers. English Teaching and Learning. 31 (2), 1-43.
Johnson, p. (1981). Effects on reading comprehension of language complexity and cultural background of a text. TESOL Quarterly, 15, (2), 169-181.
Juan, L. and Cheng, C, K. (2008) Using extensive reading to improve the learning performance and attitude of elementary school remedial students. English Teaching & Learning, 32 (4), 41-83.
Khaldieh, S. A. (2000). Learning strategies and writing processes of proficient vs. less-proficient learners of Arabic. Foreign Language Annals, 33(5), 522-533.
Kincade, K.M, & Beach, S.A. (1996). Improving reading comprehension through strategy instruction. Reading Psychology, 17(3), 273 –281.
Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for Change: Performance and Engagement Across Countries. Results from PISA 2000. Paris: Organization for Economic Cooperation and Development (OECD).
Lederer, J, M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33 (1), 91-106.
Lewis, M & Wray D. (2000). Literacy in the secondary school. London: David Fulton Publishers.
Lysynchunk, L, M, Pressley, M, & Vye, N, J. (1990). Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders. The Elementary School Journal, 90 (5), 469-484.
Nacera, A. (2010). Language learning strategies and the vocabulary size. Procedia Social and Behavioral Sciences, 2, 4021-4025.
Naiman, S., Frohlich, M., Stern, H. H., and Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education.
Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52 (2), 439-481.
Oczkus, L.D. (2003) Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International reading Association.
Olivares-Cuhat, G. (2002). Learning strategies and achievement in the Spanish writing classroom: A case study. Foreign Language Annals, 35(5), 561-570.
O’Malley, J., Chamot, A. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
Oxford, R, Nyikos, M, and Ehrman, M. (1998). Vive la Différence? Reflections on Sex Differences in Use of Language Learning Strategies, Foreign Language Annals, 21 (4), 321-329.
Oxford, R & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73 (3), 291-300.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Oxford, R. (Ed.) (1996) Language learning strategies around the world: Cross-cultural perspectives. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Oxford, R. Cooperative Learning, Collaborative Learning, and Interaction: Three
Communicative Strands in the Language Classroom. The Modern Language Journal, 81, 443-456.
Palincsar, A. S. (1982). Improving the reading comprehension of junior high students through the reciprocal teaching of comprehension-minitoring strategies. Unpublished doctoral dissertation. University of Illinois at Urbanna-Champaign.
Palincsar, a, S & Brown, A, L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1984 (2), 117-175.
Palincsar, A.S., David, Y., & Brown, A.L. (1989). Reciprocal teaching: A manual prepared to assist with staff development for educators interested in reciprocal teaching. Unpublished manual. Ann Arbor, Ml: University of Michigan.
Palincsar, A. S., & Klenk, L. (1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25,211-225.
Pearson, P, D & Duke, N. (2002). Comprehension instruction in the primary grades. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices. New York: Guilford Press.
Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading. Language Learning, 54 (3), 649-702.
Pilonieta, P, and Medina, A, L. (2009). Reciprocal teaching for the primary grades; “We can do it, too!” The Reading Teacher, 63 (2), 120-129.
Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J.M., & Echevarria, M. (1998). Literacy instruction in 10 fourth- and fifth-grade classrooms in upstate New York. Scientific Studies of Reading, 2(2), 159–194.
Pressley, M. (2000). What should comprehension instruction be the instruction of? In
M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III, (pp. 545–561). Mahwah, NJ: Erlbaum.
Richards, J. C & Didier, S. E. (2003). Strategic reading 2 teacher’s manual: Building effective reading skills. Cambridge University Press.
Roever, C & Pan, Y, C. (2008). GEPT: General English proficiency test. Language Testing, 25 (3), 403-408.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: a review of the research. Review of Educational Research, 64, 479-530.
Rubin, J. 1975. What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51.
Schmidt, R., & Watanbe, Y. (2001). Motivation, strategy use, and pedagogical preferences in foreign language learning. In Z. Dornyei & Schmidt (Eds.), Motivation and second language acquisition (pp. 313-359). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Schunk, D, H & Swartz, C, W. (1993). Writing strategy instruction with gifted students: Effects of goals and feedback on self‐efficacy and skills, Roeper Review, 15 (4), 225-230.
Shiau, J, C. (2010). Using reciprocal teaching to develop thinking in a senior high EFL classroom in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taipei.
Shieh, W & Freiermuth, M, R. (2010). Using the DASH Method to measure reading comprehension. TESOL Quarterly, 44, 110-128.
Sims, J. M. (2004). Analysis of incoming freshmen: Listening improving, grammar and reading declining. Selected Paper from the thirteenth International Symposium on English Teaching (pp. 166-177). Taipei, Taiwan: Crane Publishing Co.
Slater, W, H & Horstman, F, R. (2002). Teaching reading and writing to struggling middle school students: The case for reciprocal teaching. Preventing School Failure, 46 (4), 163-166.
Souvignier, E & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Leaning and Instruction, 16 (1), 57-71.
Sporer, N, Brunstein, J, C & Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
Su, W, C. (2010). Technological university students’ English reading comprehension in Taiwan: A reciprocal teaching approach. Unpublished master’s thesis, Chaoyang University of Technology, Tachung, Taipei.
TEPS (2004).Taiwan Education Panel Survey. Retrieved October, 22, 2005, from http://www.teps.sinica.edu.tw/TEPSNews/TEPS~News_017.pdf
Thompson, I & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29 (3), 331-342.
Tonjes, M, J. (1991). Secondary reading, writing, and learning. Boston : Allyn and Bacon.
Vygotsky, L, S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: MIT Press.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
Westera, J & Moore, D, W. Reciprocal teaching of reading comprehension in a New Zealand high school. Psychology in the schools, 32, 225-232.
Wilson, R, M & Gambrell. (1988). Reading comprehension in the elementary school: A teacher's practical guide. Boston : Allyn and Bacon.
Wu, M, C & Chen, S, E. (2006). The effects of two early remedial training programs on word recognition in Taiwanese EFL young poor readers: a phonological-based approach. English Teaching & Learning, 30 (4S), 61-80.
Yang, N, D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27 (4), 515-535.
Yang, N, D. (2006). A review of research on language learning strategies in Taiwan. English Teaching & Learning, Special issue (2), 71-110.
Yang, Y, F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55, 1193-1201.
Yano, Y, Long, M, H, & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44, 189-219.