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研究生: 林承龍
Lin, Jeremy Cheng-lung
論文名稱: 建構論在英語教學的應用:網路讀寫活動之探討
Constructivism and Second Language Learning: A Web-Based Reading-Writing Activity
指導教授: 林至誠
Lin, Chih-cheng
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2002
畢業學年度: 90
語文別: 英文
論文頁數: 142
中文關鍵詞: 建構論外語教學閱讀教學網路讀寫活動電腦輔助英語教學知識建構閱讀課程設計
英文關鍵詞: Constructivism, Second Language Learning, Reading Instruction, A Web-Based Reading-Writing Activity, Computer-Assisted Language Teaching and Learning, Knowledge Construction, Reading Curse Design
論文種類: 學術論文
相關次數: 點閱:227下載:40
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  • 本研究旨在研究學習者在英語學習情境下的知識建構過程,並以建構論、閱讀研究與教學、電腦輔助語言教學、與資訊處理過程等為理論架構,提出一個符合英語學習者知識發展的網路讀寫活動。研究重點為(1)網路閱讀過程、(2)資訊留存與獲得情形、與(3)研究參與者對此活動的看法。
    本研究發現如下:
    (1)網路閱讀過程方面:參與者傾向使用高階層閱讀策略,並注重對網路文章整體性的瞭解。
    (2)資訊留存與獲得情形方面:參與者傾向記得網路文章中主要的資訊,而較不記得輔助性及瑣碎的資訊。從對網路閱讀過程以及資訊留存與獲得的討論中,更進一步的發現本研究的網路讀寫活動能有效促使學習者在閱讀活動中對資訊的追求,而資訊的追求可視為知識建構的第一步。
    (3)參與者對此活動的看法方面:參與者大多對此活動及網路學習抱持高度的認同及讚賞,她們認為經由此活動不僅能獲得知識,也能增進英語能力。
    最後,研究者根據本研究的發現,具體提出對教學上與研究上的建議。

    A web-based reading-writing activity, based on the idea of “reading for knowledge development,” was designed and implemented to investigate the process of knowledge construction in an English learning setting. Specific research focuses were the participants’ web-based reading process, their information retention and gaining, and their perceptions of the activity and the WWW as a learning environment.
    Ten female freshpersons were invited as the participants in the study. Instruments, such as recalls, free writing protocols, questionnaires, and interviews, were adopted to collect data for analysis. The results showed that in this web-based activity the participants were involved in global reading process and tended to use high-level reading strategies to read for main information of the texts. Analysis of their retained information also revealed that main idea units were found to be retrieved more than supporting ideas or details. Reading for main information, thus, was identified as the effect of the activity and viewed as the preliminary phase for knowledge construction. As for participants’ feedback, positive attitudes were shown. Most of them were satisfied with their learning in this activity, particularly on knowledge development and improvement of English abilities. Most participants believed that they benefited from this activity, the WWW, and interactions with the partners. Navigating on the WWW to understand more about their chosen countries and chatting to exchange ideas with partners were further stated as the two pleasantest experiences they had throughout the activity. In conclusion, concrete pedagogical implications and suggestions for further research were provided.

    Acknowledgements…………………………………i Abstract ………………ii Table of Contents …………… iii List of Tables ………………….….vi List of Figures …………………………………...vii 1. Introduction ……………………………………..1 1.1 Motivation ……………………1 1.2 Purposes of the Study ………………………….2 1.3 Significance of the Study ……………………4 2. Literature Review …………………………6 2.1 Information, Memory, and Knowledge ………...6 2.2 Constructivism and L2 Reading ……………………8 2.2.1 Individuals as constructivist agents and individuals as active readers ……………9 2.2.2 Small groups as constructivist agents and influences of collaborative learning on L2 reading …………………11 2.2.3 Communities as constructivist agents and influences of cultural background knowledge on reading comprehension………13 2.2.4 Synthesized views of constructivism vs. its implications to L2 reading instruction …………………………….14 2.3 Constructivism Views of Learning and Instruction ……17 2.4 The WWW as a Constructivist Learning Environment for L2 Reading……20 2.5 Integration of Writing ………………23 2.6 Descriptions of the Web-Based Reading-Writing Activity of the Study …24 2.6.1 The roles of the language teacher ……………24 2.6.2 The roles of English learners ………………………24 2.6.3 The roles of the WWW …………………………25 2.6.4 The roles of writing ………………………...26 2.6.5 The web-based reading-writing activity of this study …………26 2.7 Research Questions …………………29 3. Methodology ………………30 3.1 The Pilot Study …………………………….30 3.2 Descriptions of Participants and the Class ………31 3.3 Instruments ……………………...32 3.3.1 Questionnaires ……………………………………32 3.3.2 The design of web pages: For searching processes and for electronic interactions …………………….…33 3.3.3 Recall protocols ………………………….36 3.3.4 Free writing tests ……………………37 3.3.5 Classroom observations …………..37 3.3.6 Interviews ……………………………38 3.4 Data Collection Procedures ….………………….38 3.5 Data Analysis ……………………………43 3.5.1 Analysis of the participants’ performance …….44 3.5.2 Analysis of the participants’ perceptions ………48 4. Findings and Discussions …………………….50 4.1 Presentations of Findings …………………………..50 4.1.1 Participants’ background information before the activity ……………………50 4.1.2 Web-based reading process ……………………51 4.1.2.1 The searching process ………………………………52 4.1.2.2 The process of reading the WWW texts ………………57 4.1.3 Information retention and gaining in the activity ………63 4.1.3.1 Idea retrieval in the web-based reading ………64 4.1.3.2 Influences of the electronic interactions with the partners ………………70 4.1.4 Participants’ perceptions and evaluations ………78 4.1.4.1 Participants’ perceptions of learning in the activity ……………………78 4.1.4.2 Participants’ evaluations of the WWW and chat room for the learning purpose ……….80 4.1.4.3 Participants’ evaluations of the web-based reading-writing activity …….83 4.1.5 Summary of Section 4.1 ……………84 4.2 Discussions …………………………...85 4.2.1 Web-based reading behaviors: Reading for information ………………………...85 4.2.2 Knowledge construction throughout the activity …87 4.2.2.1 Participants’ performance on knowledge construction …88 4.2.2.2 Relationship among three elements of knowledge construction ………...88 4.2.2.3 The effect of writing on participants’ knowledge construction ………….92 4.2.3 Participants’ perceptions on web-based learning versus non-web-involved learning ………………94 4.2.4 Summary of Section 4.2 ………………………96 5. Conclusion …………………………………97 5.1 Pedagogical Implications …………………..97 5.2 Limitations and Suggestions for Further Research ……98 5.3 Conclusion ………………….100 Reference ……….103 Appendix A ……………………………………110 Appendix B ………………………112 Appendix C ………………113 Appendix D ………………114 Appendix E ………………118 Appendix F …………………121 Appendix G ……………123 Appendix H ………………………124 Appendix I ……………………………125 Appendix J ……………………126 Appendix K ……………………127 Appendix L ………………………128 Appendix M …………………129

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