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研究生: 陳憬儀
Juliet Ching-i Chen
論文名稱: 現行國民中學閱讀教學之研究:國民中學英語教師如何教授閱讀?
Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?
指導教授: 謝妙玲
Hsieh, Miao-Ling
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2003
畢業學年度: 91
語文別: 英文
論文頁數: 131
中文關鍵詞: 閱讀教學
英文關鍵詞: reading instruction
論文種類: 學術論文
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  • 摘要
    這份實驗研究的用意是要調查現今國民中學英語教師如何施行閱讀教學。這份研究設計的問卷上面含有各種課堂上可能採取的閱讀活動,然後這些問卷被發送給全台中市353個國民中學英語教師填寫。問卷上面的30個問題分別代表由下而上/以文本為中心、由上而下/以讀者為中心、或雙向式的閱讀活動,以探討各個活動在課堂上被採用的頻率。結果顯示出大部分的受試者不再僅僅是傳統的採用由下而上/以文本為中心之閱讀活動的教師,而是在閱讀教學中呈現出雙重或多重傾向。另一方面,由上而下/以讀者為中心的閱讀活動在課堂上仍然尚未普及。可能影響受試者閱讀教學施行的因素,例如:國民中學基本學力測驗的實施、新版教科書的出版、與受試者的個人背景資料 ─ 性別、任教年資、任教學校(公立或私立)、學歷、以及是否主修英文,都在討論的範圍內。另外,根據所得資料之發現,這份研究不但提出建議給國民中學英語教師,也對師資培育機構、中等教育之有關當局、以及教科書編著者和出版者提出建議,以促使國民中學能具備更有效果和更有效率的閱讀教學。

    ABSTRACT
    This empirical study is intended to investigate how junior high school English teachers instruct reading in their teaching of English. A questionnaire containing a variety of reading activities that might be applied in reading classes was developed in this study and distributed to all the 353 junior high school English teachers in Taichung City. There were thirty questions in the questionnaire which stood for bottom-up/text-based, top-down/reader-based, and interactive applications respectively to elicit the frequency of the adoption of each activity in reading classes. The results revealed that the majority of the subjects in this study were no longer merely traditional bottom-up/text-based teachers. Instead, they had dual or multiple orientations in their reading instructions. On the other hand, top-down/reader-based applications were still not very prevalent in reading classes. Factors that might affect the subjects’ application of their reading instructions were discussed, including the implementation of the Basic Competency Test, the publication of the new versions of textbooks, and the subjects’ demographic information--gender, years of teaching, the kind of school they taught at (public or private), educational background, and whether they had majored in English. Besides, based on these findings, some suggestions were made not only to junior high school English teachers, but also to institutions of teacher education, secondary school authorities, and textbook writers and publishers with the aim of achieving a more effective and efficient reading instruction in junior high school.

    TABLE OF CONTENTS ACKNOWLEDGEMENTS ………………………………………………………………… i CHINESE ABSTRACT …………………………………………………………………….. ii ENGLISH ABSTRACT …………………………………………………………………… iii TABLE OF CONTENTS ………………………………………………………………….. iv LIST OF TABLES ………………………………………………………………………... viii CHAPTER ONE: INTRODUCTION ……………………………………………………... 1 1.1 Background ………………………………………………………………………………. 1 1.2 Motivation ……………………………………………………………………………….. 3 1.3 Research questions ……………………………………………………………………….. 7 1.4 Significance and pedagogical implications of this study ………………………………… 8 CHAPTER TWO: LITERATURE REVIEW …………………………………………….. 9 2.1 Evolution of models of the reading process--from passive to active …………………….. 9 2.1.1 Psycholinguistic model of reading ………………………………………………... 11 2.1.2 Schema theory …………………………………………………………………….. 11 2.2 The interactive mode of reading process ……………………………………………….. 13 2.2.1 Interaction between the reader and the text ………………………………………. 14 2.2.2 Interaction between higher- and lower-level processes …………………………... 15 2.2.3 Interaction between different reading skills ………………………………………. 17 2.2.4 Different models on the interaction between various component levels and stages …………………………………………………………………………………….. 22 2.2.5 Implications of the interactive mode of reading process for reading pedagogy ….. 24 2.3 Research on reading instructions ……………………………………………………….. 24 2.4 Research on background factors ………………………………………………………... 25 CHAPTER THREE: METHODOLOGY ……………………………………………….. 28 3.1 Subjects …………………………………………………………………………………. 28 3.1.1 Target population …………………………………………………………………. 28 3.1.2 Recruitment procedures …………………………………………………………... 28 3.2 Instrument ………………………………………………………………………………. 29 3.2.1 Questionnaire construction ……………………………………………………….. 30 3.2.2 Format of the questionnaire ………………………………………………………. 31 3.2.3 Content of the questionnaire ……………………………………………………... 32 3.2.4 Questionnaire administration ……………………………………………………... 33 3.3 Data analysis …………………………………………………………………………… 35 CHAPTER FOUR: RESULTS ………………………..…………………………………... 36 4.1 Demographic information ………………………………………………………………. 36 4.2 Questions about reading instruction …………………………………………………….. 39 4.2.1 The average score of each question ………………………..……………………... 39 4.2.2 Bottom-up/text-based, top-down/reader-based, or interactive teachers ………….. 40 4.3 Detailed analyses of each question and the influence of the five background factors ….. 45 4.3.1 The influence of the five background factors on the teachers’ orientations in their reading instructions ………………………………………………………. 45 4.3.2 The influence of the five background factors on the teachers’ responses to each question ……………………………………………………………………... 45 4.3.2.1 The questions to which the teachers’ responses were influenced by the background factor “gender (G)” ……………………………………… 46 4.3.2.2 The questions to which the teachers’ responses were influenced by the background factors “gender (G)” and “years of teaching (YT)” …….. 46 4.3.2.3 The questions to which the teachers’ responses were influenced by the background factors “gender (G)” and “kind of school (KS)” ………... 48 4.3.2.4 The questions to which the teachers’ responses were influenced by the background factor “kind of school (KS)” ……………………………. 49 4.3.2.5 The questions to which the teachers’ responses were influenced by the background factor “years of teaching (YT)” …………………………. 51 4.3.2.6 The questions to which the teachers’ responses were influenced by the background factors “years of teaching (YT),” “educational background (EB)” and “major in English (ME)” ………….. 52 4.3.2.7 The questions to which the teachers’ responses were influenced by the background factor “educational background (EB)” ………………….. 53 4.3.2.8 The questions to which the teachers’ responses were influenced by the background factor “major in English (ME)” …………………………. 54 4.3.2.9 Findings of the influence of the five background factors on the teachers’ responses to each question ……………….………………………………. 56 4.3.2.10 The questions to which the teachers’ responses were influenced by none of the background factors …………………………………………. 57 CHAPTER FIVE: DISCUSSIONS AND CONCLUSIONS …………………………….. 65 5.1 The general reading instruction in junior high school ……………..…………………… 65 5.2 The practice of the three reading modes ………………………………………………... 68 5.2.1 The practice of the bottom-up/text-based applications …………………………… 69 5.2.2 The practice of the top-down/reader-based applications …………………………. 72 5.2.3 The practice of the interactive applications ………………………………………. 75 5.3 The influence of the five background factors …..………………………………………. 78 5.3.1 The implications of the influence of the five background factors on the teachers’ responses to the questions in the questionnaire ………………… 79 5.4 Suggestions for junior high school English teachers and the authorities concerned …… 80 5.4.1 Suggestions for junior high school English teachers ……………………………... 81 5.4.2 Suggestions for the authorities concerned and textbook writers and publishers …. 84 5.5 Conclusions ……………………………………………………………….…………….. 85 5.6 Limitations of this study and suggestions for future studies ……………………………. 86 REFERENCES …………………………………………………………………………….. 88 APPENDIX A: QUESTIONNAIRE ……………………………………………………… 98 APPENDIX B: TABLES WITH DETAILED RESULTS ……………………………… 101 LIST OF TABLES Table 3.1 The number of the answered questionnaires from each junior high school ……… 34 Table 4.1 Subjects’ background information ……………………………………………….. 38 Table 4.2 The average score of each question (activity) ………………………..…………... 40 Table 4.3 The mode with the highest point among the three reading modes for each subject …………………………………………………………………………………….. 42 Table 4.4 The bar chart of the frequencies of the three reading modes …………………….. 42 Table 4.5 The pie chart of the percentages of the three reading modes …………………….. 43 Table 4.6 The mean of each reading mode ……………………………………………….. 44 Table 4.7 Pairwise comparisons ……………………………………………………………. 44 Table 4.8 Tests within-subjects contrasts …………………………………………………… 44 Table 4.9 Frequency of a bottom-up/text-based reading activity: Q7 (BU3) ……………... 46 Table 4.10 Frequency of a top-down/reader-based reading activity: Q4 (TD1) …………… 47 Table 4.11 Frequency of a top-down/reader-based reading activity: Q9 (TD3) ……………. 48 Table 4.12 Frequency of an interactive reading activity: Q15 (IA5) ……………………….. 49 Table 4.13 Frequency of a bottom-up/text-based reading activity: Q2 (BU1) ……………. 50 Table 4.14 Frequency of a bottom-up/text-based reading activity: Q14 (BU5) ……………. 50 Table 4.15 Frequency of a top-down/reader-based reading activity: Q27 (TD10) ………… 51 Table 4.16 Frequency of an interactive reading activity: Q20 (IA7) ……………………… 52 Table 4.17 Frequency of a top-down/reader-based reading activity: Q12 (TD4) …………. 53 Table 4.18 Frequency of a bottom-up/text-based reading activity: Q30 (BU10) …………... 54 Table 4.19 Frequency of a bottom-up/text-based reading activity: Q11 (BU4) ……………. 55 Table 4.20 Frequency of a top-down/reader-based reading activity: Q22 (TD8) ………… 55 Table 4.21 Frequency of a bottom-up/text-based reading activity: Q6 (BU2) ……………. 57 Table 4.22 Frequency of a bottom-up/text-based reading activity: Q17 (BU6) …………... 58 Table 4.23 Frequency of a bottom-up/text-based reading activity: Q18 (BU7) …………... 58 Table 4.24 Frequency of a bottom-up/text-based reading activity: Q23 (BU8) …………... 58 Table 4.25 Frequency of a bottom-up/text-based reading activity: Q26 (BU9) …………... 59 Table 4.26 Frequency of a top-down/reader-based reading activity: Q5 (TD2) …………... 59 Table 4.27 Frequency of a top-down/reader-based reading activity: Q13 (TD5) …………... 59 Table 4.28 Frequency of a top-down/reader-based reading activity: Q19 (TD6) …………. 60 Table 4.29 Frequency of a top-down/reader-based reading activity: Q21 (TD7) ………… 60 Table 4.30 Frequency of a top-down/reader-based reading activity: Q25 (TD9) ………… 61 Table 4.31 Frequency of an interactive reading activity: Q1 (IA1) ………………………… 61 Table 4.32 Frequency of an interactive reading activity: Q3 (IA2) ……………………….. 61 Table 4.33 Frequency of an interactive reading activity: Q8 (IA3) ………………………… 62 Table 4.34 Frequency of an interactive reading activity: Q10 (IA4) ……………………….. 62 Table 4.35 Frequency of an interactive reading activity: Q16 (IA6) ……………………….. 63 Table 4.36 Frequency of an interactive reading activity: Q24 (IA8) ……………………….. 63 Table 4.37 Frequency of an interactive reading activity: Q28 (IA9) ……………………….. 64 Table 4.38 Frequency of an interactive reading activity: Q29 (IA10) ……………………… 64 Table 4.39 Frequency of the three reading modes ………………………………………… 131

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