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    Title: Integrated reading instructional effects on EFL college freshmen's reading attitudes/motivation
    Other Titles: 融入式閱讀教學對技專生英文閱讀態度/動機之影響
    Authors: 馬玉華;Ma, Yu-Hwa
    Contributors: 淡江大學英文學系博士班
    范瑞玲;Fahn, Rueih-Lirng;王藹玲;Wang, Ai-Ling
    Keywords: 閱讀態度動機;低成就學生;技專生;讀本;學生觀點;L2 reading attitudes/motivation;low achieving students;EFL reading instruction;technical students;graded readers;leaerner perspectives
    Date: 2014
    Issue Date: 2015-05-01 13:40:57 (UTC+8)
    Abstract: 本研究探討閱讀教學對學生閱讀態度/動機的影響、教材與閱讀態度/動機之間的關係、規定閱讀與閱讀態度/動機的關係並從學生觀點反省閱讀教學教材教法。受試者為57位應外系三班一年級新生:一班是四年制學院部、一班是二年制專科部、一班是進修學院二年制專科部。所有學生接受融入式閱讀教學一學期,以簡易讀本教授閱讀技巧。採量化及質化分析,資料收集包括英文閱讀態度/動機問卷調查前後測、英文課的學習心得調查、訪談、回饋單、讀書報告、教師日誌來了解學生閱讀態度/動機。
      以成對樣本T檢定重複量數結果顯示學生閱讀態度/動機沒有差異,出席率及願意與他人分享故事內容兩項陳述達顯著差異。獨立樣本T檢定結果顯示在課程結束後課堂閱讀班級的閱讀態度/動機較課外閱讀班級有顯著的進步。質化結果顯示出席率主要原因為早上第一堂課(課外閱讀班級)及工作原因(課堂閱讀班級)。訪談結果也顯示同學願意與他人分享故事內容。課堂閱讀班級在課堂學習經驗及主動參與課堂活動優於課外閱讀班級。這次的學習經驗讓學生了解到閱讀能力要有進步需要個人在課堂及課外投注心力與時間。
     由Pearson 相關係數分析顯示同學認為教材有趣、簡單、有用,比較能產生正面的閱讀態度/動機。此外,閱讀態度動機比較好的同學傾向選擇較難的讀本自行閱讀。質化結果顯示課堂讀本配合電影及歌曲有助於提升學生閱讀動機。但自行閱讀的讀本最好有趣且難易適中。閱讀簡易讀本強調對故事內容有大概了解對習慣於傳統教學的學生在觀念上是一項挑戰,能完成規定閱讀的同學,其閱讀態度/動機較好。
     本研究發現學生於完成規定閱讀後是否繼續閱讀主要受到外在因素如是否有額外要求學生閱讀、同儕影響及老師鼓勵勝於學生自發性的動機。學生被動、不想讀、疏於閱讀及無法找到適合的讀本是許多學生無法完成閱讀及其相關作業的主要原因。學生比較喜歡由老師帶著一起讀,並可以加入朗讀、口說以及寫作部分提高學生對閱讀的興趣、課堂教學融入閱讀活動可以增加學生接觸閱讀的機會。
    This study investigated instructional impacts on learners’ reading attitudes/motivation, the relationship between materials and learners’ reading attitudes/motivation, required reading and learners’ reading attitudes/motivation and what changes are needed for this instruction to better reflect the learning needs of low achieving students. The participants were fifty seven Applied Foreign Languages freshmen from three different programs in a private Institute of Technology at Eastern Coast Taiwan. They received integrated reading instruction which strategies were taught with a class reader in the fall semester of 2011. Both quantitative and qualitative data were collected including pretest and posttest reading attitudes/motivation questionnaires, course evaluation surveys, and follow-up interviews, student feedback sheets, book reports, and teaching logs.
    The quantitative results of paired samples t-test indicated there was no significant difference in learners’ reading attitudes/motivation except for two items: “I had good attendance in this class.” and “I shared the reading materials I read with classmates and friends.” The independent samples t-test showed that in-class reading group was significantly different from out-of-class reading group after instruction and this result supported the instructional impacts on learner reading attitudes/motivation. Moreover, in-class reading group adopted more active role in class participation than out-of-class reading group. This class experience raised learners’ awareness of the importance of personal engagement both in and out of the classroom in their reading progress.
    The Pearson Correlation analysis revealed that instructional materials that were interesting, easy, and helpful for learning were likely to lead to positive attitudes/motivation. However, students with better reading attitudes/motivation tended to choose more difficult levels of readers for independent reading. Qualitative results indicated that class reader accompanying movies and songs were motivating. Materials for independent reading were perceived better when it was not too difficult or too easy to discourage reading. Reading graded readers which emphasizes reading for general meaning can be challenging for students who are used to the traditional teaching. In addition, students who were willing to comply with reading requirements have better reading attitudes/motivation.
    Whether this successful experience could continue depended more on external factors such as required reading, peer influence, teacher recognition/encouragement than on motivation from learner themselves. Learner passivity, reluctance to read, time spent on reading, and difficult to find an appropriate level of readers were emerged reasons for students who failed to comply with the reading assignments.
    Students preferred guided reading assisted by teacher explanation. A combination of reading with oral reading, speaking, and writing will improve learner interest in reading. Inclusion of reading time in class will provide learner opportunity to read English.
    Appears in Collections:[英文學系暨研究所] 學位論文

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