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    题名: 合作策略閱讀教學對離島國中生閱讀西洋少年小說能力與態度效益研究
    其它题名: The effects of incorporating english juvenile novel into CSR on EFL students’ reading comprehension and attitudes in remote area
    作者: 陳穎文;Chen, Ying-Wen
    贡献者: 淡江大學教育科技學系數位學習在職專班
    鄭宜佳;Cheng, Yi-Chia
    关键词: 英文閱讀能力;學習態度;少年小說;合作策略閱讀教學法;English reading comprehension;Learning Attitude;Juvenile Fiction;Collaborative Strategic Reading
    日期: 2015
    上传时间: 2016-01-22 14:45:18 (UTC+8)
    摘要: 本研究旨在探討運用合作策略閱讀教學法引導離島學生閱讀少年小說是否提升英文閱讀能力與態度。以國中八年級學生兩班共56人為對象,採準實驗研究法之不等組前後測設計,分實驗組與控制組進行二周少年小說閱讀教學實驗,實驗組接受合作策略閱讀教學法教學,控制組採傳統文法講述教學法。研究進行前後皆施以前後測題目與學習態度量表蒐集量化資料,以敘述性統計、t考驗及單因子共變數分析進行統計分析。閱讀日誌、學習心得訪談、合作策略閱讀教學學習心得之質化資料輔以探究不同教學方法對英文閱讀能力與學習態度表現的影響,分析結果如下:
    1.在英文閱讀能力方面:
    1-1 實驗組的字彙辨識能力優於控制組,且達到顯著差異。
    1-2 控制組的句型結構能力優於實驗組,且達到顯著差異。
    1-3 實驗組的段落理解能力優於控制組,且達到顯著差異。
    1-4 實驗組的整體理解能力優於控制組,但未達到顯著差異。
    1-5 實驗組的英文閱讀能力優於控制組,且達到顯著差異。
    2.在英文學習態度效益方面:
    2-1 實驗組英文作業之態度優於控制組,且達到顯著差異。
    2-2 實驗組英文專心學習之態度優於控制組,且達到顯著差異。
    2-3 實驗組對英文課程之學習態度優於控制組,且達到顯著差異。
    2-4 實驗組對英文老師之態度優於控制組,且達到顯著差異。
    2-5 實驗組英文之自動學習態度優於控制組,且達到顯著差異。
    2-6 實驗組的英文學習態度優於控制組控,且達到顯著差異。
    最後依據上述研究結果,提出建議,做為未來研究之參考。
    Abstract:
    Collaborative Strategic Reading (CSR), with the aim to help students apply reading strategies through cooperative group discussion, is found effective on enhancing reading comprehension in ESL students. This study aimed to investigate the effects of incorporating English juvenile novel into Collaborative Strategic Reading on EFL students’ reading comprehension and attitudes in remote area.
    This research was a quasi-experimental design. The participants were 56 eighth-grade junior high school students from two separate classes. One class read an English juvenile novel by Grammar-translation method teaching course, and the other did it by Collaborative Strategic Reading course for two weeks, eight sessions in total. The data collection was consisted of Junior high school students’ Learning Attitude Questionnaire pre- and post-tests and English Reading Comprehension pre- and post-tests. The statistical data were analyzed by descriptive statistics, t-test, and one-way ANCOVA. Besides, the student activity sheets, recorded files, an English juvenile novel reading attitude survey, and CSR individual interviews were analyzed qualitatively. The major findings of the present research are summarized as follows:
    1.With regard to English reading comprehension:
    1-1 The experimental group performed better than the control group in the construct of lexical ability, and there was significant difference.
    1-2 The control group performed better than the experimental group in the construct of sentence pattern, and there was significant difference.
    1-3 The experimental group performed better than the control group in the construct of paragraph understanding, and there was significant difference.
    1-4 The experimental group performed better than the control group in the construct of thematic appreciation, but there was no significant difference.
    1-5 The experimental group performed better than the control group in total reading comprehension, and there was significant difference.
    2.With regard to English learning attitude:
    2-1 The experimental group performed better than the control group in the construct of preference for English homework, and there was significant difference.
    2-2 The experimental group performed better than the control group in the construct of concentrate on English learning, and there was significant difference.
    2-3 The experimental group performed better than the control group in the construct of preference for English program, and there was significant difference.
    2-4 The experimental group performed better than the control group in the construct of preference for the English teacher, and there was significant difference.
    2-5 The experimental group performed better than the control group in the construct of active learning, and there was significant difference.
    2-6 The experimental group performed better than the control group in total English learning attitude, and there was significant difference.
    Based on the results, some suggestions for including Collaborative Strategic Reading in reading instruction are given and advices are provided.
    显示于类别:[教育科技學系暨研究所] 學位論文

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