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    題名: 任務型教學融入閱讀理解策略於九年級英語閱讀教學之行動研究
    其他題名: An action research of integrating task-based language teaching with reading strategies into the ninth graders' english reading lessons
    作者: 李孟庭;Lee, Meng-Ting
    貢獻者: 淡江大學教育科技學系碩士在職專班
    何俐安;Ho, Li-An
    關鍵詞: 英語閱讀教學;任務型教學;閱讀理解策略;Teaching English Reading;Task-based language teaching;reading strategies
    日期: 2017
    上傳時間: 2018-08-03 14:38:07 (UTC+8)
    摘要: 閱讀能力是學習語言及獲得新知識的重要技能,在現今知識社會中佔有舉足輕重的地位,如何提升學生的閱讀能力,培養良好的閱讀習慣是近年教育改革提倡的重點項目。
    本研究旨在提升學生的閱讀理解能力及課堂參與度,採用任務型教學融入閱讀理解策略於英語閱讀教學,以臺北市某國中九年級27位學生為研究對象,實施每課80分鐘,共六課的行動研究,教學流程依據任務型教學三步驟,分成閱讀前、閱讀及閱讀後階段,藉由任務引導學生熟悉運用閱讀策略(判斷主題句、掌握段落間的邏輯關係、問題引導閱讀、總結策略),以提升閱讀理解能力。研究結果顯示運用任務型教學融入閱讀理解策略於英語閱讀教學,學生的閱讀理解能力及課堂參與度均有所提升。本研究的主要發現如下:
    一、教師運用任務學習單能促進閱讀理解。
    二、學生運用閱讀策略能促進學習遷移。
    三、學生運用閱讀策略能提升解題成效。
    四、異質分組對於小組討論有正向效果。
    五、學生對於同儕合作學習持正向態度。
    六、本策略適用於學習態度積極、班級凝聚力高的班級。
    七、透過行動研究,可促進教師教學知能的增長,教學心態也更為開放。
    研究者進一步根據研究結果提出建議,以供未來相關教師與研究者做為參考。
    Reading comprehension is highly valued since it is viewed as an important skill for students to learn languages and gain knowledge. Therefore, enhancing students’ reading comprehension becomes one of the most important issues for English teachers over the past few years.
    The present study aimed to investigate the effectiveness of reading strategies through Task-Based Language Teaching (TBLT) on ninth graders’ reading comprehension performance and their classroom participation. 27 ninth-graders from a junior high school in Taipei were selected as participants for the action research. The tasks were designed for an eighty-minute reading lesson, six lessons in total. Based on the TBLT framework suggested by Willis (1996), each lesson was divided into three steps, consisting of pre-reading, while-reading and post-reading. Four specific strategies (finding out the topic sentence of each paragraph, finding out the logical order of the article, answering the question based on an article, and summarizing) were adopted to teach via a TBLT approach. The results of this study indicate that students who were taught reading strategies through TBLT had better classroom participation, and their reading comprehension was also more effective. Based on the data analyses, the major finding of the study were summarized as follows:
    1.The reading tasks can improve students’ linguistic, content, and formal schema to enhance
    their reading comprehension.
    2. With this instruction, students are capable of reading English articles with reading strategies to enhance their reading comprehension.
    3. The reading strategies had positive effects on students’ reading comprehension achievement.
    4. Heterogeneous grouping had positive effects on group discussion.
    5. Most of the students had positive responses toward the strategy instruction.
    6. This instruction is highly recommended for the students who have positive learning attitude and better social skills.
    7. With the implementation of this instruction, the instructor has an improvement on pedagogical knowledge and becomes more open-minded.

    At last, according to the results of the study, some suggestions and pedagogical implications were made for the directions of the future researches on reading comprehension.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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