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    Title: A comparative study on Taiwanese college students' reading comprehension of printed text and hypertext
    Other Titles: 臺灣大專學生紙本與超文本閱讀理解之比較研究
    台灣大專學生紙本與超文本閱讀理解之比較研究
    Authors: 曾敏珍;Tseng, Min-chen
    Contributors: 淡江大學英文學系博士班
    陳秀潔;Chen, Hsiu-chieh
    Keywords: 超文本;閱讀技巧;語意差別;句法差別;自動表現;Hypertext;Reading Skills;Semantic Difference;Syntactic Difference;Automaticity
    Date: 2006
    Issue Date: 2010-01-10 23:13:41 (UTC+8)
    Abstract: 本研究之目的在於探討紙面閱讀與超文本閱讀之不同,藉由四個測驗:閱讀理解測驗、語意差別測驗、句法差別測試和自動表現測驗,以及超文本閱讀問卷。紙面閱讀是由上至下方直線性的閱讀,然而超文本閱讀可以藉由任何一個超連結到不同之網頁,且無止盡的延伸。這種非線性形式改變了閱讀的方式,對外語學習者來說,他們在超文本閱讀上的表現為何?所遇到之困難點為何?本研究的受實驗者是九十二位就讀技術學院應用外語系的學生。根據他們的全民英檢的成績分程度高及程度低兩組。實驗結果顯示出,學生在四種測驗上電腦的成績表現都比紙面差,對程度較高和程度低者皆是如此。研究結果發現學生傾向將在紙面的閱讀方式帶到超文本閱讀上。超文本所呈現的型式影響學生的閱讀能力,電腦的顏色和影像並沒有引起學生閱讀的興趣,且學生對超文本閱讀顯示出負面的態度。在閱讀超文本最主要的困難點在於看電腦時引發的眼睛酸痛、容易跳行、不能在電腦上畫線或做記號等。本研究提出可改善的方式,並提出超文本閱讀之正面性,供語言學習網頁設計者和應用電腦於教學中的老師參考。希冀藉紙面閱讀與超文本閱讀之結合應用,讓英語學習和教學發揮最大之功效。
    The purpose of this study was to investigate the effects of reading printed text and hypertext on EFL learners’ reading comprehension, especially focusing on reading skills, semantic and syntactic differences and automatic performance. When reading printed text, readers start from the top left-hand corner and finish at the bottom right-hand corner. Reading in this way is a linear activity as readers’ eyes go through the text line by line. When reading hypertext, readers can click a hyperlink to find out certain information. When they click the hyperlink, they are taken to a different web page. How does reading hypertext affect EFL learners’ reading comprehension? What are the difficulties they encounter? The participants in this study were ninety-two Taiwanese students studying at two different institutes of technology. They were divided into two groups according to their scores in General English Proficiency Test (GEPT) Simulated Test: Higher Proficiency Learners (HPL) and Lower Proficiency Learners (LPL). The results showed that participants got higher scores in the reading comprehension test, semantic identification test, syntactic identification test, and automatic performance test on paper than they did when reading hypertext. The results suggest that (a) participants transferred the way they read on paper to the way they read on computer screens, (b) text presented as hypertext affected the way participants read, (c) the merits of hypertext, such as colored pictures, abundant information, did not stimulate participants’ motivation, and (d) participants expressed a negative attitude toward reading on hypertext. The major difficulties participants experienced when reading on hypertext were: they experienced eyestrain, they skipped lines, and they could not take notes or underline any words or text on computer screens. Findings and conclusions from this study may serve as implications and suggestions for web designers and for teachers who intend to introduce hypertext in the language classroom. The ultimate purpose was to explore the effectiveness of using printed text and hypertext in language learning and teaching.
    Appears in Collections:[英文學系暨研究所] 學位論文

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