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|Title: ||The effects of extensive reading on 4th year Taiwanese university student's reading level, reading speed,
and perceptions of reading|
|Other Titles: ||廣泛閱讀對於臺灣四年級大學生之閱讀程度, 閱讀速度與閱讀認知之影響|
|Authors: ||莫艾倫;Mermelstein, Aaron David|
|Keywords: ||廣泛閱讀(ER);Extensive Reading (ER)|
|Issue Date: ||2013-04-13 10:28:09 (UTC+8)|
技能。在世界各地中，閱讀已成為ESL / EFL 課堂中最強調的技能
重複演練的聽說教學為其主要教學法。許多台灣的ESL / EFL 課堂
For many English as a foreign language (EFL) or English as a second language (ESL) students, reading is their main learning goal and may be the most important language skill they will need. Throughout the world, reading has become one of the most emphasized skills in the EFL/ESL classrooms and this is also true in Taiwan. Although the current education system is achieving some success, it is lacking appropriate models for teaching vocabulary and reading and is generally not building students’ internal motivation towards learning ESL/ELF. In order to better enhance students’ reading abilities, EFL teachers need to develop teaching programs that apply teaching approaches, methodologies, and reading materials that are effective and match the students’ abilities and interests. Today there is also an enormous amount of research promoting the effectiveness of both extensive reading (ER) and free reading towards increasing learners’ reading abilities. This study is both qualitative and quantitative and its main purpose was to investigate whether or not ER would demonstrate a positive effect on enhancing students’ reading levels, reading speeds, and perceptions of English reading and their own English abilities. This 12 week study took place at a middle ranked Taiwanese university using forth year non-English major EFL students as its participants and used a communicative language teaching approach (CLT) instead of the widely used ALM. A weekly treatment of ER was provided using graded reader books and participant assessments were taken before and after the study. Interviews were also conducted throughout the study. After a thorough statistical analysis, the findings indicated significant gains in both reading levels and students’ perceptions. However, there were some, but not significant gains measured in reading speed. This study suggests that ER can provide an alternative approach to the ALM towards improving learners’ reading development and perceptions towards English.
|Appears in Collections:||[英文學系暨研究所] 學位論文|
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