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| 研究生： |
陳惠秋 Chen, H. C. Cathy |
|---|---|
| 論文名稱： |
高中閱讀教學--小組設計 Teaching reading in senior high school - small group design |
| 指導教授： |
林伯英
Lin, Po-Ying |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英國語文學系 Department of English |
| 論文出版年： | 2002 |
| 畢業學年度： | 91 |
| 語文別： | 英文 |
| 論文頁數： | 98 |
| 相關次數： | 點閱：172 下載：84 |
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英文閱讀教學是高中英語教學申最重要卻常被忽略的一環，原因為傳統英文教學常將閱讀教學視為字彙及文法與句型的教學，只強調「由下而上」的學習，完全忽略「由上而下」的能力培養在閱讀能力訓練上的重要性，導致學生花大量的時間背誦單字、句型、及文法，卻仍看不懂一篇文章，間接造成學生對英文學習的排斥與恐懼，無法做大量的課外英語閱讀，這實為高申英語教學的一大隱憂。
本研究之目的為在高中英文閱讀教學中加入「由上而下」能力的策略訓練設計，配合原有之「由下而上」字彙句型及文法之教學，期以兩者互動式的教學設計提昇學生之閱讀能力，並於每週之課程中安排一堂閱讀策略之小組課程設計，藉以訓練學生與小組成員共同討論，運用閱讀策略閱讀文章並討論文章後諸問題之答案，在相互協助與互動中提昇彼此之閱讀能力。
本研究設計之評估方式主採問卷調查，個別訪談與研究者之隨堂觀察。研究結果顯示閱讀策略之訓練對於學生的閱讀能力之增進及閱讀動機之提昇均有相當大的影響，而對於小組的設計，學生也多持肯定態度，特別是對英文程度差的學生更有所助益。本論文根據研究的結果，提出對現行高中閱讀教學可行之設計及建議。
Teaching reading is the most important but long neglected part in English teaching. It is because traditional English teaching has taken teaching reading as totally time-consuming vocabulary memorization, grammar teaching and sentence patterns practice stressing bottom-up ability training, neglecting the importance of top-down ability development for reading and therefore leading to students' fear for English learning and inability for extensive reading. This is the major problem for English teaching in senior high school.
This research is intended to bring top-down skills training into reading teaching in senior high school, coordinating with traditionally bottom-up skills training so as to improve students' reading ability through the strategic and interactive processing. In addition, a strategic small group design is adopted to increase students' reading comprehension through the mutual assistance and discussion with the team members.
The effects of the experimental teaching program are evaluated by the data collected from the researcher's observations, the recorded students' interview and a questionnaire survey. The data reveals that strategic teaching with small group design indeed has great effects on students' reading ability and motivation for reading, especially low level students benefit a lot. Accordingly, some workable alternatives and recommendations are made for teaching reading in senior high school.
Acknowledgements-----iii
Chinese Abstract-----viii
English Abstract-----ix
CHAPTER 1 INTRODUCTION-----1
1.1 Motivation & Goals-----1
1.2 Research Questions-----2
1.3 Significance of the Study-----3
CHAPTER 2 LITERATURE REVIEW-----4
2.1 Psycholinguistic Principles for ESL/ EFL Readers-----4
2.2 Bottom-up, Top-down Reading & Interactive Approaches-----7
2.3 Schema Theory-----11
2.4 Reading Strategies-----13
2.5 Cooperative Learning-----17
CHAPTER 3 METHODOLOGY-----23
3.1 The Teaching Program with Effective Reading Strategies-----23
3.2 Subjects-----28
3.3 The Division of Small Groups-----29
3.4 Time Duration & Teaching Hours-----30
3.5 Teaching Materials-----30
3.6 Evaluation-----30
CHAPTER 4 Teaching Procedure & Data Analysis-----34
4.1 Program Design-----34
4.2 Teaching Procedure-----36
4.2.1 Big Class Teaching-----36
4.2.1.1 Top-Down Skills Centered in Big Class Teaching-----38
4.2.1.2 Steps of Top-Down Skills Training-----38
4.2.1.3 Steps of Bottom-up Skills Training-----39
4.2.1.4 Methods of Bottom-up Skills Training-----39
4.2.2 Small Group Design-----40
4.2.2.1 Top-down Skills Training-----40
4.2.2.2 Steps of Top-Down Skills Training-----40
4.3 Data Collection & Analysis-----43
4.3.1 The Researcher's Observation-----43
4.3.2 The Oral Interview-----43
4.3.3 The Questionnaire Survey-----44
CHAPTER 5 FINDINGS AND DISCUSSIONS-----46
5.1 Findings from the Researcher's Observations-----46
5.1.1 Top-down Skills Training-----46
5.1.2 Bottom-up Skills Training-----47
5.1.3 Small Group Design-----47
5.2 Findings from Recorded Interview-----49
5.2.1 Students' Problems before Top-down Skills Training-----49
5.2.2 Attitude towards Top-down Skills Training-----49
5.2.3 Suggestions for Top-down Skills Learning-----50
5.2.4 Attitude towards the Small Group Design-----51
5.2.5 Suggestions for Small Group Design-----52
5.3 Findings from a Questionnaire Survey-----53
5.3.1 Teaching Effects of Reading Skills-----54
5.3.2 Causes of Reading Barrier-----57
5.3.3 Application of Reading Strategies-----58
5.3.4 Acceptance of Small Group Discussion-----62
5.3.5 Participation in Small Group Discussion-----63
5.3.6 Effect of Small Group Discussion on Student's English Ability-----65
5.3.7 General Assessment on Small Group Discussion-----66
CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS-----68
6.1 The Conclusions of The Research-----68
6.2 The Implications of the Research-----69
6.3 Limitations & Recommendations70
References-----72
APPENDIX A READING HANDOUTS-----76
A.1 Reading Course (1)- 介紹閱讀-----76
A.2 Reading (2)-Finding the topic sentence and main idea-----78
APPENDIX B RECORDED INTERVIEW-----83
B.1 The Transcripts of Students' Oral Interview (For Girls' Group)-----83
B.2 The Transcripts of Students' Oral Interview (For Boys' Group)-----87
APPENDIX C THE QUESTIONNAIRE-----91
APPENDIX D RESULTS OF THE QUESTIONNAIRE SURVEY-----94
List of Tables
Table 4-1 Comparison of Traditional Reading the Experimental Reading Teaching-----35
Table 4-2 syllabus for the Far Eastern Textbook, Book 3-----42
Table 4-3 Syllabus for Designed Reading Skill Handouts-----42
Table 5-1 Effectiveness of Reading Strategies Training-----55
Table 5-2 Main Idea Detecting-----55
Table 5-3 Reading Ability Improvement-----55
Table 5-4 Reading Difficulty-----57
Table 5-5 Remedial Measures for New Words-----59
Table 5-6 Background Knowledge-----59
Table 5-7 Reading Methods Investigation-----59
Table 5-7 Reading Methods Investigation (Cont'd)-----60
Table 5-8 Effectiveness of Small Group Design-----62
Table 5-9 Small Group Participation-----63
Table 5-10 The Influence of Small Group Design on English Abilities-----65
Table 5-11 The Evaluation of Small Group Design-----67
List of Figures
Figure 3-1 Effective Reading Strategy-----25
Figure 4-1 Teaching Procedure of Reading Strategy with Small Group Design-----37
Figure 5-1 The Distribution of Students Levels in Questionnaires-----53
Figure 5-2 Teaching Effect on Reading Comprehension-----56
Figure 5-3 Without Many New Words, can you Detect the Main Idea?-----56
Figure 5-4 Can Reading Skills Facilitate your Reading Ability?-----57
Figure 5-5 What is your major barrier in reading comprehension?-----58
Figure 5-6 While encountering new words, what is your next step?-----60
Figure 5-7 Can you comprehend the text after dictionary consulting? (a) All Students-----61
Figure 5-7 Can you comprehend the text after dictionary consulting? (b) Each level-----61
Figure 5-8 Students who Regard Small Group as an Effective and Interesting Way-----62
Figure 5-9 Students' Participation in Small Group Discussion-----64
Figure 5-10 Effect of Small Group Discussion on Student's English Ability-----65
Figure 5-11 General Assessment of Small Group Design-----67