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| 研究生： |
曾俊傑 Zeng, Zun-Jie |
|---|---|
| 論文名稱： |
書面閱讀與多媒體閱讀之比較--針對英文理解能力與策略運用 Comparisons of paper and multimedia readings--EFL students' comperehension and strategies |
| 指導教授： |
林伯英
Lin, Po-Ying 劉顯親 Liou, Hsien-Chin |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 語言學研究所 Graduate Institute of Linguistics |
| 論文出版年： | 1998 |
| 畢業學年度： | 86 |
| 語文別： | 英文 |
| 論文頁數： | 118 |
| 中文關鍵詞： | 閱讀策略 、書面閱讀 、閱讀理解能力 、多媒體閱讀 、資源型閱讀策略 、傳統型閱讀策略 、語言學 |
| 外文關鍵詞： | Reading strategies, Paper reading, Reading comprehension, Multimedia reading, Resourcing strategies, Traditional reading strategies, Linguistics |
| 相關次數： | 點閱：130 下載：0 |
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論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。
這個研究主要是觀察六十位以英語為外語學習目標的學生，他們在閱讀電腦光碟及閱讀書面時，如何使用閱讀策略？研究的方法包括出聲思考及實驗比較兩種方式。結果發現，使用資源型(resourcing)閱讀策略比傳統閱讀策略(local-meaning-getting, global-meaning-getting, monitoring/ regulatory reading strategies)來得多；但書面閱讀的閱讀理解能力表現卻比多媒體閱讀來得好。
所以，語言學習者不應該太仰賴那些不須自己花太多功夫，隨手可得的線上資源型閱讀策略；然而多媒體閱讀課體仍可以提供讀者很多相關背景知識來輔助他們閱讀。因此閱讀策略的教學應該列入語言教師的教學計畫裏，傳統閱讀策略的使用應該在閱讀中被視為一個很重要而且根本的元素，資源型閱讀策略是無法取代它們的。
透過這個研究，我們希望提供一些實證資料及有用的建議給語言學習者，讓他們利用電腦科技來成功地學習語言。
Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study.
The study investigated how 60 EFL students used reading strategies in CD-ROM and in printed context. The research methods included think-aloud protocol and experimental comparison approach. It was found that resourcing strategies are used more than the traditional reading strategies, that is, local-meaning-getting, gtobal-meaning-getting, and monitoring/ regulatory strategies. However, the reading comprehension performance in paper reading is better than that in multimedia reading. Thus, language. learners should be taught not to refer to on-line resourcing strategies too much without exercising efforts themselves, but they can take much background knowledge from reading courseware to facilitate their reading. The instruction of reading strategies should be included in the teaching programs of language teachers. Traditional reading strategies ought to be regarded as a fundamental element in reading and can not be replaced by resourcing strategies.
Through this study, it is hoped that learning language with computer technology can bring a success to language learners by providing empirical data and useful suggestions.
Acknowledgements-----iv
Table of Contents-----vi
List of Tables-----x
Chinese Abstract-----xii
English Abstract-----xiv
Chapter
1. INTRODUCTION-----1
1.1 Computers and Language Learning-----1
1.2 Advantages of Using Computers in Language Learning-----2
1.3 Rise of Multimedia-----3
1.4 Investigation of Multimedia CD-ROM Courseware-----4
1.5 Purpose of the Study-----5
1.6 Significance of the Study-----5
2. REVIEW OF RELATED LITERATURE-----6
2.1 The Study of Reading Process-----6
2.1.1 Interaction between Reader and Text-----6
2.1.1.1 Schema Theory-----7
2.1.1.2 The Psycholinguistic Model of Reading-----8
2.1.2 General Reading Process-----9
2.1.3 Linear Reading Presentation-----11
2.1.3.1 Bottom-up and Top-down Approaches-----11
2.1.3.2 Interactive Models of Reading-----12
2.1.4 Non-linear Reading Presentation-----14
2.1.4.1 Issues on Multimedia-----14
2.1.4.2 Issues on Hypertext-----16
2.1.4.3 Multimedia vs. Hypermedia-----18
2.2 The Study of Reading Strategies-----19
2.2.1 Definitions and Classifications-----19
2.2.2 The Application of Reading Strategies in Reading Process-----20
2.2.3 Classifications and Descriptions of Traditional Reading Strategies-----21
2.2.3.1 Rubin'sproposal (1981)-----21
2.2.3.2 0'Malley's&Chamot's proposal (1985)-----22
2.2.3.3 Oxford's (1990)-----22
2.2.3.4 Shieh's proposal (1992)-----23
2.2.4 Description of Multimedia Reading Strategies-----24
3. RESEARCH DESIGN AND METHODOLOGY-----26
3.1 Pilot Study-----26
3.1.1 Design of the Study-----26
3.1.2 Some Findings-----27
3.2 Experimental Comparison Study-----30
3.2.1 Subject Background Information-----30
3.2.2 Facilities and Instruments-----31
3.2.2.1 Reading Material-----32
3.2.2.2 Comprehension Test-----34
3.2.2.3 Questionnaires-----36
3.2.3 Methods and Procedures-----38
3.2.3.1 Orientation-----38
3.2.3.2 The Process of Conducting Comprehension Test and Questionnaire Survey-----39
3.2.4 Research Questions-----40
3.3 The Think-aloud Method-----40
3.3.1 Subject Background Information-----41
3.3.2 Orientation and Procedure-----42
4. RESULTS AND FINDINGS-----45
4.1 The Analyses of the Questionnaire-----45
4.1.1 Questionnaire A-----45
4.1.2 Questionnaire B-----47
4.2 Reading Comprehension-----49
4.2.1 Paper Reading-----49
4.2.2 Multimedia Reading-----50
4.2.3 Comparison and Contrast-----51
4.3 Traditional Reading Strategies-----52
4.3.1 Group Difference vs. Reading Strategy Employment-----52
4.3.2 Favored Categories of Traditional Reading Strategies-----53
4.4 Reading Comprehension vs. Traditional Reading Strategies-----54
4.5 The Analyses ofThink-aloud Protocol-----57
4.5.1 General Description of Each Subject's Reading Process-----57
4.5.1.1 Chen (control)-----58
4.5.1.2 Lin (control)-----59
4.5.1.3 Tsai (control)-----59
4.5.1.4 Lin (experiment)-----60
4.5.1.5 Lee (experiment)-----61
4.5.1.6 Chong (experiment)-----62
4.5.2 Reading Strategies Used by the Six Think-aloud Subjects-----63
4.5.2.1 Local-meaning-getting Strategies-----66
4.5.2.2 Global-meaning-getting Strategies-----67
4.5.2.3 Monitoring/regulatory Strategies-----68
4.5.2.4 Resourcing Strategies-----69
4.5.3 Comparison and Contrast-----70
5. DISCUSSIONS-----72
5.1 Summary of the Results-----72
5.2 Some Issues on Paper Reading-----73
5.3 Some Issues on Multimedia Reading-----74
5.4 Comparison and Contrast between Paper Reading and Multimedia Reading-----75
5.5 Suggestions and Implications-----77
5.5.1 Language Learners-----77
5.5.2 Language Teachers-----77
5.5.3 Courseware Developers-----78
5.6 The Limitations of the Study-----79
5.7 Suggestions for Further Studies-----80
5.8 Conclusion-----81
Appendixes
A. The Classification and Representative Examples of Reading Strategies by Rubin.-----83
B. The Classification and Representative Examples of Reading Strategies by O'Malley et al.-----84
C. Strategies Useful for Reading (Oxford)-----86
D. The Classification and Representative Examples of Reading Strategies by Shieh-----89
E. Reading Strategy Questionnaire (used in pilot study)-----91
F. Subject Information-----95
G. Consent Form-----97
H. Reading Material-----98
I. Comprehension Test-----99
J. Questionnaire A-----100
K. Questionnaire B-----102
L. The User's Guide of the Multimedia Reading-----104
M. An Example ofThink-Aloud Protocol-----105
N. Sample Data of Questionnaire B-----110
Bibliography-----114
List of Tables
Table 1 Classification of Learning Strategies by Oxford-----23
Table 2 Subjects' Background Information in the Think-aloud Procedure-----42
Table 3 Reading Strategies Used by 30 Subjects in the Control Group-----46
Table 4 Reading Strategies Used by 30 Subjects in the Experiment Group-----48
Table 5 Comprehension Score forthe Control Group-----50
Table 6 Comprehension Score for the Experiment Group-----51
Table 7 Independent Samples T Test for Reading Comprehension-----52
Table 8 Chi-square Test for Group Difference vs. Reading Strategy Employment-----53
Table 9 Chi-square Test for Favored Category of Traditional Reading Strategies-----54
Table 10 Strategy Categories Favored by Subjects with Different Levels of English Ability-----56
Table 11 NumberofThink-aloud Subjects Who Used Reading Strategies-----65
Table 12 Frequencies of Local-meaning-getting Strategies Employment by the 6 Think-aloud Subjects-----67
Table 13 Frequencies of Global-meaning-getting Strategies Employment by the 6 Think-aloud Subjects-----68
Table 14 Frequencies of Monitoring/ Regulatory Strategies Employment by the 6 Think-aloud Subjects-----69
Table 15 Frequencies of Resourcing Strategies Employmentby the 6 Think-aloud Subjects-----70
Table 16 Total Percentages for Each Category of Reading Strategies-----71
(限達賢圖書館四樓資訊教室A單機使用)