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研究生： 楊雅涵
Yang, Ya-Han
論文名稱： 文本難易度在廣泛閱讀所扮演之角色: 對高職學生閱讀理解、閱讀動機之影響
The Role of Text Difficulty in Extensive Reading: Effects on Reading Comprehension and Motivation of EFL Vocational High School Students
指導教授： 朱錫琴
Chu, Hsi-Chin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2016
畢業學年度： 104
語文別： 英文
論文頁數： 160
中文關鍵詞： 廣泛閱讀 、文本難易度 、閱讀理解 、閱讀動機
英文關鍵詞： Extensive reading, controlled text-difficulty, reading comprehension, reading motivation
DOI URL： https://doi.org/10.6345/NTNU202204004
論文種類： 學術論文
相關次數： 點閱：207  下載：12 
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    • 本研究旨在探究廣泛閱讀「文本難易度」(Controlled Text-difficulty)，對於以英文為外語的高職生之閱讀理解、閱讀動機及其回應廣泛閱讀文本難易度之影響。廣泛閱讀是一種閱讀方式，它邀請讀者愉悅地進行默讀，並且自己選擇自己有興趣的主題閱讀。
    台灣北部的一所高職裡，三個班共120位高二學生參加了這項持續六週的研究。其中一個由41位學生組成的班級為控制組，接受教科書為閱讀教材的閱讀指導，而另外兩個班級則為實驗組，在字彙測驗之後(VST), 每位實驗組的同學被分到 i-1組或是i+1組, 再根據他們分到的組別來閱讀和他們能力的相符的分級圖書。在為期四次的廣泛閱讀循環中，實驗組同學根據研究者指定的級別進行小書廣泛閱讀，在閱讀之後填寫閱讀日誌，上台小書分享，以及填寫閱讀理解學習單。在廣泛閱讀實施前和實施後，所有三組必須填寫閱讀動機問卷，並且完成青少年托福 (TOEFL Junior) 閱讀理解測驗，測驗中包含了兩種層級的閱讀理解:文意理解和推論理解。此外，兩組實驗組另於後測後填寫感知問卷。
    量化之測量工具反映出廣泛閱讀不同的效果。首先，利用前測作為共變量和組別作為獨立變量的ANCOVA分析指出: i-1級比起i+1級更能顯著地增進整體理解以及文意理解。其次，在推論理解層面，不論是i-1級或是i+1級，兩者皆無法對推論理解造成顯著的影響。在閱讀動機方面，i+1級能夠促進學生閱讀的整體閱讀動機以及自我效能；i-1級抑止了學生對閱讀的排斥；另外，不論是i-1級或是i+1級，兩者皆鼓舞了閱讀挑戰與投入。此外，質性的感知問卷分析反映出大致上學生對於廣泛閱讀以及教材皆持正面態度。
    從兩組實驗組在閱讀理解、閱讀動機的增進可以推知，文本難易度融入廣泛閱讀課程是可行的。此外，覺知問卷顯示廣泛閱讀有助於培養正向的閱讀態度，更加支持了英語小書廣泛閱讀的可行性。
    關鍵字:廣泛閱讀、文本難易度、閱讀理解、閱讀動機

    The aim of this study is to investigate the effects of controlled text-difficulty on reading comprehension, motivation and responses of vocational high school students in Taiwan. Extensive reading is a reading approach which invites readers to do silent reading for pleasure and to choose topics they are interested in.
    Despite the well-documentation of extensive reading in promoting reading development, the role of extensive-reading text-difficulty in facilitating such development is yet to be explored. On the one hand, i+1 level of input may facilitate linguistic acquisition; on the other, i-1 may be in need for attaining fluency and automaticity. With these contesting assertions in mind, the current study was designed to investigate the effects of extensive-reading text-difficulty on vocational high students’ reading comprehension and reading motivation.
    One hundred twenty-two second graders in three classes in a vocational high school in northern Taiwan participated in this study during the 6-week treatment. One class of forty-one students formed the experimental group, who were instructed textbook material; for the other two, after a vocabulary-size test, each student was assigned to either i+1 group or i-1 group and was matched with graded readers at either level according to The Graded Reader Level Scale. In a four reading-cycle treatment, experimental students selected books at the assigned level to read and went through four phases of treatment: sustained silent reading, recording reading log, performing book talk and comprehension test. Prior to and after the treatment, all three groups filled out a Reading Motivation Questionnaire, and completed a TOEFL Junior Test – reading comprehension section, which were divided into two question types: literal and inferential. Additionally, the two experimental groups responded to a Response Questionnaire in the posttest.
    The quantitative measures reflected disparate effects of ER program. ANCOVA analyses, with pretest as a covariate and group as an independent variable, showed that for overall and literal comprehension, i-1 level of extensive reading is significantly more effective than i+1 level; yet for inferential comprehension, both levels do not pose an effect. For reading motivation, i+1 level promotes overall motivation and self-efficacy; i-1 level inhibits avoidance; and both levels encourage challenge and involvement. In addition, qualitative and quantitative analyses on the response questionnaire reflect that students in general hold a positive attitude toward the program as well as the materials.
    The overall satisfactory outcomes of controlled text-difficulty on the experimental groups in terms of reading comprehension and motivation suggest the feasibility of an extensive reading program. Furthermore, the boost in reading attitude revealed in Response Questionnaire lends additional support in the implementation of an extensive reading program.

    Key words: Extensive Reading, controlled text-difficulty, reading comprehension, reading motivation

    TABLE OF CONTENTS 中文摘要 i ABSTRACT ii ACKNOWLEDGEMENT iv LIST OF TABLES ix LIST OF FIGURES xi CHAPTER ONE: INTRODUCTION 1 Background and Motivation 1 Purpose of the Study and Research Questions 4 Significance of the Study 6 Definitions of Terms 7 CHAPTER TWO: LITERATURE REVIEW 9 Theoretical Background 9 The Input Hypothesis 9 Automaticity Training 10 Affective Filter Hypothesis and Pleasure Hypothesis 11 Interactive Model of Reading 13 Reading Comprehension 14 Types of Reading Comprehension 15 Literal Comprehension. 16 Inferential Comprehension. 17 The Relationship between Vocabulary and Comprehension 18 Motivation 19 Theories of Motivation 19 Motivation to Read in First Language 20 Motivations to Read in Second and Foreign Language 23 Extensive Reading Program 25 Characteristics of a Successful Extensive Reading Program 25 Reading Materials: Graded Readers 26 Reasons for Using Graded Readers in ER Program 27 Reading at an Appropriate Level 28 Effects of Extensive Reading Program 30 Effects of Extensive Reading on Reading Comprehension 30 Effects of Extensive Reading on Reading Motivation and Attitudes 32 Effects of Extensive Reading on Reading Speed 34 Effects of Extensive Reading on Other Language Skills 34 Effects of Extensive Reading on Vocabulary Development 35 Effects of Extensive Reading on Writing 35 Summary 36 CHAPTER THREE: METHODOLOGY 37 Participants 37 Experimental Groups Assignment: Vocabulary-Size Test 38 Graded Reader Assignment 39 Instruments 41 TOEFL Junior Practice Test 42 Coding Type of Questions in TOEFL Junior Practice Test 43 Pilot Test of Reading Comprehension Test 44 Motivation Questionnaire 45 Design of Reading Motivation Questionnaire 45 Pilot Test of Reading Motivation Questionnaire 46 Reaction Questionnaire 48 Data Collection Procedure 49 Extensive Reading Treatment 50 Orientation Procedure 51 Treatment Materials for Experimental Groups 53 Treatment Procedure for Experimental Groups 54 Sustained Silent Reading 55 Weekly Reading Log 55 Book Talk 56 Reading Comprehension Check 56 Control Group 57 Data Analysis 58 CHAPTER FOUR: RESULTS 60 Effects on Reading Comprehension 60 Effects on Overall Comprehension 61 Effects on Literal Comprehension 63 Effects on Inferential Comprehension 66 Summary of Effects on Reading Comprehension 67 Results of the Participants’ Reading Motivation 68 Effects on Overall Reading Motivation 68 Factor Analysis 70 Effects on Reading Engagement 71 Effects on Reading Avoidance 74 Effects on Self-Efficacy 76 Results of the Participants’ Responses to Extensive Reading Programs 78 Evaluation of Implementation in the Two Extensive Reading Programs 78 Perception of Growth in Abilities through Extensive Reading 80 Evaluation of ER Materials and Future Practice 81 Difficulties in the Extensive Reading Program 83 Summary 85 CHAPTER FIVE: DISCUSSION AND IMPLICATIONS 87 Summary of the Findings 87 Discussion 88 Effects on Reading Comprehension 88 Effects on Overall Comprehension 88 Effects on Literal Comprehension 89 Effects on Inferential Comprehension 89 Comparison of Extensive Reading at One Level Below and One Level Beyond 91 Effects on Reading Motivation 91 Effects on Reading Engagement 92 Effects on Reading Avoidance 94 Effects on Self-efficacy 94 Students’ Responses to ER 95 Pedagogical Implications 97 Implications for Future Study 99 Conclusion 99 REFERENCES 101 APPENDICES 107 Appendix A: Vocabulary-Size Test 107 Appendix B: Reading Comprehension Test 115 Appendix C: Coding Questions of TOEFL Junior 142 Appendix D: Motivation Questionnaire 144 Appendix E: Response Questionnaire 147 Appendix F: Reader Passport 149 Appendix G: Reading Log 150 Appendix H: A Sample of Written Comprehension Check 151 Appendix I: The Library Index Card 152 Appendix J: Lesson Plan for Orientation 153 Appendix K: Lesson Plan for Weekly ER 155 Appendix L: VST Scores and Corresponding Book Set Levels 159 Appendix M: Consent Form 160

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