國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	周玉玲 Yu-ling, Chou
論文名稱：	短篇故事在英語連接詞教學效益之研究 The Effects of Short Stories on English Conjunction Instruction for EFL Students in Vocational High School
指導教授：	丁仁 Ting, Jen
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2002
畢業學年度：	91
語文別：	英文
論文頁數：	117
中文關鍵詞：	短篇故事、事實性文章、文學、英語連接詞、英語教學
英文關鍵詞：	short stories, factual texts, literature, English conjunctions, English language teaching
論文種類：	學術論文
相關次數：	點閱：142 下載：10
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

<中文摘要>
本研究旨在探討短篇故事運用於英語連接詞教學之情形, 並以事實性文章 (factual texts) 為對照,比較兩者在此項教學之成效。同時,也就此兩種文章對不同程度學生在連接詞學習時所產生之效益進行分析。此外，學生在學習連接詞時所遭遇之困難，也是探究的重點所在。
本研究以兩班新竹高工電機科二年級學生為對象, 並分為低、中、高三組。各班分別以不同文章進行連接詞教學, 並接受前測及後測, 以比較其學習效果。同時, 本研究也實施問卷調查, 藉此了解學生對此項教學之反應。
研究結果顯示，短篇故事和事實性文章皆有助於連接詞的學習, 但前者所產生之效益顯著地大於後者。此外, 對高分組學生而言, 短篇故事所產生之助益顯著地大於事實性文章。研究也發現, 不同種類的連接詞所呈現之難易度亦不相同。由後測結果顯示, 學生在時間連接詞(temporal)的題目得分最低, 在因果連接詞 (causal) 的題目得分最高。而問卷結果則反映出學生對轉折連接詞 (adversative) 感到最為困難,對時間連接詞感到最為簡單。另外, 在對教材及學習效果的意見方面，也以使用短篇故事的班級反應較佳。

<Abstract>
The present study investigated the effect of short stories on the designed conjunction instruction in comparison with that of factual texts. The interaction between the effects of the two text types and the students' three proficiency levels was also examined. Furthermore, the students’ difficulties with the four conjunctive relations classified by Halliday and Hasan (1976) were analyzed in two respects: their performance on the posttest and their responses in the questionnaire. Moreover, the students’ responses to the conjunction instruction in this study were also explored.
Two second grade classes of Electrical Engineering Department in Hsinchu Industrial Vocational High School (n = 87) participated in the study. Students of each class were divided into three proficiency groups based on their performance on the pretest concerning comprehension and use of conjunctions. The two classes received the conjunction instruction through a series of activities by either short stories or factual texts. A posttest was then administrated to determine and compare the effects of the two text types as well as the students’ difficulties with conjunctions. Students’ responses to the conjunction instruction were also examined through a five-item questionnaire.
The results indicate that both short stories and factual texts are helpful in the acquisition of conjunctions. However, the short stories are significantly more effective than the factual texts in improving the competence with conjunctions. The study further shows that short stories are significantly more beneficial for the students at the high proficiency level than are the factual texts. Two ascending hierarchies of difficulty for the four conjunctive relations are also yielded by analyzing the results of the posttest and the questionnaire respectively. The former hierarchy is causal, adversative, additive, and temporal conjunctions; the latter is temporal, additive, casual, and adversative conjunctions. Finally, an examination of the questionnaire reveals that the class adopting literary texts has more positive responses to the instructional materials as well as the learning effects than the class using the non-literary materials.

<Table of Contents>
Abstract (Chinese).………………………………………………………. i
Abstract (English) …………………………………………………. ….ii
Acknowledgements……………………………………………………..…..iv
Table of Contents.…………………………………………………….……v
List of Table……………………………………………………….....viii
Chapter One   Introduction...………………………………………….1
1.1 Background and motivation…………………………………..1
1.2 Purpose of the study………………………………………….4
1.3 Research questions…………………………………………...5
1.4 Definition of terms…………………………………………..5
1.5 Organization of the study…………………………………..7
Chapter Two   Literature Review……………………...............9
2.1      The significance of comprehension of conjunctions
         in reading comprehension.…………………….….…......9
2.2      Students’ difficulties with    conjunctions………..12
2.3      Theories of conjunction ………………………………....18
2.4      The place of literature in the EFL/ESLclassroom…...24
Chapter Three    Methodology………………………………….......32
3.1      Subjects…………………………………………………..…..32
3.2      Instruments.……………….………………………………...33
3.2.1 Materials for conjunction instruction .…….………..34
3.2.2 Pretest and posttest on comprehension and use
         of conjunctions………………………………………….....35
3.2.3 Questionnaire on students’responses to the          conjunction instruction………………………………..39
3.3      Treatment …………………………………….………..…....39
3.3.1 Introduction of the categories of conjunctions..   .40
3.3.2    Classification of conjunctions…..…………………....40
3.3.3    Sentence-completion task…………………………………..41 3.3.4 Multiple-choice cloze test……………………………....42
3.3.5 Fill-in-the-blank task……………………………………..43
3.3.6    Brush-up…………………………………………………......44
3.4      Procedures……………………………………………........44
3.5      Data analysis……………………………………...........46
Chapter Four   Results and Discussion………………...………...47
4.1      The effects of literary texts and non-literary  texts  on the conjunction instruction………………………...........…47
4.2 The relationship between the effects of the text types and the proficiency levels…………………………………...50
4.3 Students’ difficulties with the four categories of conjunctions………...........................................55
4.4 Students’ responses to the conjunction instruction.65
Chapter Five   Conclusions…………………………………….......72
5.1      Summary of the major findings .………………………...72
5.1.1    The effects of short stories and factual texts on the
         conjunction Instruction…………………………………...72
5.1.2    The relationship between the effects of the text types
         and the proficiency levels……………………………....73
5.1.3 Students’ difficulties with the four categories
         of conjunctions………………………………………….…..73
5.1.4 Students’responses to the conjunction instruction..74
5.1.5 Comparison with the previous researches……………….75
5.2      Educational implications .………………………………..77
5.3      Limitations of the study……………………………......80
5.4      Suggestions for further research………………………..83
Bibliography……………………………………………………………….86
Appendix A   Pretest on comprehension and use of  conjunctions………92
Appendix B   Posttest on comprehension and use of conjunctions……..99
Appendix C   Sources of passages in the rational multiple-choice tes…….…106
Appendix D-1 Questionnaire on students’ responses to the
conjunction instruction for class A ………………………...107
Appendix D-2 Questionnaire on students’ responses to the
conjunction instruction for class B. ………………………..108
Appendix E   Sample literary text with sentence-completion task…….........109
Appendix F   Sample factual text with multiple-choice cloze test…….........114
Appendix G   Sample factual text with fill-in-the-blank task ………….........116
                                

<Bibliography>
Bassenett, S., & Grundy, P. (1993). Language through literature. Harlow: Longman.
Carter, R. & Long, M. (1991). Teaching literature. New York: Longman.
Chang, Y.L. (1998). Integrating adolescent literature with reading instruction in senior high school. Proceedings of the fifteen Conference on English Teaching and Learning in the Republic of China, 379-389.
Chapman, L. J. & Stokes, A. (1980). Developmental trends in the perception of textual cohesion. Processing of Visible Language, 2, 219-226.
Chen, L. W. (1991). Cohesion and comprehension: Investigating college-level Chinese students’ perception of cohesion in English. Unpublished master’s thesis, National Taiwan Normal University.
Cohen, A., Glasman, H., Rosenbaum-Cohen, P. R., Ferrara, J., & Fine, J. (1988). Reading English for specialized purposes: discourse analysis and the use of student informants. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (p. 152-167). Cambridge: Cambridge University Press.
Crewe, W. J. (1990). The illogic of logical connectives. ELT Journal, 44(4), 316-325.
Crewe, W. J., Wright, C., & Leung, M. W. K. (1985). ‘Connectives: On the other hand, who needs them, though?’ Working Papers in Linguistics and Language Teaching, 8, 61-75.
Doyle, A. C. (2000). Sherlock Holmes: Short stories. Oxford Bookworms Library. 2. Oxford: Oxford University Press.
Duff, A., & Maley, A. (1990). Literature. New York: Oxford University Press.
Fields, D. (1993). An investigation of middle-grade students’ comprehension of logical connectives found in sixth- and eighth-grade social science textbooks (sixth-grade). Unpublished doctoral dissertation, Michigan State University.
Gajdusek, L. (1988). Toward wider use of literature in ESL: Why and how. TESOL Quarterly, 22(2), 227-257.
Gardner, P. L. (1983). Students’ difficulties with logical connectives in everyday contexts. Australian Journal of Reading, 6(1), 12-18.
Geva, E. (1992). The role of conjunctions in L2 text comprehension. TESOL Quarterly, 26(4), 731-747.
Geva, E. (1993). Facilitating reading comprehension through flowcharting. Reading Research Quarterly, 17, 384-341.
Geva, E., & Ryan, E. B. (1985). Use of conjunctions in expository texts by skilled and less skilled readers. Journal of Reading Behavior, 17, 331-346.
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
Hedge, T. (1985). Using readers in language teaching. London: Macmillan.
Henry, O. (1983). The cop and the anthem. In Y. H. Hsih (Ed.), Short stories of the western world (Vol. 2, p. 80-93). Taipei, Taiwan: Crane.
Hsih, Y. H., Lin, M. S., & Brooks, S. (Eds.). (1999). Far East English reader: For senior high schools, Books 1 & 3. Taipei, Taiwan: Far East.
Huang, T. L. (1991). Cohesion and the teaching of EFL reading. Newsletter for Teaching the Humanities and Social Sciences, 2(4), 18-33.
James, S. (1983). I met a bushman. In Y. H. Hsih (Ed.), Short stories of the western world (Vol. 2, p. 42-48). Special English Series. Taipei, Taiwan: Crane.
Johns, A. M. (1986). Coherence and academic writing: Some definitions and suggestions for teaching. TESOL Quarterly, 20, 247-268.
Kirn, E., & Hartmann, P. (1999). Smart shopping. In K. P. Hsieh (Ed.), English for high school, Book 1 (p. 73-88). Taipei, Taiwan: Sanmin. (Reprinted from Interactions One: A reading skill book, 3rd ed, 1996, McGraw-Hill)
Lamendella, J. T. (1979). The neurofunctional basis of pattern practice. TESOL Quarerly, 13.
Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
Lee, W. R. (1970). Editorial. English Language Teaching, 25(1), 1-2.
Lin, Y. W. (2000). The application of young adult realistic fiction and the reader response approach in EFL reading instruction in senior high school. Unpublished master’s thesis, National Kaoshiung Normal University.
Littlewood, W. T. (1986). Literature in the school foreign-language course. In C. J. Brumfit, & R. A. Carter (Eds.), Literature and language teaching (p. 89-109). New York: Oxford University Press.
Ma, H. H. (1998). A study on developing thinking skills & value clarification by teaching short stories in English reading class. Proceedings of the fifteen Conference on English Teaching and Learning in the Republic of China, 105-126.
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
McClure, E., & Geva, E. (1983). The development of the cohesive use of adversative conjunctions in discourse. Discourse Processes, 6, 411-432.
Mckay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit, & R. A. Carter (Eds.), Literature and language teaching (p. 191-198). New York: Oxford University Press.
McNeil, J. D. (1992). Reading comprehension: New directions for classroom practice (3rd ed.). Los Angeles: HarperCollins.
McRae, J. (1991). Literature with a small ‘l’. London: MacMillan.
Munby, J. (1978). A problem-solving approach to the development of reading comprehension skills. Presentation at the University Teachers of English in Israel (UTELI) Regional Meeting, Jerusalem, January 25.
National Institute for Compilation and Translation. (1998). English textbook for senior high school (Book 1, 11th ed.). Taipei, Taiwan: Author.
Nippold, M. A. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in School, 24, 21-28.
Nippold, M. A., Schwarz, I. E. & Undlin, R. A. (1992). Use and understanding of adverbial conjuncts: A developmental study of adolescents and young adults. Journal of Speech and Hearing Research, 35, 108-118.
Nunan, D. (1993). Introducing discourse analysis. London : Penguin English.
Povey, J. F. (1967). Literature in TESL programs: The language and the culture. TESOL Quarterly, 1(2), 40-46.
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. London: Longman.
Robertson, J. E. (1968). Pupil understanding of connectives in reading. Reading Research Quarterly, 3, 387-417.
Rodgers, D. (1974). Which connectives? Signals to enhance comprehension. Journal of Reading, 17, 462-466.
Rönnqvist, L., & Sell, R. D. (1994). Teenage books for teenagers: Reflections on literature in language education. ELT Journal, 48(2), 125-132.
Salkie, R. (1995). Text and discourse analysis. London: Routledge.
Shih, T. A. & Lin, S. O. (2001). Talking with your body. In S. O. Lin, H. L. Hung, & C. H. Chou (Eds.), English, Book 1 (p. 20-35). Taipei, Taiwan: Lungteng.
Short, M. H., & Candlin, C. N. (1986). Teaching study skills for English literature. In C. J. Brumfit, & R. A. Carter (Eds.), Literature and language teaching (p. 89-109). New York: Oxford University Press.
Soltis, J. M., & Pflaum, S. W. (1979). Effect of Instruction in connectives on reading comprehension. Reading World, 19, 179-184.
Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly, 19(4), 703-725.
Steffani, S. A., & Nippold, M. A. (1997). Japanese speakers of American English: Competence with connectives in written language. Journal of Speech, Language & Hearing Research, 40, 1048-1055.
Stoodt, B. D. (1972). The relationship between Understanding grammatical conjunctions and reading comprehension. Elementary English, 49, 502-504.
Tomlison, B. (1994). Openings: Language through literature: an activities book. London: Penguin.
Urquhart, A. H. (1977). The effect of rhetorical organization on the readability of study texts. Unpublished doctoral dissertation, University of Edinburgh.
Widdowson, H. G. (1975). Stylistics and the teaching of literature. London: Longman.
Widdowson, H. G. (1983). Talking shop: H. G. Widdowson on literature and ELT. ELT Journal, 37(1), 30-35.
Williams, B. R. (1984). The relationship between a knowledge of logical connectives and the retention of expository material. Unpublished doctoral dissertation, Washington University.
Winslow, T. (1983). The best looking girl in town. In Y. H. Hsih (Ed.), Short stories of the western world (Vol. 2, p. 74-70). Special English Series. Taipei, Taiwan: Crane.
Wishart, E., & Smith, J. L. (1982). Pupils’ understanding of logical connectives in selected texts in history. Paper presented at the 19th Annual Meeting of the United Kingdom Reading Association, Newcastle upon Tyne, England. (ERIC Document Reading Reproduction Service website No. ED 223 999)

簡易檢索 / 詳目顯示

相關論文