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：	高圓真 Yuan-chen Kao
論文名稱：	分享閱讀經驗對國中生閱讀策略發展與閱讀動機之研究 The Learning Experience of EFL Junior High School Students’ Participation in a Shared Book Reading Program Targeting at Reading Strategies and Reading Motivation
指導教授：	李宜倩 Lee, Yi-Chien
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2015
畢業學年度：	103
語文別：	英文
論文頁數：	139
中文關鍵詞：	分享閱讀、閱讀策略發展、閱讀動機
英文關鍵詞：	shared book reading, reading strategy development, reading motivation
DOI URL：	https://doi.org/10.6345/NTNU202205568
論文種類：	學術論文
相關次數：	點閱：254 下載：24
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

本研究旨在探討分享閱讀對國中學生閱讀策略發展及閱讀動機的影響。研究對象為十八個英語程度不同的八年級學生。同學在分享閱讀課程中學習五個閱讀策略，分別是：連結背景知識、預測、澄清疑惑、提問及總結。課程一開始，老師先講解及示範使用這五個閱讀策略，然後同學們再異質分組練習，運用他們所學的策略來閱讀英語讀本。
研究結果顯示，老師對閱讀策略的講解和示範、老師在學生分組練習時的指導與同學間合作練習運用閱讀策略這三項都能促進學生閱讀策略的學習和發展。在分享閱讀中，同學在連結背景知識、預測、提問及總結這四個閱讀策略的使用都有進步，但是澄清疑惑這個策略還需要再練習。此外，擁有閱讀策略知識及分組閱讀能提升同學的閱讀動機。在分享閱讀課程之後，很多學生比以前更願意閱讀英語相關的文章或讀本。

This study aims to investigate the influence of a shared book reading program on EFL junior high school students’ reading strategy development and reading motivation. The participants were 18 eighth graders whose English proficiency levels varied widely. The students learned five reading strategies which were activating background knowledge, predicting, clarifying, questioning, and summarizing in the program. In the beginning, the teacher explained and modeled these five reading strategies for the students. Then the students practiced applying the strategies they have learned to read the readers in four mix-ability groups.
The results of the questionnaire, class observations, and interviews revealed that the teacher’s explanation and modeling of reading strategies, the teacher’s guidance during the students’ group work, and the students’ cooperation of applying reading strategies facilitated their reading strategy development. The students improved their application of activating background knowledge, predicting, questioning, and summarizing, but they needed more time to practice clarifying. Besides, possessing reading strategy knowledge and reading with peers increased the students’ reading motivation. They were more willing to read English materials after the program.

Abstract (Chinese).........................................i
Abstract (English)........................................ii
Acknowledgements.........................................iii
List of Tables............................................vi
List of Figures..........................................vii
Chapter One: Introduction..................................1
Chapter Two: Literature Review.............................9
2.1 Reading Strategies.....................................9
2.1.1 Definition of Reading Strategies.....................9
2.1.2 The Main Reading Strategies in the Present Study....10
2.1.3 Reading Strategies and Reading Development..........13
2.1.4 Reading Strategy Instruction........................16
2.1.5 Cooperative Learning and Reading Strategy
      Instruction.........................................20
2.1.5.1 Cooperative Learning..............................21
2.1.5.2 Reading Strategy Instruction in a Cooperative
        Learning Environment..............................22
2.1.5.3 Reciprocal Teaching...............................27
2.2 Shared Book Reading...................................31
2.2.1 Shared Book Reading and Early Literacy Development..34
2.2.2 Shared Book Reading in Elementary and Junior High
      School..............................................37
2.3 Research Questions....................................42
Chapter Three: Methodology................................44
3.1 Participants and Setting..............................44
3.1.1 School..............................................44
3.1.2 The Students........................................44
3.1.3 The Teacher.........................................45
3.2 Research Design.......................................46
3.2.1 Purposes of the Shared Book Reading Program.........46
3.2.2 Overall Procedures..................................48
3.2.3 Details of the Shared Book Reading Program..........51
3.2.3.1 Before the Program................................51
3.2.3.2 During the Program................................52
3.2.3.3 After the Program.................................56
3.2.4 Materials...........................................56
3.3 Data Collection.......................................57
3.3.1 Quantitative Data: A Questionnaire..................57
3.3.2 Qualitative Data....................................58
3.3.2.1 Interviews........................................58
3.3.2.2 Class Observations and Researcher’s Journals......59
3.4 Data Analysis.........................................60
Chapter Four: Results and Discussions.....................62
4.1 Reading Strategy Learning.............................62
4.1.1 The Results of the Students’ Reading Strategy
      Learning............................................63
4.1.2 The Teacher’s Instruction...........................72
4.1.2.1 The Teacher’s Explanation and Modeling of Reading
        Strategies........................................73
4.1.2.2 The Teacher’s Roles during the Students’ Group
        Work..............................................76
4.1.2.2.1 A Facilitator...................................77
4.1.2.2.2 A Monitor.......................................79
4.1.3 The Students’ Cooperation of Practicing Applying
      Reading Strategies..................................81
4.1.3.1 Asking for Help...................................82
4.1.3.2 Teaching Peers....................................84
4.1.3.3 Sharing Opinions with One Another.................86
4.2 Reading Motivation....................................89
4.2.1 Knowledge of Reading Strategies.....................89
4.2.2 Cooperation with Peers..............................92
Chapter Five: Conclusions.................................97
5.1 Summary of the Major Findings.........................97
5.1.1 Reading Strategy Learning...........................97
5.1.2 Reading Motivation.................................100
5.2 Limitations of the Present Study.....................101
5.3 Pedagogical Implications.............................102
5.4 Suggestions for Future Research......................105
References...............................................108
Appendix A: Worksheet for the First Cycle................118
Appendix B: Worksheet for the Second Cycle...............122
Appendix C: Worksheet for the Third Cycle................124
Appendix D: Shared Book Reading Program Questionnaire....126
Appendix E: Interview Questions..........................128
Appendix F: Class Observation on Shared Book Reading.....129
Appendix G: Cambridge English Exams KET English Test for
            Schools......................................131

                                

Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on iranian EFL students' reading performance and strategy transfer. Instructional Science, 40(6), 1063-1081.
Ahmadi, M. R., & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on english reading comprehension. Theory and Practice in Language Studies, 2(10), 2053-2060.
Almaguer, I. (2005). Effects of dyad reading instruction on the reading achievement of hispanic third-grade english language learners. Bilingual Research Journal, 29(3), 509-526.
Andreassen, R., & Bråten, I. (2011). Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms. Learning and Instruction, 21, 520-537.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. Modern Language Journal, 72, 150-160.
Battistich, V., Solomon, D., & Delucchi, K. (1993). Interaction processes and student outcomes in cooperative learning groups. The Elementary School Journal, 94(1), 19-32.
Bimmel, P. (2001). Effects of reading strategy instruction in secondary education - A review of intervention studies. L1-Educational Studies in Language and Literature, 1(3), 273-298.
Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1-14.
Bråten, I., Ferguson, L. E., Anmarkrud, Ø., & Strømsø, H. I. (2013). Prediction of learning and comprehension when adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Read and Writing, 26(3), 321-348.
Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on self-reports of strategic text processing depend on students' topic knowledge? Journal of Educational Psychology, 96, 324-336.
Brown, M. H., Cromer, P. S., & Weinberg, S. H. (1986). Shared book experiences in kindergarten: Helping children come to literacy. Early Childhood Research Quarterly, 1(4), 397-405.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73(2), 121-134.
Chan, Y. (2008). Incorporating literuture circles in a sixth-grade english class in taiwan. Unpublished master's thesis, Ming Chung University, Taipei.
Cheng, J. (2011). The effects of reading Aesop’s fables through small-group shared reading on vocabulary learning and learning attitude of taiwanese seventh graders. Unpublished master's thesis, National Taipei University of Education, Taipei.
Chih, H. E. (2009). The effect of literature circles on EFL sixth-graders' english reading motivation. Unpublished master's thesis, Thunghai University, Taichung.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27(1), 31-41.
Dole, J. A., Brown, K. J., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31(1), 62-88.
Doolittle, P. E., Hicks, D., Triplett, C. F., Nichols, W. D., & Young, C. A. (2006). Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts. International Journal of Teaching and Learning in Higher Education, 17(2), 106-118.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction (3rd ed., pp. 205-242). Newark: International Reading Association.
Eldredge, J. L., Reutzel, D. R., & Hollingsworth, P. M. (1996). Comparing the effectiveness of two oral reading practices: Roundrobin reading and shared book experience. Journal of Literacy Research, 28(2), 201-225.
Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61(7), 548-556.
Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL students’ comprehension of english expository texts. Learning and Instruction, 13, 1-31.
Gillies, R. M. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39, 35-49.
Greenway, C. (2002). The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils the process, pitfalls and benefits of implementing a reciprocal teaching. Educational Psychology in Practice, 18(2), 113-137.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403-423.
Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341.
Hart, E. R., & Speece, D. L. (1998). Reciprocal teaching goes to college: Effects for postsecondary students at risk for academic failure. Journal of Educational Psychology, 90(4), 670-681.
Hill, D. R. (2001). Graded readers. ELT Journal, 55(3), 300-324.
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330-350.
Holdaway, D. (1979). The foundations of literacy. Sydney, NSW, Australia: Ashton Scholastic.
Holdaway, D. (1983). Shared book experience: Teaching reading using favorite books. Theory into Practice, 21(4), 293-300.
Hollingsworth, A., Sherman, J., & Zaugra, C. (2007). Increasing reading comprehension in first and second grades through cooperative learning. Unpublished master's thesis, Saint Xavier University & Pearson Achievement Solutions, Chicago.
Hsu, W. (2008). Effects of reading aesop's fables through cooperative learning on promoting english reading motivation of senior high school students. Unpublished master's thesis, National Kaohsiung Normal University, Kaohsiung.
Hung, H. (2008). The application of shared reading with leveled storybooks in english classrooms. Journal of Educational Research and Development, 4(2), 119-144.
Ikeda, M., & Takeuchi, O. (206). Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System, 34, 384-398.
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students’ reading comprehension. System, 38(1), 96-108.
Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading Teacher, 64(4), 272-277.
King, C. M., & Johnson, L. M. P. (1998). Constructing meaning via reciprocal teaching. Reading Research and Instruction, 38(3), 169-186.
Kuhn, M., & Schwanenflugel, P. (2006). All oral reading practice is not equal or how can I integrate fluency into my classroom? Literacy Teaching and Learning, 11(1), 1-20.
Law, Y. (2011). The effects of cooperative learning on enhancing hong kong fifth graders’ achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425.
Li, F. (2010). A study of english reading strategies used by senior middle school students. Asian Social Science, 6(10), 184-192.
Liang, S. (2005). The effect of small-group shared reading on english reading comprehension and english learning interests in elementary-school EFL students. Unpublished master's thesis, National Taipei University of Education, Taipei.
Lin, M. (2010). The effects of small-group shared reading on english reading ability and english learning attitude of elementary students. Unpublished master's thesis, National Taipei University of Education, Taipei.
Liu, S. (2014). The effect of an english reading project with big books (RPWBB) for third graders in taiwan. Unpublished master's thesis, National Kaohsiung Normal University, Kaohsiung.
Mackey, A., & Gass, S. M. (2005). Second language research: Methogology and design. New Jersey: Lawrence Erlbaum Associates.
McNeil, L. (2011). Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension an exploratory study. Read and Writing, 24, 883-902.
O'Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N. (2002). Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 34(3), 474-485.
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ostovar-Namaghi, S. A., & Shahhosseini, M. (2011). On the effect of reciprocal teaching strategy on EFL learners' reading proficiency. Journal of Language Teaching and Research, 2(6), 1238-1243.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1(2), 117-175.
Pan, C., & Wu, H. (2013). The cooperative learning effects on english reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13-27.
Pani, S. (2004). Reading strategy instruction through mental modelling. ELT Journal, 58(4), 355-362.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Education & Educational Research, 64(4), 479-530.
Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17.
Salehi, M., & Vafakhah, S. (2013). A comparative study of reciprocal teaching only (RTO) and explicit teaching of strategies before reciprocal teaching (ET-RT) on reading comprehension of EFL learners. Australian Journal of Basic & Applied Sciences, 7(2), 148-155.
Soonthornmanee, R. (2002). The effect of the reciprocal teaching approach on the reading comprehension of EFL students. RELC Journal, 33(2), 125-141.
Spörer, N., & Brunstein, J. C. (2009). Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance. Contemporary Educational Psychology, 34(4), 289-297.
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
Stahl, K. A. D. (2012). Complex text or frustration-level text: Using shared reading to bridge the difference complex text or frustration-level text: Using shared reading to bridge the difference complex text or frustration-level text: Using shared reading to bridge the difference. The Reading Teacher, 66(1), 47-51.
Suter, W. N. (2011). Introduction to educational research: A critical thinking approach (2nd ed.). California: Sage.
Vygotsky, L. S. (1978). In Cole M., John-Steiner V., Scribner S. and Souberman E. (Eds.), Mind in society: The development of higher psychological processes mind in society: The development of higher psychological processes mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Webb, N. M. (2011). Peer learning in the classroom. In S. Jarvela (Ed.), Social and emotional aspects of learning (1st ed., pp. 162-168). Oxford: Elsevier.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language classroom. Instructional Science, 36(2), 89-116.

簡易檢索 / 詳目顯示

相關論文