本論文探討英文篇章結構之教學配合以「有聲思考法」示範作答對學生作答「篇章結構」題型之影響。研究對象為兩班高中女學生共69人，依其英文閱讀能力分為高、中、低三組。於前測及填寫「後設認知」問卷後，參與學生接受英文篇章結構之教學，教學內容參考Halliday and Hasan (1976) 之理論及Chang (1997) 所列之「句法凝結成份」(grammatical cohesive ties)。之後，學生聽一份以「有聲思考法」示範作答一篇「篇章結構」測驗之錄音帶，以便從中體會如何利用文中之「凝結成份」為線索作答並了解「有聲思考法」之應用。隨後，學生練習以「有聲思考法」作答四篇「篇章結構」文章，同時，四位不同程度之學生將她們「有聲思考」的作答過程錄音下來以便分析。最後，學生作答後測並填寫「後設認知」問卷及回答對本研究感想之相關問題。
本研究結果顯示: (一) 各組學生「篇章結構」前、後測之分數有顯著差異。亦即，英文篇章結構之教學配合以「有聲思考法」示範作答有效改進了學生作答「篇章結構」之成績表現，對中、高程度的學生尤其明顯。(二) 學生在作答「篇章結構」題型時對英文篇章結構之認知有顯著提高，尤其是利用代名詞、指示詞、 字彙關係、及連接語詞為線索作答。(三) 高程度學生對文中之「凝結成份」敏感度較高，且較有能力改正對「凝結成份」之錯誤判斷。(四) 大多數學生肯定本研究之教學、示範與練習的確增進了她們作答「篇章結構」題型之信心，特別是英文篇章結構之教學。
根據上述結果，本研究建議高中英文教師可採用英文篇章結構之教學配合以「有聲思考法」示範作答以改進學生作答「篇章結構」題型之成績，同時，「篇章結構」題型也可以是加強英文篇章結構之認知的理想教材。另外，在介紹「有聲思考法」給學生運用時，老師應顧及學生在思考模式及學習方法之個別差異，以避免潛在之排斥作用。

This thesis explores the nature of the “Discourse Structure” (DS) test and the role awareness of text structure plays in taking the DS test. An integrated treatment of instruction of text structure and think-aloud modeling followed by think-aloud practice was administered to see its effect on students’ performance on the DS test and on their metacognitive awareness. Sixty-nine female senior high school students participated in this study and were grouped as High, Mid, and Low according to their English proficiency levels. They received an instruction of text structure, which was based on Halliday and Hasan’s (1976) model of cohesion and Chang’s (1997) list of grammatical cohesive ties. Then, a recorded think-aloud modeling designed by the researcher was played to them both to make concrete to them the invisible thinking process in taking the DS test, especially strategies involving the use of cohesive ties as clues, and to familiarize them with the think-aloud technique. Afterwards, the participants practiced with four DS tests through think-alouds. Meanwhile, four participants with different English proficiency had their think-aloud protocols recorded for analysis. Besides the treatment, the participants took pretests and posttests in the DS test mode, answered a metacognitive awareness questionnaire both before and after the treatment, and gave responses to questions concerning the effect and application of the treatment.
Several findings are revealed from the analysis of the results. First, it is found that there is a significant difference between scores of pretests and posttests for each group, indicating that all the participants have benefited from the treatment in taking the DS test. The test results also show that the treatment has a more facilitative effect on the performance of higher-proficiency participants on the DS test. Second, the treatment has enhanced the participants’ metacognitive awareness of text structure in taking the DS test, especially the use of cohesive ties such as pronouns, demonstratives, lexical ties and conjunctions as clues. Third, the analysis of think-aloud protocols suggests that proficient readers are more sensitive to prominent cohesive ties in text and are more capable of correcting misjudgment of cohesive ties as clues. Finally, most of the participants have displayed their recognition of the value of the treatment in promoting their confidence in taking the DS test, ranking the instruction session as the most effective.
The results suggest that the integrated treatment administered in this study can be a viable approach to help improve students’ performance on the DS test, and that passages in the DS test mode, in turn, can serve as excellent teaching material to enhance text structure awareness. It should be noted, however, that in implementing the think-aloud technique, students’ individual thinking mode and learning approach should be taken into consideration to avoid potential rejection.

Acknowledgements

I would like to take this opportunity to thank several people, who have contributed to the development and completion of this thesis. First of all, I especially wish to express my deepest gratitude to my thesis advisor, Dr. Vincent W. Chang, who generously squeezed time out of his booked schedule to help shape my wild ideas into practicable and manageable steps. His careful guidance and unfailing confidence in my ability have played a key role in making possible a seemingly impossible task. I am also grateful to the other two members of my thesis committee, Dr. Hsi-nan Yeh and Dr. Hsueh-ying Yu, for their insightful comments about my work.
Thanks also go to two other teachers, without whose instruction during my graduate years the idea for this thesis would not have come into being. They are Dr. Chiou-lan Chern, who inspired my interest in the think-aloud technique, and Dr. Hsueh-o Lin, who brought me to the world of Halliday and Hasan’s theory of coherence.
I am also indebted to several other people for their contributions to this thesis. They include: Dr. Ho-ping Feng, who appeared at the right time to lend me Pressley and Afflerbach (1995) and gave me valuable suggestions for how to implement think-alouds; Miss Meiling Hsu, who generously provided me with articles regarding think-alouds and metacognitive awareness and helped dissolve my bewilderment by patiently answering me neverending questions; and Miss Hui-ling Huang, one of my colleagues, who recruited four of her students for a trial study on the think-aloud technique. Besides, special appreciation goes to my husband, who volunteered to do the transcription of all the think-aloud protocols to save me from the tedious task. Finally, I am especially thankful to Miss Li-wen Chen, my elder sister, who worked as a co-coder for all the data, gave me valuable advice, proofread and corrected my first draft, which has made my argument more concise and theoretically sound.
I am especially obliged to my mother-in-law, who helped take care of my two sons while I pursued my graduate career, and who had been so considerate as to exempt me from quite a lot of the housework during the past year; to my little uncle and aunt, who generously provided me with board and room while I studied in Taipei; and to my parents and sisters, whose love and constant emotional support have helped me pass through the most difficult days during my graduate years. Last, but not least, I would like to express my deepest appreciation to my husband again, without whose assistance, understanding and encouragement the completion of this thesis would not have been possible. With greatest love and appreciation, I dedicate this thesis to my beloved family.

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