簡易檢索 / 詳目顯示

回結果列表
研究生： 郭育如
Yu-Ju Kuo
論文名稱： 臺灣國中生英語閱讀中的圖片輔助：對於閱讀記憶及文本感受之影響
Using Picture Cues in EFL Junior High School Reading: Effects on Reading Recall and Text-perceptions
指導教授： 許月貴
Hsu, Yueh-Kuei
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： 2010
畢業學年度： 99
語文別： 英文
論文頁數： 86
中文關鍵詞： 圖片輔助 、閱讀記憶 、文本感受
英文關鍵詞： picture cues, reading recall, text-perceptions
論文種類： 學術論文
相關次數： 點閱：198  下載：30 
分享至:
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

    • 為了提升學生英語學習成效，多樣化的閱讀教材教法在英語學習和教學中已受到關注和重視。本研究旨在探討單一圖片輔助對於臺灣國中學生英語閱讀能力的影響，同時也針對這些國中生對於有無單一圖片輔助的英語閱讀內容理解、記憶能力和看法為何，進行了解。
    本研究的受試者為北臺灣某公立國中八年級的兩個班級，共42位學生，分成四組進行實驗，以平衡閱讀文章出現的先後順序及有無圖片輔助閱讀的情況讓學生閱讀二篇故事，其中一篇有圖片輔助，另一篇則無。實驗中以回想內容的方式評估學生對於英語閱讀內容的理解，並以問卷測試有無圖片輔助是否對於學生的閱讀產生影響，接著，以訪談的方式了解學生對於閱讀加入單一圖片輔助的看法，同時以變異數分析比較組間內學生對於閱讀記憶及文本感受的差異。
    本研究主要發現為：一、英語閱讀中有單一圖片的輔助有助於學生對於閱讀內容的回想。二、由問卷結果顯示，英語閱讀中單一圖片的輔助增加了閱讀內容的趣味性和清楚度，並降低了閱讀內容的困難度。然而，受試學生並未因單一圖片的使用明顯感覺到閱讀內容較容易記憶。三、英語閱讀中單一圖片輔助的效益和學生英語程度的高低並無相關。無論學生的英語程度高低，皆能從有單一圖片輔助的閱讀中受惠。整體而言，受試學生對於英語閱讀中有單一圖片的輔助抱持正向肯定的態度，而從訪談內容中，研究者可更進一步了解學生對於單一圖片使用在英語閱讀中的感受和理由。
    本研究結果顯示，單一圖片使用對於臺灣國中生英語閱讀內容理解、回想和看法有所助益。最後，研究者依據研究發現，對於本研究中國中八年級學生的英語閱讀教材與選擇以及未來相關研究提出建議。

    To improve the effectiveness of EFL reading, supplementing texts with visuals has been means to boost comprehension. This study aims to investigate the effects of using a single picture cue in English reading passages on the reading recall and text-perceptions of EFL junior high school reading in Taiwan.
    The participants of this study were forty two eighth graders from two classes in a public junior high school in northern Taiwan. They were assigned to four sub-groups to counterbalance the sequence of text topics and the sequence of texts with or without picture cues. Each of the participants read two texts, one with a picture cue and the other one without a picture cue. In this research, written recall for the texts was used to measure the students’ reading comprehension. After reading each text, the students filled out a text-perception questionnaire to understand their text perceptions. Then eight selected students were interviewed to understand the students’ feelings towards using a single picture cue in English reading passages. ANOVA analysis was applied to compare group differences on recall and text-perceptions.
    The major findings of the present study are as follows. First, using a single picture cue improved the students’ recall for the text. Second, using a single picture cue enhanced students’ perceptions of amusement and clarity of the text, and decreased the perception of difficulty level of the text as well. However, the students’ perception of memorability for the text was not significantly improved in the present study. Third, the effects of picture cues on recall and text-perceptions were not varied due to students’ English proficiency levels. Both higher and lower level students could benefit from the use of picture cues in reading. Overall, most of the students in this research held positive attitude towards using a single picture cue in each English reading passage.
    This study indicates that using a single picture cue in reading passages enhances EFL Taiwanese eighth graders’ reading recall and text-perceptions. With the findings of this research, pedagogical implications for English reading material selection and exercises were provided. Suggestions for future research were also drawn.

    Chinese Abstract......................................i English Abstract.....................................ii Acknowledgements.....................................iv Table of Contents.....................................v List of Tables.....................................viii List of Figures......................................ix CHAPTER ONE: INTRODUCTION.............................1 Background of the Research............................1 Purpose of the Study..................................6 Research Questions....................................7 Significance of the Present Study.....................8 CHAPTER TWO: LITERATURE REVIEW.......................10 Definition of the Key Terms..........................10 Picture Cues.........................................10 Comprehension........................................11 Recall...............................................11 Text-perceptions.....................................12 The Role of Picture Cues in the Reading Process......12 The Dual Coding Theory...............................13 Mental Model Theory..................................14 Transactional Theory.................................15 Repetition Hypothesis................................15 Visual Input Enhancement.............................15 Noticing.............................................16 Multimodality........................................17 Research on Picture Cues in Reading..................18 Effects of Picture Cues on Comprehension or Recall...18 Effects of Picture Cues on Text-perceptions..........21 Guidelines for the Present Study.....................25 CHAPTER THREE: METHODOLOGY...........................27 The Participants.....................................27 The school...........................................27 The Teacher..........................................27 The Students.........................................28 Instruments..........................................30 Reading Passages.....................................30 Text-perception Questionnaire........................33 Recall Sheets........................................33 Follow-up Interview..................................33 Design...............................................34 Pilot Study..........................................36 Data Collection Procedures...........................38 Data Analysis........................................39 CHAPTER FOUR: FINDINGS...............................42 Major Findings from the Students’ Recall............42 Results of the Students’ Text-perceptions...........45 Major Findings from the Students’ Interviews........50 Summary of the Findings..............................57 CHAPTER FIVE: DISCUSSION AND IMPLICATIONS............61 Effects of Picture Cues on Recall....................61 Effects of Picture Cues on Text-perceptions..........64 Text-perceptions of Amusement........................64 Text-perceptions of Difficulty Level.................65 Text-perceptions of Clarity..........................66 Text-perceptions of Memorability.....................67 Implications.........................................68 Implications for Reading Exercises and Material Selection............................................68 Implications for Future Research.....................69 Conclusion...........................................72 REFERENCES...........................................73 APPENDIX.............................................79 Appendix A: Reading Passages.........................79 Appendix B: Text-perception Questionnaire............81 Appendix C: Recall...................................83 Appendix D: Interview................................84 Appendix E: Recall Units of the Texts................85

    Anderson, R., Ganschow, L., Javorshy, J., Patton, J., Sparks, R., & Skinner, S. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55.
    Bell, T. (1998). Extensive reading: Why? And how? The Internet TESL Journal, 4, Retrieved February 10, 2008, from http://iteslj.org/Articles/Bell-Reading.html
    Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1, Retrieved February 2, 2008, from http://www.readingmatrix.com/articles/bell/index.html
    Bernhardt, E. B. (1991). Reading development in a second language. New Jersey: Ablex.
    Chen, Y. Z. (陳映竹) (2007). 基測英語雙峰，但能力分佈是常態 [Though there are twin-peak distributed grades in the BC English Test, students’ capabilities are observed in normal distribution] Retrieved March 9, 2008, from http://enews.tp.edu.tw/paper_show.aspx?EDM=EPS20071226144900ZGX
    Chou, C. T. (周中天) (2003). 英語科成績兩極化的省思 [The reflection on the twin-peak distribution phenomena of English learning results]. Retrieved March 8, 2008, from http://www.bctest.ntnu.edu.tw/flying/flying11-20/flying19-6.htm
    Chu, H. (2002). Inference generation in L2 text memory: Effects of rhetorical convention, content familiarity, and grade level. English Teaching and Learning, 26(3), 59-78.
    Clement, R., MacIntyre, P. D., & Noels, K. A. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287.
    The Committee of The Basic Competence Test for Junior High School Students. (國民中學學生基本學力測驗推動工作委員會) (2006). 民國96~100年基測英語科之命題依據 [Guidelines of BC English Test from 2007 to 2011] Retrieved September 7, 2008, from http://www.bctest.ntnu.edu.tw/
    Cooper, M., Marcus, N., & Sweller, J. (1996). Understanding instructions. Journal of Educational psychology, 88(1), 49-63.
    Cope, J., Horwitz, E. K., & Horwitz, M. B. (1986). Foreign language classroom anxiety. The Modern language Journal, 70(2), 125-132.
    Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
    Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
    Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
    Ellis, R. (2003). Second Language Acquisition. Hong Kong: Oxford University Press.
    Fahnestock, J. (2003). Verbal and visual parallelism. Written Communication, 20(2), 123-152.
    Filippatou, D., & Pumfrey, P. D. (1996). Pictures, titles, reading accuracy and reading comprehension: A research review. Educational Research, 38(3), 259-291.
    Gambrell, L. B., & Jawits, P. B. (1993). Mental imagery, text illustrations, and children’s story comprehension and recall. Reading Research Quarterly, 28(3), 265-276.
    Ganschow, L., & Sparks, R. (1996). Anxiety about foreign language learning among high school women. The Modern Language Journal, 80(2), 199-212.
    Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study. Studies in Second Language Acquisition, 13(1), 57-72.
    Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: picture help to build mental models. Journal of Memory and Language, 31(2), 129-151.
    Goldstone, B. P. (1989). Visual Interpretation of Children’s Books. The Reading Teacher, 42(8), 592-595.
    Harber, J. R. (1983). The effects of illustrations on the reading performance of learning disabled and normal children. Learning Disability Quarterly, 6(1), 55-60.
    Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.
    Henry, R., & Simpson, C. (2001). Picture books and older readers: A match made in heaven. Teacher Librarian, 28(3), 23-27.
    Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-770.
    Holmes, B. C. (1987). Children’s inferences with print and pictures. Journal of Educational Psychology, 79(1), 14-18.
    Huang, L. W. (黃麗文) (2006). 漫畫迷的休閒知覺自由之研究 [A study on comic fans’ perceived freedom in leisure]. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
    Huang, Y. J. (黃以敬) (2002). 國中基測，英數均呈雙峰 [Twin-peak distribution phenomena happened in both the BC English Test and the BC Math Test] Retrieved March 1, 2008, from http://www.libertytimes.com.tw/2002/new/jul/20/today-c4.htm
    Hughes-Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent & Adult Literacy, 51(1), 22–33.
    Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition, 24(4), 541-577.
    Johnson-Laird, P., & Byrne, R. (2000). Mental models website: A gentle introduction. Retrieved July 13, 2008, from http://www.tcd.ie/Psychology/Ruth_Byrne/mental_models
    Johnson, R. E. (1970). Recall of prose as a function of the structural importance of the linguistic units. Journal of Verbal Learning and Verbal Behavior, 9(1), 12-20.
    Johnston, P. H. (1983). Reading comprehension assessment: A cognitive basis. Newark, DE: International Reading Association.
    Kehoe, E. J., Singh, N. H., & Solman, R. T. (1992). Pictures block the learning of sightwords. Educational Psychology, 12(2), 143-153.
    Koda, K. (2007). Reading and Language Learning. USA: Wiley-Blackwell.
    Krashen, S. D. (1993). The Power of Reading: Insights from the research. Englandwood, CO: Libraries Unlimited, INC.
    Kress, G. (2000). Multimodality: Challenges to thinking about language. TESOL Quarterly, 34(2), 337-340.
    Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
    Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension. TESOL Quarterly, 38(2), 225-243.
    Liu, Y. C., & Chu, H. C. (2008). Questioning the author: Effects on recall, inference generation and responses to questions by EFL junior high school students. English Teaching and Learning, 32(2), 77-121.
    MacIntyre, P. D., & Gardner, R. C. (1991a). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117.
    MacIntyre, P. D., & Gardner, R. C. (1991b). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513-534.
    Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715-726.
    McVicker, C. J. (2007). Comic strips as a text structure for learning to read. The Reading Teacher, 61(1), 85–88.
    Mason, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
    Nassaji, h. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439-481.
    Oxford, R. (1990). Language Learning strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle.
    Oxford, R. (2002). Language learning strategies in a nutshell: Update and ESL suggestions. In Richard, J. C., & Renandya, W. A., Methodology in Language Teaching, 124-132. USA: Cambridge University Press.
    Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255-287.
    Platt, H., Platt, J., & Richards, J. C. (2003). Longman dictionary of language teaching and applied linguistics. Hong Kong: Longman.
    Radnofsky, M. L., & Spielmann, G. (2001). Learning language under tension: New directions from a qualitative study. The Modern Language Journal, 85(2), 259-278.
    Reid, D. J. & Beveridge, M. (1986). Effects of text illustration on children’s learning of a school science topic. British Journal of Educational Psychology, 56(3), 294-303.
    Rose, T. L. (1986). Effects of illustrations on reading comprehension of learning disabled students. Journal of Learning Disabilities, 19(9), 542-544.
    Rosenblatt, L. M. (1986). The aesthetic transaction. Journal of Aesthetic Education, 20(4), 122-128.
    Rosenblatt, L. M. (2004). The transactional theory of reading and writing. In Ruddell, R. B., & Unrau, N. J (Eds), Theoretical Models and Processes of Reading, 1363-1398. Newark, DE: International Reading Association.
    Royce, T. (2002). Multimodality in the TESOL classroom: Exploring visual-verbal synergy. TESOL Quarterly, 36(2), 191-203.
    Samuels, S. J. (1970). Effects of pictures on learning to read, comprehension and attitudes. Review of Educational Research, 40(3), 397-407.
    Schallert, D. L. (1980). The role of illustrations in reading comprehension. In Spiro, R. J., & Brewer, W. F. (Eds), Theoretical Issues in Reading Comprehension, 503-524. Hillsdale, NJ: Erlbaum.
    Simons, H. D., & Elster, C. (1990). Picture dependence in first-grade basal texts. Journal of Educational Research, 84(2), 86-92.
    Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
    Schwartz, A., & Rubinstein-Avila, E. (2006). Understanding the manga hype: Uncovering the multimodality of comic-book literacies. Journal of Adolescent & Adult Literacy, 50(1), 40-48.
    Sheu, S. P-H. (2003). Extensive reading with EFL learners at beginning level. TESL Reporter, 36(2), 8-26.
    Su, H. (蘇蘅) (1994). 青少年閱讀漫畫動機與行為之研究 [The Motivations and Behaviors of Reading Comics in the Adolescence ]. Mess Communication Research, 48, 123-145.
    Taiwan Education Testing Service. (教育測驗出版社) (2002). 考生程度強弱分明，國中基測英語成績呈「雙峰」現象 [While the levels of examinees are obviously different, twin-peak distribution phenomena occur in the BC English Test] Retrieved March 8, 2008, from http://www.edutest.com.tw/news/9106/910629-5.htm
    Taiwan Elementary and Secondary Educator Community. (國教專業社群網) (2006). 九年一貫課程英語學習領域 [Nine-year integrated English curriculum] Retrieved September 7, 2008, from http://teach.eje.edu.tw/9CC/index.php
    Tong, W. F. (童琬芬) (2002). 青少年漫畫閱讀文化之研究－以台北都會區兩所國中為例 [A study on teenagers’ comic reading: Examples from two junior high school in Taipei City]. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
    Wang, J., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162–186.
    Williams, N. (1995). The comic book as course book: Why and how. (ERIC Document Reproduction Service No. ED390277)
    Willows, D. M. (1978a). A picture is not always worth a thousand words: Pictures as distractors in reading. Journal of Educational Psychology, 70(2), 255-262.
    Willows, D. M. (1978b). Individual differences in distraction by pictures in a reading situation. Journal of Educational Psychology, 70(5), 837-847.
    Wu, H. J. (2006). The effects of comic strip and the sequencing of its presentation on the reading recall and inference generation of EFL junior high students in Taiwan. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
    Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2), 157-172.

    下載圖示
    QR CODE