臺灣博碩士論文加值系統

論文名稱：應用短篇故事為補充閱讀教材在英語教學之效益－
以台南市立土城高中國中部為例
校（院）組別：國立高雄師範大學英語教學碩士班
畢業時間提要別：九十六學年度第二學期碩士論文
指導教授：廖本瑞博士
研究生：陳憶緻

論文提要內容：
本論文旨在研究應用英語短篇故事為補充閱讀教材在英語教學之效益－以台南市立土城高中國中部為例。本研究探討受試者是否能經由閱讀與他們現在英語程度符合之英語短篇故事，提升他們的英文閱讀理解能力，以及探討他們的閱讀態度和閱讀興趣在英語閱讀短篇故事教學後是否有影響。
參加本研究的對象為台南市立土城高中國中部九十二位國中三年級學生，在為期一個學期的教學活動中，學生必須閱讀所選的短篇故事。受試者在研究過程中，有五次的前測及五次後測。每位受試者皆要在課堂上閱讀指定的英語短篇故事，以及接受閱讀理解測驗。測驗的分數將以SPSS程式加以分析。並且在教學活動後，填寫對短篇故事及相關教學計畫的問卷。根據資料分析，得到的主要發現如下：
1. 以英語短篇故事為補充閱讀教材的閱讀教學方式，能有效地提升學生英語閱讀理解能力。
2. 以英語短篇故事為補充閱讀教材的閱讀教學方式，能有效提升學生英語學習態度。
3. 以英語短篇故事為補充閱讀教材的閱讀教學方式，能有效提升學生英語閱讀方法。
4. 以英語短篇故事為補充閱讀教材的閱讀教學方式，改變了絕大多數參與本研究的學生對過去英語閱讀的態度，使他們對於短篇故事採取了正面的態度。
5. 大多數的學生肯定由本研究所學得的閱讀策略，並期待能運用到未來的英語學習。
根據以上研究結果，本研究者提出相關建議如下：
1. 國中英語教師可以藉由英語短篇故事為補充閱讀教材的閱讀教學方式，來改善學生在英語學習的閱讀理解、閱讀策略以及學習態度。
2. 國中英語教師可以利用英語短篇故事為補充閱讀教材的閱讀教學方式，來幫助學生體驗閱讀的樂趣和提升主動閱讀的意願。
3. 國中英語教師應該選擇適合學生語言程度和興趣的教材，提供學生適合的閱讀策略以增進其閱讀理解，使他們養成獨立閱讀的能力和興趣。

Abstract
The purpose of this thesis is to investigate the effects of applying short stories as complementary reading materials to English teaching in Tainan Municipal Tu-cheng High School and the subjects’ response to and reflection of the selected reading materials. In particular, it explores whether the subjects can promote their English reading comprehension through reading short stories appropriate to their current level and whether their reading attitudes and interests are different after the short story reading project.
The subjects who participated in this study were 92 ninth-grade students in Tainan Municipal Tu-cheng High School. During one-semester short story reading project, the subjects were asked to read the selected short stories. The subjects would have five pre-tests and five post-tests in the study. Every subject was asked to read English short stories and took reading comprehension tests in class. The scores in the tests would be analyzed via SPSS program. Besides, they were asked to fill in the questionnaires about short stories after the Short Story Reading Project. On the basis of the data analysis, the findings of the study are summarized as follows:
1. Short stories as complementary reading materials in English teaching were effective in improving the students’ English reading comprehension.
2. Short stories as complementary reading materials in English teaching were effective in improving the students’ attitudes toward English learning.
3. Short stories as complementary reading materials in English teaching were effective in improving the students’ reading strategies.
4. Short stories as complementary reading materials in English teaching changed most of the subjects’ learning attitudes toward English reading in the past and made them take positive attitudes toward short stories.
5. Most of the subjects affirmed the reading strategies in this study and expected that they could apply the strategies in the future English learning.
Based on the study findings, the researcher provides the following suggestions:
1. English teachers in junior high school can improve the students’ reading comprehension, strategies and learning attitudes by means of applying short stories as complementary reading materials in English teaching.
2. English teachers in junior high school can help their students experience the reading pleasure and promote the reading will in an active way.
3. English teachers in junior high school should choose the reading materials appropriate for students’ linguistic level and interests, guide their students by means of appropriate reading strategies in order to increase their reading comprehension, and make their students cultivate independent reading.

TABLE OF CONTENTS
Page
Chinese Abstract……………………………………………………..……………. i

English Abstract……………………………………………………..…………..… ii

List of Tables and Figures………………………………………….…………..…. viii

CHAPTER ONE INTRODUCTION
Background and Motivation……………………….………....….….…................. 1
Problem of the Study……………………………...…….....…..…......................... 5
Purpose of the Study………………...……………..…….....………….................. 6
Research Questions………………………………………...……........................... 7
Significance of the Study……………………………….…....……........................ 7
Limitations of the Study……………………………...……….…….….…………. 8
Definition of the Terms…………………………………….……….….…………. 9
CHAPTER TWO LITERATURE REVIEW
An Introduction to the Short Story………………….……...….……...................... 10
The Definition of the Short Story………......…..…..……............................. 11
Development of the Short Story..……………..…...……….…..................... 11
The Basic Elements of the Short Story…………………….......................... 12
Story Grammar…….…………………………………...……................................. 13
The Elements of Short Grammar…………...………..……...……….…….. 14
Short Stories Selection…………….…………………….…................................... 16
The Goal of Short Stories Selection………………………………..……… 17
An Introduction to Reading…………………………………………..…………… 18
The Definition of Reading………………………..………….…………….. 18
The Process of Reading……………..………………………….….............. 20
Models of Reading Process………………………………………….………….… 21
Bottom-up Reading Models…………………......…………….…………… 22
Top-down Reading Models…………………………………….…………... 24
Interactive Reading Models………………………………..……..………… 27
The Purpose of Reading……………………………….……………….…………. 32
The Reading Strategies…………………………………….................................... 33
Reading Strategy Use……………………………………………………… 34
Reading Difficulties…………………………………………….………….. 38
Short Story Reading Instruction…………….………………………….…………. 40
CHAPTER THREE METHODOLOGY
Subjects……………………………..……………..…....………............................. 42
Instruments………………………………………..…..…...….……....................... 43
Short Stories Selected English Complementary Materials in the Project….. 44
Reading Comprehension Tests………………….……...…............................ 45
Questionnaires….…………………………………………………………... 46
The Pretest and Post-test Questionnaires on Students’ Perception toward Short Stories……………………………………………………
47
The Post-teaching Questionnaire on Students’ Responses to the Short Story Reading Project…………………………………………..............
47
Study Procedure……..….…………….………………………………………..….. 48
Data Analysis………………………..………..……………………….…………... 51
Quantitative Analysis………………………..…………………...…………. 51
CHAPTER FOUR RESULTS AND DISCUSSION
Introduction……………………………………………….……………………..... 53
Distribution of the Subjects...………………..………………………………..…... 53
Comparison of English Reading Comprehension of the Students........................... 54
Comparison of English Reading Comprehension of the Students on the Five Reading Selections……...........................................................................................
56
Comparison of the Students’ Learning Attitudes toward Short Stories.................... 61
Comparison of the Students’ Responses to Short Stories......................................... 68
The Students’ Responses to the Short Story Reading Project.......................……… 75
The Students’ Comments and Suggestions for the Short Story Reading Project…... 84
CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
Conclusions………..……………..………………………………....….................. 90
Implications……………………….…………...………......................................... 94
Suggestions………………………….………………...…….................................. 95
REFERENCES……………………………………………………....................... 99
APPENDIXES
Appendix A: Mapping the Story Structure………………...................................... 110
Appendix B-1: What’s a Tornado?........................................................................... 111
Appendix B-2: Tea—England’s Favorite Drink…………………..…………….… 114
Appendix B-3: Seeing Eye Dogs………………………………………………...... 117
Appendix B-4: PDAs……………………………………………………............... 120
Appendix B-5: The Earthquake…………………………………………............... 123
Appendix C: The Pre-teaching Questionnaire on Students’ Perception toward Short Stories……………………………..……………………….....
126
Appendix D: The Post-teaching Questionnaire on Students’ Perception toward Short Stories…………………….………………………….….......
131
Appendix E: The Post-teaching Questionnaire on Students’ Responses to the Short Stories Reading Project………………………………….......
136

LIST OF TABLES AND FIGURES
Tables Page
1. Grammar Rules for Simple Stories……………………….……….…….. 15
2. Defining Bottom-up, Top-down, and Interactive Beliefs about Reading……………………………………………………………..….....
30
3. The Publisher, the Topics of Short Stories, and the Authors…………...... 45
4. The Schedule of the English Reading Project…………………………... 46
5. Comparison of English Reading Comprehension of the Students between the Pretests and the Post-tests……………….............................................
54
6. Comparison of English Reading Comprehension of the Five Reading Selections between the Pretests and the Post-tests……………………....
57
7. Comparison of the Scores and Rank of the Five Reading Selections….... 58
8. The T-Test of Students’ Learning Attitudes toward Short Stories as Complementary Reading Materials in English Teaching between the Pretests and the Post-tests……………………………………………......

64
9. The Reliability Statistics……………………………………...…………... 66
10. Cronbach’s Alpha…………………………………………………….….. 67
11. The T-test of Students’ Responses to Short Stories as Complementary Reading Materials in English Teaching between the Pretests and the Post-Tests………………………………………………………………...

71
12. The Reliability Statistics……………………………………………….... 73
13. Cronbach’s Alpha……………………………………………………….. 74
14. Frequency and Percentage of the Students’ Responses to the Short Story Reading Project about the Ideas of the Five Short Stories……………….
78
15. Frequency and Percentage of the Students’ Responses to the Short Story Reading Project about the Opinions of the Five Short Stories...................
83
16. Effects of Short Story after the Short Story Reading Project………......... 88

Figures Page
1. Bottom-up Models………………………………………....….………... 23
2. Top-down Models……………………………………………….……… 26
3. Information Processing in Interactive Models of Reading………….….. 28
4. The Study Procedures of the Short Story Reading Project……………... 50

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