臺灣博碩士論文加值系統

中文摘要
導讀是在閱讀故事之前提供的一篇用來引發讀者興趣的故事簡介, 其中包含了主角及故事背景介紹, 前半段劇情摘要, 及單字表, 長度約為一頁。在過去對導讀所進行的研究之中, 幾乎都發現了導讀對學生的閱讀有顯著的正面影響。 然而, 過去的研究的主要研究對象多是英語為其母語(L1)的學生, 鮮少導讀研究是針對英語作為外語(EFL)的學生。 是故, 本論文便以科技大學學生 (即所謂的英語作為外語的學生)為主要研究對象, 旨在探索導讀是否對其在理解困難的英語文章上亦有所影響。

本研究共有68位國立高雄第一科技大學應用英語系三年級的學生參與實驗。我將所有學生隨機分為兩組: 實驗組及控制組。 實驗組學生閱讀每篇文章前必須先閱讀導讀, 控制組學生則無此程序。 兩組學生皆閱讀2篇英語故事, 而在念完每篇故事後作一份理解能力的測驗 (15題選擇題), 並在實驗的最後回答一份問卷及一題開放性的問題, 問卷內容主要是關於受試者對導讀的觀感, 而開放性問題則是有關學生認為對閱讀理解有效的資訊有哪些。 本研究以t檢定分析受試者在理解能力測驗上之成績, 而對問卷及開放性問題的結果則僅以敍述的方式呈現。
研究結果摘要如下:
(1) 導讀在幫助學生理解所讀的文章上有顯著的成效。
(2) 導讀在幫助學生對所讀文章三個不同層面上的理解有
顯著的成效。
(3) 導讀在學生閱讀文章的時間上沒有顯著的影響。
(4) 學生普遍上對導讀有正面的觀感。
(5) 學生認為對閱讀理解最有效的三項資訊依序是大綱,
單字表,及故事主角。

ABSTRACT
Previewing refers to the activity in which previews are provided prior to reading with intent to equip readers with background knowledge essential for understanding the subsequent selections. And previews are introductory materials characterized by such information as thought-provoking questions, description of characters, setting, and plot up to the point of climax, directions for reading, and definitions of difficult vocabulary (Graves, Prenn, & Cooke, 1985). In the literature, many empirical studies have demonstrated the profound effectiveness of previewing in comprehending difficult texts with L1 readers in elementary, junior high and high schools (Graves & Cooke, 1980; Graves, Cooke, & LaBerge, 1983; Graves & Palmer, 1981; Graves & Prenn, 1984). However, few if any systematic attempts have been put forth to probe the utility of previewing for EFL readers in Taiwan''s technological universities. The current study, for that reason, set out to investigate the effects of previewing on technological university students’ reading comprehension of difficult texts.
Sixty-eight students at NKFUST were assigned to two reading conditions on a random basis: one with previewing treatment and the other without. In the experiment, the previewing group was presented with a preview ahead of reading each story whereas their control counterparts read stories at the absence of any assistance provided in advance. Immediately after, a multiple-choice posttest, containing questions of different types (main ideas and details, vocabulary, and inferences), was employed to gauge students'' overall comprehension as well as their comprehension of textual ideas at different levels. Additionally, to tap the extent to which readers embrace positive attitudes towards previewing, two questionnaires were given to glean relevant information. Finally, an open-ended question garnered students’ opinions in terms of information helpful in facilitating reading comprehension if given before reading.
Several t-tests were performed to analyze students’ scores on the comprehension tests while their responses to the attitude questionnaires and the open-ended question were simply tallied and presented.
Major findings are summed up as follows. First, previewing significantly improved students’ overall reading comprehension. Second, previewing substantially increased students’ reading comprehension at three different levels. Third, no significant effects were detected for previewing on story reading time. Fourth, students generally embrace positive feelings towards previewing. Fifth, in most students’ eyes, the three most helpful information items to be given prior to reading a story are summary, vocabulary lists, and characters.

Table of Contents
Chinese Abstract…………………………i
English Abstract………………………………ii
Acknowledgements…………………………iv
Table of Contents…………………………vii
List of Tables……………………………xi
Chapter 1 Introduction……………………………1
Statement of the Problem……………………………4
Construct of the Study…………………………6
Purpose of the Study………………………………10
Research Questions……………………………11
Organization of the Chapters………………11
Chapter 2 Literature Review……………12
Theoretical Assumptions of Previewing…12
Previewing Promotes Meaningful Verbal Learning12
Previewing Ignites in the Reader An Interactive-Compensatory Model of Text processing…17
Previewing Lends Itself to the Reduction of the Reader’s Cognitive Load Leading to A Strengthened Comprehension………21
Review of the Empirical Studies Regarding the Effects of Previewing………25
Effects of Previewing on L1 Readers’Comprehension of Narrative Texts..25
Effects of Previewing on EFL Readers’Comprehension of Narrative Texts..34
Effects of Previewing on Readers’Comprehension of Expository Texts..37
Summary……………………41
Chapter 3 Methodology…………42
Research Questions…………………42
Research Design……………………43
Subjects……………………43
Experimental Materials………………44
Consent Form………………………44
Personal Data Form………………………45
Reading Selections………………………45
Readability of the Reading Selections…46
Construction of the Previews………46
Comprehension Test………………47
Reading Time……………………………48
Attitude Questionnaires…………48
The Open-Ended Question………………49
Scoring………………………50
Pilot Study…………………………50
Procedures…………52
Instructions……………………52
Previewing Treatment……………………53
Reading Task……………………53
Comprehension Test……………………54
Attitude Questionnaires…………54
The Open-Ended Question……………54
Chapter 4 Data Analysis And Results…56
Statistical Procedures………57
Analysis of the Comprehension Test…58
Analysis of the Story Reading Time…64
Attitude Questionnaires………65
The Open-Ended Question…………69
Summary…………………………71
Chapter 5 Interpretations And Implications…73
Interpretations……………… 73
Effects of Previewing on Overall Reading Comprehension…73
Effects of Previewing on Comprehension at Different Levels…………74
Effects of Previewing on Reading Time…77
Attitude Questionnaires…78
The Open-Ended Question……………79
Implications…………………81
Limitations …………………82
Suggestions for Future Studies…83
References……………85
Appendix 1 Consent Form…………94
Appendix 2 Consent Form (Chinese Version)…95
Appendix 3 Personal Data Form…96
Appendix 4 Personal Data Form (Chinese Version)……………………………97
Appendix 5 "The Gift of the Magi”…98
Appendix 6 "The Open Window”…103
Appendix 7 Preview for“The Gift of the Magi”107
Appendix 8 Preview for“The Open Window”…108
Appendix 9 Story Map for "The Gift of the Magi”…………………………109
Appendix 10 Story Map for“The Open Window”110
Appendix 11 The Comprehension Test for“The Gift of the Magi” (Revised version)…112
Appendix 12 The Comprehension Test for “The Open Window”………………116
Appendix 13 The Attitude Questionnaire for the Experimental Group…………120
Appendix 14 The Attitude Questionnaire for the Control Group……………122
Appendix 15 The Attitude Questionnaire for the Experimental Group (Chinese Version)…123
Appendix 16 The Attitude Questionnaire for the Control Group (Chinese Version) …125
Appendix 17 The Open-Ended Question…126
Appendix 18 The Open-Ended Question (Chinese Version)……127
Appendix 19 The Comprehension Test for the Pilot Study (Original Version)……128

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