臺灣博碩士論文加值系統

本研究旨在探討廣泛閱讀對高職學生閱讀理解、聽力理解、字彙量及態度之影響。研究對象為北台灣一所高職的兩班學生，在每週選修課程的其中一節課時間實驗組班級進行這個為期十二週的廣泛閱讀課程，該組同學每週讀一本分級讀本或是兒童文學，在閱讀完畢之後填寫閱讀理解學習單；而對照組同學在那一節課中主要的活動則是獨自完成習題然後由研究者提供答案來核對。本研究藉由閱讀理解測驗、聽力理解測驗、字彙量測驗以及問卷來收集資料並加以分析。
研究結果顯示，廣泛閱讀並未能顯著提升學生的閱讀理解能力，而在聽力理解測驗上，兩組學生都有進步，但兩組間的差異並不顯著，此外，從一千字及兩千字字彙量的測驗結果可以看出，實驗組學生進步的幅度大於對照組，但同樣地，兩組間並沒有產生顯著的差異。然而，結果顯示廣泛閱讀對學生三千字範圍的字彙量有顯著的提昇作用，此外，幾乎所有的學生都對廣泛閱讀表達喜愛，且肯定它對英語學習的助益。
從實驗組學生所展現整體而言令人滿意的閱讀理解評量可以推知，這樣融入正規的廣泛閱讀課程是可行的，此外，基於它所帶來對字彙量的提昇及正向的態度，研究者建議英文教師可採用廣泛閱讀於教學之中，或是鼓勵學生多廣泛閱讀。

This study aimed to investigate how extensive reading affected vocational high school students’ reading comprehension, listening comprehension, vocabulary size, and attitudes. Two intact classes at a vocational high school in northern Taiwan were assigned as the experimental group and the control group. A twelve-week extensive reading program was incorporated as part of an elective course for the experimental group. With one class period every week spent on the program for one book, the experimental group students read graded readers or children’s literature silently and did comprehension worksheets. The control group, on the other hand, devoted the class period to doing exercises and having answers checked. Research data was collected from reading comprehension tests, listening comprehension tests, vocabulary levels tests, and a questionnaire.
The results showed that extensive reading did not make a difference on reading comprehension and listening comprehension, as measured by the standardized GEPT. Moreover, although the experimental group made better improvements on their 1000-word-level and 2000-word-level vocabulary tests, the differences between the groups were not significant. It is therefore interpreted that the extensive program failed to facilitate students in expanding their vocabulary size at 1000-word level and 2000-word level. However, vocabulary growth in the experimental group at 3000-word level, was confirmed, indicating the impact of extensive reading on vocabulary size at a relatively higher level. Besides, responses on the questionnaire displayed students’ fondness and acknowledgement about the benefit extensive reading generated.
The overall satisfactory outcomes of evaluation on the experimental group students in terms of their comprehension suggest the feasibility of an extensive reading program. Furthermore, the facilitation in vocabulary growth and attitude confirmed lends more support in the implementation of an extensive reading program.

List of Tables...viii
List of Figures...ix
Chapter One: Introduction...1
Chapter Two: Literature Review...4
2.1 Theoretical Background...4
2.1.1 The Input Hypothesis and the Affective Filter Hypothesis...4
2.1.2 The Extensive Reading Bookstrap Hypothesis...4
2.2 Oral Language Skills and Reading...5
2.3 Intensive vs. Extensive Reading...6
2.4 Extensive Reading Program...7
2.4.1 Characteristics of Successful Extensive Reading Programs...7
2.4.2 Extensive Reading Materials...8
2.4.2.1 Graded Readers...8
2.4.2.2 Children’ Literature...8
2.5 Extensive Reading in Developing Vocabulary Knowledge...9
2.6 Empirical Evidence...10
2.6.1 Extensive Reading on Reading Proficiency and Reading Speed...13
2.6.1.1 Extensive Reading on Overall Reading Proficiency and Reading Speed...14
2.6.1.2 Extensive Reading on Reading Comprehension and Reading Speed...16
2.6.1.3 Extensive Reading on Vocabulary...19
2.6.2 Extensive Reading on Listening Comprehension..22
2.6.3 Extensive Reading on Writing Proficiency...23
2.6.4 Extensive Reading on Motivation and Attitude..24
2.6.5 Extensive Reading in Secondary Schools in Taiwan...27
2.7 Research Questions...29
Chapter Three: Methodology...31
3.1 Participants...31
3.2 Research Design...31
3.2.1 Extensive Reading Program as the Course...31
3.2.2 Instruction...32
3.2.3 The Extensive Reading Program...33
3.2.3.1 Sustained Silent Reading...34
3.2.3.2 Book Talk...35
3.2.4 The Control Group...36
3.2.5 Materials...37
3.3 Instruments...41
3.4 Procedure...44
3.5 Data Collection...46
3.6 Data Analysis...46
Chapter Four: Results And Discussion...47
4.1 Overview...47
4.2 Results...48
4.2.1 GEPT Reading Comprehension Tests...48
4.2.2 GEPT Listening Comprehension Tests...50
4.2.3 Vocabulary Sizes Tests...51
4.2.3.1 The 1000-word-level test...52
4.2.3.2 The 2000-word-level test...53
4.2.3.3 The 3000-word-level test...54
4.2.4 Results of the Questionnaire...56
4.2.4.1 Attitudes...56
4.2.4.2 Perception...57
4.2.4.3 Motivation...58
4.3 Discussion...58
4.3.1 The GEPT Tests...59
4.3.2 The Vocabulary Levels Tests ...63
4.3.2.1 The 1000-word-level test…63
4.3.2.2 The 2000-word-level test…63
4.3.2.3 The 3000-word-level test…64
4.3.3 The Questionnaire…66
Chapter Five: Conclusion...70
5.1 Limitations...70
5.2 Directions for Future Research...73
5.3 Pedagogical Implications...74
5.4 Conclusion...77
References...78
Appendix A: Reading Comprehension Worksheet...82
Appendix B: Book Report Form…83
Appendix C: Reading Passport…84
Appendix D: Vocabulary Levels Tests...85
Appendix E: Elementary Level GEPT Practice Reading Comprehension Test...96
Appendix F: Elementary Level GEPT Practice Listening Comprehension Test...106
Appendix G: Questionnaire…112

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