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研究生:梁瑜芳
研究生(外文):Yu-fang Liang
論文名稱:後設認知閱讀策略訓練對國中英文資源班學生閱讀理解之效益研究
論文名稱(外文):The Effects of Metacognitive Reading Strategy Training on Mildly Disabled Learners in Junior High School
指導教授:張玉玲張玉玲引用關係
指導教授(外文):Ye-ling Chang
學位類別:碩士
校院名稱:國立高雄師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:英文
論文頁數:141
中文關鍵詞:後設認知閱讀策略訓練預測策略故事圖策略自詢法
外文關鍵詞:metacognitionreading strategy trainingpredictionstory mappingself-questioning
相關次數:
  • 被引用被引用:17
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  • 下載下載:528
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論文摘要:
本研究主旨在探討後設認知閱讀策略訓練對國中英文資源班學生閱讀理解之效益。特別是探討此訓練對於改善國中英文資源班學生的英文閱讀理解能力、對後設認知策略應用在閱讀的認知以及學習三項後設認知閱讀策略是否具有效果,進而研究受試學生對本後設認知閱讀策略訓練所作的回應。
本研究的對象是九位高雄市楠梓國中英文資源班二年級的學生。所有受試學生在三個月內學習三項後設認知閱讀策略,包括預測策略、畫故事圖策略、和自詢策略。在資料分析上,由於受試對象只有九位,所以主要是針對受試學生英文閱讀策略的訪談摘要、所有問卷,以及一些詢問學生對後設認知閱讀策略訓練的開放性問題作質化分析。此外,本研究者對學生的英文閱讀理解測驗成績和後設認知策略閱讀的問卷(MSI)作量化分析。
本研究的主要發現如下:
1.該後設認知閱讀策略訓練能幫助大部份資源班學生提升他們的英文閱讀
理解能力。
2.該後設認知閱讀策略訓練能幫助大部分資源班學生使用後設認知策略,
如預測策略及畫故事圖策略,應用在英文閱讀,並且有效提昇英文閱
讀理解能力,然而許多學生覺得自詢策略較難學習,而較無意願應用在
英文閱讀上。
3.該後設認知閱讀策略訓練能幫助所有參與實驗的資源班學生覺察後設認
知策略應用在閱讀的重要性,並且加強他們對高層次的閱讀修補策略之
覺察以及良好讀者所具備能力。
4.九位受試學生對該後設認知閱讀策略訓練皆抱持肯定的態度並且樂於運
用本次所教的任何一種後設認知閱讀策略於將來的英文閱讀中。
根據以上研究結果本研究者提出三點有關後設認知閱讀策略訓練在國中英文資源班閱讀教學的建議:
1.英文教師應避免過度強調背誦英文字彙的教學,並且藉由後設認知閱讀
策略訓練,營造一個活潑有善的學習環境,以加強低成就的學生在學習
英文閱讀的信心。
2 英文教師在教導一項新的閱讀策略時,必須告知學生有關的內容、使用
方法、使用時機及使用目的。此外,教師要能夠親自試範新策略的使用
步驟,直到學生熟練新策略的使用。
3.英文教師應多提供給學生有足夠的時間和機會,去熟練新策略的使用,
並且常在於英文文章的閱讀過程中,使用後設認知閱讀策略。
ABSTRACT
The purpose of the present study is to investigate the effects of the Metacognitive Reading Strategy Training (MRST) on English reading for mildly disabled learners. Specifically, the students’ English reading comprehension, metacognitive reading awareness, use of metacognitive strategies, oral reading interviews, and responses to the MRST are explored.
The subjects of the study were nine 8th-grade low-achievement learners whose academic performance on the bottom was from 5% to 20% of the class. All of the subjects accepted the MRST in a three-month reading program. In data collection, the students’ English reading comprehension tests, their perception of reading, their responses to the MSI were analyzed quantitatively. In addition, the profiles of the students’ interviews and their responses to the MSI, their responses to the perception of reading, and their responses to the MRST were analyzed and synthesized qualitatively.
Based on the data analyses, the findings of the study are summarized as follows:
1.The MRST were effective in enhancing mildly disabled
learners’metacognitive reading awareness, but the training
effect on the subjects varied by different individual
learning abilities.
2.The MRST helped the students promote their reading
comprehension, but the training effect on the subjects also
varied by different reading abilities of the subjects.
3.The MRST helped the students perceive the importance of the
fixed-up behaviors in dealing with reading difficulties and
their perception of nature of good reading and good readers.
4.The MRST helped the students evaluate different reading
strategies in an effective way.
5.All of the students in this study exhibited a positive
attitude toward the MRST and expressed their willingness to
use the learned metacognitive strategies in their English
reading.
Based on the results of the study, the researcher suggests that the EFL teachers improve the mildly disabled learners’ reading comprehension by using the metacognitive reading strategies. Besides, the teachers are encouraged to teach students metacognitive knowledge in terms of their personal abilities, reading progress and effective reading strategies. To put the theory into practice, teachers should provide students with opportunities to practice the strategies in or out of class. If students are able and willing to use the taught metacognitive reading strategies that have learned, they will become active, critical, and independent readers.
TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION Page
Background and Motivation 1
Purpose of the Study 5
Research Questions 5
Definition of Terms 5
Significance of the Study 7
Limitations of the Study 8
CHAPTER TWO REVIEW OF LITERVIEW
Difficulties in Reading Comprehension for 9
Mildly Disabled Learners
The Process of Reading Comprehension 10
Reading Problems of Mildly Disabled Learners 14
Metacognition in Reading Comprehension 18
The Definition of Metacognition 18
Metacognitive Differences among Students 22
Metacognitive Strategy Training 24
The Factors of Successful Strategy Training 25
Some Cases of Integration of Reading Strategy Training 27
Selected Metacognitive Reading Strategies 30
Prediction 31
Self-questioning 33
Story Mapping 35
CHPATER THREE METHODOLOGY
Subjects 40
Instruments 40
The Materials for the MRST 41
The Pretest and Post-test English Reading 41
Comprehension Tests
The Pretest and Post-test Questionnaires 42
on the Students’Metacognitive Strategy
Index (MSI)
The Profiles of the Students’ Reading 43
Interviews about the Students’ Responses
to the MRST
The Pretest and Post-test Questionnaires 43
on the Students’ Perception of Reading
The Questionnaire on the Students’ Responses to 44
the MRST
The Transcripts of the Students’ Reading 45
Interview Records
Procedures 47
Date Analysis 47
A Quantitative Analysis 48
A Qualitative Analysis
CHAPTER FOUR DATA ANALYSIS
Comparison of Metacognitive Strategy Index (MSI)for
Students Between the Pretest and the Post-test 50
Comparison of Reading Comprehension Tests for Students
Between the Pretest and the Post-test 68
Comparison of Perception of Reading for Students
Between the Pretest and the Post-test 69
Evaluation of Responses to the Three Metacognitive
Strategies for Students 76
CHAPTER FIVE CONCLUSIONS
Conclusions 82
Implications 86
Suggestions 88
REFERENCES 90
Appendix A-1: The Pretest English Reading 99
Comprehension-1
Appendix A-2: The Pretest Englis Reading 101
Comprehension-2
Appendix A-3: The Pretest English Reading 103
Comprehension-3
Appendix B-1: A Training Guide for Prediction 105
Appendix B-2: A Training Guide for Story Mapping 112
Appendix B-3: A Training Guide for Self-questioning 116
Appendix C-1: The Post-test English Reading Comprehension-1
Appendix C-2: The Post-test English Reading Comprehension-2
Appendix C-3: The Post-test English Reading Comprehension-3
Appendix D: The Questionnaire on the Students’ 131
Metacognitive Strategy Index
Appendix E-1: The Profile of Reading Interview about
the Students’ Responses to the MRST-1 135
Appendix E-2: The Profile of Reading Interview about
the Students’ Responses to the MRST-2 136
Appendix E-3: The Profile of Reading Interview about
the Students’ Responses to the MRST-3 137
Appendix F: The Questionnaire on the Students’Perception
of Reading 138
Appendix G: The Questionnaire on the Students’ Responses
to the MRST 140
Appendix H: The Transcripts of the Students’ Reading
Interview Records 141
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