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研究生:黃淑芬
研究生(外文):Huang Shu-fen
論文名稱:台灣高中生之字彙及語法與英文閱讀理解的關係
論文名稱(外文):The Correlation Between the Lexical and Syntactic Competence and Reading Comprehen of EFL Senior High School Students in Taiwansion
指導教授:楊玲珿
指導教授(外文):Yang Ling-zu
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:90
中文關鍵詞:字彙語法閱讀理解
外文關鍵詞:lexicalsyntaticreading comprehension
相關次數:
  • 被引用被引用:11
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論文提要內容:
本研究主要目的在於調查台灣高中生之字彙及語法與英文閱讀理解的關係。此外,本研究也探討高中生閱讀時,所遭遇的困難及所使用的策略。
此研究的受試者為高雄縣、市四所高中三百八十位高三學生。根據他們在本研究中所實施的閱讀理解測驗,把它們分為三組,高成就組、中成就組、以及低成就組。所有的受試者必須完成字彙、文法、及閱讀理解測驗三份試題。之後,他們必須填寫研究者所設計的問卷。
本研究的主要發現摘要如下:
研究結果顯示,不論是對所有的受試者、不同性別及不同程度的的受試者,他們的字彙及語法的能力皆可用來預測他們的閱讀理解表現。
在問卷的調查中,大部分的學生認為不熟悉的單字及推論性的問題為閱讀困難所在。而他們最常採用的策略為利用上下文來猜字或解讀難句。
另外,對於程度較差的受試者,他們反應冗長的句子、回答細節的問題、及回答推論性的問題較困難。此外,他們較不會使用字根、字首、字尾來分析不熟悉的單字。他們也不太在意文法的問題。
根據本研究的發現,研究者提供一些閱讀教學上的建議:
為增加學生的字彙,單字的呈現要在有意義的語句中。另外,老師要教學生利用字根、字首、字尾來分析不熟悉的單字。
在文法教學上,老師也要教學生長句分析法及利用上下文來解讀難句。而且,一定要語義和語法並重。
在閱讀理解的問題上,學生可以用訊息式問題來輔助整理文章中資料。他們也可以在閱讀時,對人名、日期及地點等訊息作記號。至於推論性的問題,老師要引導學生閱讀字行間的意義。
ABSTRACT
The main focus of the study is to investigate the correlation between learners'' competence of linguistic factors-both lexical and syntactic--and reading comprehension of EFL senior high school students in Taiwan. The purpose of the investigation is also to identify the reading problems and strategies the subjects have in reading.
The subjects of the study were 380 third-year senior high school students from four different schools in Kaohsiung city and county. They were classified into three groups-the high proficiency group, the mid-proficiency group, and the low-proficiency group, based on the scores they obtained in the reading comprehension test administered in this study. The subjects were required to take three tests-the vocabulary, grammar, and reading comprehension tests. Besides, they were asked to fill in the questionnaire designed by the researcher.
The major findings of the study are summarized as follows:
(1) The results provided evidence that linguistic factors, both vocabulary and grammar competence, could serve as good predictors of reading ability in a foreign language to all the subjects, the subjects of different genders, and the subjects of different proficiency levels.
(2) Pertaining to the results of the questionnaire, the major findings among all the subjects are as follows. Most of the subjects (a) considered that unfamiliar words caused reading difficulty, (b) regarded "questions for inference" as the most difficult, (c) tended to use contextual information to guess unfamiliar words, and (d) chose to adopt the contextual information strategy to deal with complicated sentences in reading.
(3) The differences among the subjects of different proficiency levels were that more poor readers (a) thought of long sentences as a problem in their reading, (b) found it more difficult to answer both literal and inferential questions, (c) did not use the affix skill to deal with unfamiliar words, and (d) did not care much about grammatical problems.
Based on the main findings of the study, some pedagogical suggestions are provided for EFL teachers:
(1) Context-embedded instruction will be a useful way to help learners acquire more vocabulary. Besides, morphological approach should be introduced to help learners to deal with unfamiliar words and thus to increase their vocabulary size.
(2) Analytical approach and the contextual information strategy should be introduced to deal with complicated sentences in reading. In addition, the teaching of grammar should focus on both form and meaning. That is, the teachers can introduce grammatical rules by presenting them in contexts to familiarize the students with the rules and to enhance their reading ability as well.
(3) The wh-questions can be employed to help acquire the detailed information, especially when reading long passages. Students are suggested to underline the important message such as names, dates, and places in the reading materials to organize the details in reading. In dealing with the inference questions, the teacher should train the students to read "between the lines."
TABLE OF CONTENTS
Page
Abstract……………………………………………… i
Acknowledgements…………………………………….. iii
List of Tables……………………………………… iv
List of Figure……………………………………….. v
CHAPTER ONE INTRODUCTION
Background and Motivation…………………………………………………….. 1 Problem of the Study ………………………………………………………….... 4
Purpose of the Study……………………………………………………………. 5
Research Questions ……………………………………………………………. 5
Significance of the Study………………………………………………………… 6
Limitation of the Study…………………………………………………………… 6
CHAPTER TWO REVIEW OF LITERATURE
The Nature of Reading…………………………………………………………. 7
Definitions of Reading…………………………………………………….. 7
The Process of Reading…………………………………………………… 9
Reading as Decoding from Print to Sound…………………………. 9
Reading as a Guessing Game………………………………………. 10
Component Skills in Reading……………………………………………… 11
The Roles of Vocabulary and Grammar in Reading………………. 12
Vocabulary and Reading………………………………………………………… 14
Vocabulary Knowledge for Reading………………………………………. 15
Word Size and Frequency…………………………………………………. 16 Word Recognition and Decoding…………………………………………. 17
Word Problems and Attack Skills for Reading…………………………… 19
Grammar And Reading…………………………………………………………. 22
Grammar Competence for Reading……………………………………… 23
Syntactic Process and Difficulty………………………………………….. 24
Syntactic Attack Skills for Reading………………………………………. 26
Individual Differences in Reading……………………………………………… 27
Good Readers and Poor Readers……………………………………….. 27
Gender Differences in Reading…………………………………………… 30
Assessments in Reading Comprehension……………………………………. 31
CHAPTER THREE METHOD AND PROCEDURE
Subjects…………………………………………………………………………… 33
Instruments……………………………………………………………………….. 34
Vocabulary Test……………………………………………………………… 34
Grammar Test……………………………………………………………….. 35
Reading Comprehension Test…………………………………………….. 36
Questionnaire……………………………………………………………….. 38
Procedure…………………………………………………………………………. 39
Data Analysis……………………………………………………………………… 41
CHAPTER FOUR RESULTS AND DISCUSSION
Correlation Among the Three Tests……………………………………………. 42
The Effect of Genders on the Three Tests…………………………………….. 44
The Effect of Language Proficiency on the Three Tests…………………….. 45
Comparison of Opinions in the Questionnaire………………………………... 48
Percentage of Reading Problems and Strategies of All Subjects……. 48
Percentage of Reading Problems and Strategies of the Three
Proficiency Groups……….…………………………………………………. 54
CHATPER FIVE CONCLUSIONS
Summary of Major Findings……………………………………………………… 56
Pedagogical Implications…………………………………………………………. 57 The Teaching of Vocabulary……………………………………………….. 57
The Teaching of Grammar………………………………………………….. 59
The Teaching of Reading Comprehension……………………………….. 60
Suggestions for Future Research………………………………………………. 60
REFERENCES…………………………………………………………………………… 62
Appendix A: Vocabulary Test………………………………………………………… 72
Appendix B: Grammar Test………………………………………………………….. 76
Appendix C: Reading Comprehension Test………………………………………… 83
Appendix D: Questionnaire (English Version) …………………………………….. 89
Appendix E: Questionnaire (Chinese Version) ……………………………………. 90
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