跳到主要內容

臺灣博碩士論文加值系統

(44.197.230.180) 您好!臺灣時間:2022/08/20 11:06
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:林承龍
研究生(外文):Lin, Jeremy Cheng-lung
論文名稱:建構論在英語教學的應用:網路讀寫活動之探討
論文名稱(外文):Constructivism and Second Language Learning: A Web-Based Reading-Writing Activity
指導教授:林至誠林至誠引用關係
指導教授(外文):Lin, Chih-cheng
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語研究所
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:142
中文關鍵詞:建構論外語教學閱讀教學網路讀寫活動電腦輔助英語教學知識建構閱讀課程設計
外文關鍵詞:ConstructivismSecond Language LearningReading InstructionA Web-Based Reading-Writing ActivityComputer-Assisted Language Teaching and LearningKnowledge ConstructionReading Curse Design
相關次數:
  • 被引用被引用:2
  • 點閱點閱:596
  • 評分評分:
  • 下載下載:194
  • 收藏至我的研究室書目清單書目收藏:15
本研究旨在研究學習者在英語學習情境下的知識建構過程,並以建構論、閱讀研究與教學、電腦輔助語言教學、與資訊處理過程等為理論架構,提出一個符合英語學習者知識發展的網路讀寫活動。研究重點為(1)網路閱讀過程、(2)資訊留存與獲得情形、與(3)研究參與者對此活動的看法。
本研究發現如下:
(1)網路閱讀過程方面:參與者傾向使用高階層閱讀策略,並注重對網路文章整體性的瞭解。
(2)資訊留存與獲得情形方面:參與者傾向記得網路文章中主要的資訊,而較不記得輔助性及瑣碎的資訊。從對網路閱讀過程以及資訊留存與獲得的討論中,更進一步的發現本研究的網路讀寫活動能有效促使學習者在閱讀活動中對資訊的追求,而資訊的追求可視為知識建構的第一步。
(3)參與者對此活動的看法方面:參與者大多對此活動及網路學習抱持高度的認同及讚賞,她們認為經由此活動不僅能獲得知識,也能增進英語能力。
最後,研究者根據本研究的發現,具體提出對教學上與研究上的建議。
A web-based reading-writing activity, based on the idea of “reading for knowledge development,” was designed and implemented to investigate the process of knowledge construction in an English learning setting. Specific research focuses were the participants’ web-based reading process, their information retention and gaining, and their perceptions of the activity and the WWW as a learning environment.
Ten female freshpersons were invited as the participants in the study. Instruments, such as recalls, free writing protocols, questionnaires, and interviews, were adopted to collect data for analysis. The results showed that in this web-based activity the participants were involved in global reading process and tended to use high-level reading strategies to read for main information of the texts. Analysis of their retained information also revealed that main idea units were found to be retrieved more than supporting ideas or details. Reading for main information, thus, was identified as the effect of the activity and viewed as the preliminary phase for knowledge construction. As for participants’ feedback, positive attitudes were shown. Most of them were satisfied with their learning in this activity, particularly on knowledge development and improvement of English abilities. Most participants believed that they benefited from this activity, the WWW, and interactions with the partners. Navigating on the WWW to understand more about their chosen countries and chatting to exchange ideas with partners were further stated as the two pleasantest experiences they had throughout the activity. In conclusion, concrete pedagogical implications and suggestions for further research were provided.
Acknowledgements….……………………………………………………………………………i
Abstract ………………………………………………………………………………………...…ii
Table of Contents ……………………………………………………………………………...… iii
List of Tables ……………………... ………………………………………………………….….vi
List of Figures ……….………………………………………………………………………...vii
1. Introduction ……………….…………………………………………………………………..1
1.1 Motivation ………………………………………………………………………………..1
1.2 Purposes of the Study …………………………………………………………………….2
1.3 Significance of the Study …………………………………………………………………4
2. Literature Review …………………………………………………………...………………6
2.1 Information, Memory, and Knowledge ……...…………………………………………...6
2.2 Constructivism and L2 Reading ……………………………………………………….…8
2.2.1 Individuals as constructivist agents and individuals as active readers ……………9
2.2.2 Small groups as constructivist agents and influences of collaborative
learning on L2 reading ……………………………………………………...……11
2.2.3 Communities as constructivist agents and influences of cultural
background knowledge on reading comprehension………………………...……13
2.2.4 Synthesized views of constructivism vs. its implications to
L2 reading instruction …………………………………………………...……….14
2.3 Constructivism Views of Learning and Instruction ……………………………………17
2.4 The WWW as a Constructivist Learning Environment for L2 Reading………………20
2.5 Integration of Writing ………………………………………………………………...…23
2.6 Descriptions of the Web-Based Reading-Writing Activity of the Study ……………..…24
2.6.1 The roles of the language teacher ………………………………………………24
2.6.2 The roles of English learners …………………………………………………….24
2.6.3 The roles of the WWW …………………………………………………………..25
2.6.4 The roles of writing ……………………………………………………………...26
2.6.5 The web-based reading-writing activity of this study …………………………26
2.7 Research Questions ……………………………………………………………………29
3. Methodology …………………………………………………………………………………30
3.1 The Pilot Study ………………………………………………………………………….30
3.2 Descriptions of Participants and the Class ……………………………………………31
3.3 Instruments ……………………………………………………………………………...32
3.3.1 Questionnaires …………………………………………………………………32
3.3.2 The design of web pages: For searching processes and for electronic
interactions …………………………………………………………………….…33
3.3.3 Recall protocols ………………………………………………………………….36
3.3.4 Free writing tests ………………………………………………………………37
3.3.5 Classroom observations ………………………………………………………..37
3.3.6 Interviews ………………………………………………………………………38
3.4 Data Collection Procedures ….………………………………………………………….38
3.5 Data Analysis ……………………………………………………………………………43
3.5.1 Analysis of the participants’ performance ……………………………………….44
3.5.2 Analysis of the participants’ perceptions ………………………………………...48
4. Findings and Discussions ………………………………………………………………….50
4.1 Presentations of Findings ………………………………………………………………..50
4.1.1 Participants’ background information before the activity ……………………50
4.1.2 Web-based reading process ………………………………………………………51
4.1.2.1 The searching process ……………………………………………………52
4.1.2.2 The process of reading the WWW texts …………………………………57
4.1.3 Information retention and gaining in the activity ………………………………..63
4.1.3.1 Idea retrieval in the web-based reading ………………………………….64
4.1.3.2 Influences of the electronic interactions with the partners ………………70
4.1.4 Participants’ perceptions and evaluations ………………………………………78
4.1.4.1 Participants’ perceptions of learning in the activity ……………………78
4.1.4.2 Participants’ evaluations of the WWW and chat room
for the learning purpose ………………………………………………….80
4.1.4.3 Participants’ evaluations of the web-based reading-writing activity …….83
4.1.5 Summary of Section 4.1 …………………………………………………………84
4.2 Discussions ……………………………………………………………………………...85
4.2.1 Web-based reading behaviors: Reading for information ………………………...85
4.2.2 Knowledge construction throughout the activity ………………………………87
4.2.2.1 Participants’ performance on knowledge construction …………………88
4.2.2.2 Relationship among three elements of knowledge construction ………...88
4.2.2.3 The effect of writing on participants’ knowledge construction ………….92
4.2.3 Participants’ perceptions on web-based learning versus
non-web-involved learning ………………………………………………………94
4.2.4 Summary of Section 4.2 …………………………………………………………96
5. Conclusion …………………………………………………………………………………97
5.1 Pedagogical Implications ………………………………………………………………..97
5.2 Limitations and Suggestions for Further Research ……………………………………...98
5.3 Conclusion ……………………………………………………………………………..100
Reference ……………………………………………………………………………………….103
Appendix A …..…………………………………………………………………………………110
Appendix B ……..………………………………………………………………………………112
Appendix C ………..……………………………………………………………………………113
Appendix D ……..………………………………………………………………………………114
Appendix E …..…………………………………………………………………………………118
Appendix F …..…………………………………………………………………………………121
Appendix G …..…………………………………………………………………………………123
Appendix H ……..………………………………………………………………………………124
Appendix I ………..……………………………………………………………………………125
Appendix J …………..…………………………………………………………………………126
Appendix K ……………..………………………………………………………………………127
Appendix L ………………..……………………………………………………………………128
Appendix M ……………….……………………………………………………………………129
English Part
Abdullah, Mardziah Hayati. (1998). Problem-based learning in language instruction: A constructivist model, Eric Digest
Aebersold, M & Field, Mary Lee. (1997). Factors that influence reading in an L2/FL, Reader to reading teacher: issues and strategies for second language classrooms, 21-34. Cambridge
Anderson, Richard C. (1994). Role of the reader’s schema in comprehension, learning, and memory, Theoretical Models and Processes of Reading (4th edition), 469-482. IRA
Ashworth, David. (1996). Hypermedia and CALL, The Power of CALL, 79-95. Athelstan
Barnett, Marva A. (1989). More than meets the eye: foreign language reading: theory and practice. New Jersey: Prentice Hall Regents
Berger, Peter l., & Luckmann, Thomas. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Doubleday
Bernhardt, E. B. (1983). Testing foreign language reading comprehension: the immediate recall protocol, Die Unterrichtspraxis, 16, 27-33
Bernhardt, E. B. (1991). Reading development in a second language: theoretical, empirical, and classroom perspectives. Alex Publishing Company
Brandt, D. Scott. (1997). Constructivism: teaching for understanding of the internet, Communications of the ACM, 40, 112-117
Brodkey, Dean. (1974). A student-led-tutorial approach in sri lanka. TESOL Quarterly, 8, 161-169
Brooks, Jacqueline Grennon & Brooks, Martin G. (1993). In search of understanding: the case for constructivist classrooms. Alexandria: Association for Supervision and Curriculum Development
Brown, David L. (1996). Kid, computers, and constructivism, Journal of Instructional Psychology, 23, 189-196
Brown, H. Douglas. (1993). Principles of language learning and teaching. Prentice Hall
Bush, Michael D. & Terry, Robert M. (1996). Technology-Enhanced Language Learning. National Textbook Company
Carrell, Patricia L., Devine, Joanne, & Eskey, David E. (1988). Interactive approaches to second language reading. Cambridge University Press
Chapell, Carol. (1990). The discourse of computer-assisted language learning: toward a context for descriptive research, TESOL Quarterly, 24, 199-225
Chen, Hsiu-Chieh & Graves, Michael F. (1995). Effects of previewing and providing background knowledge on Taiwanese college students'' comprehension of American short stories, TESOL Quarterly, 29, 663-686
Chern, Chiou-lan. (1994). A review of L1 and L2 reading theories. Tunghai Journal, 35, 127-147. Taichung: Tunghai University
Chi, Feng-ming. (1995). EFL readers and a focus on intertextuality, Journal of Reading, 38, 638—644
Cobb, Paul. (1994). Constructivism and learning. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed.). England: Pergamon
Duffy, Thomas, M., Lowyck, Joost, & Jonassen, David H. (Eds.). (1993). Designing environments for constructive learning. Germany: Springer-Verlag
El-Hindi, Amelia & Leu Jr., Donald J. (1998). beyond classroom boundaries: constructivist teaching with the internet, Reading Teacher, 51, 694-701
Evard, Michele. (1996). Children’s interests in news: on-line opportunities, IBM Systems Journal, 35, 417-431
Felix, Uschi. (1999). Web-based language learning: A window to the authentic world, WORLDCALL: Global perspectives on computer-assisted language learning. The
Netherlands: Swets & Zeitlinger
Forman, George, & Pufall, Peter B. (Eds.). (1988). Constructivism in the computer age. Lawrence Erlbaum Associates, Inc., Publishers
Fosnot, Catherine Twomey (Eds). (1996). Constructivism: theory, perspectives, and practice. New York: Teachers College Press.
Fotos, Sandra (Eds). (1996). Multimedia language teaching. Hong Kong: Logos International
Ganderton, Roger. (1997). Interactivity in L2 web-based reading, WORLDCALL: global perspectives on computer-assisted language learning. The Netherlands: Swets &
Zeitlinger
Gass, Susan M. (1988). Integrating research areas: A framework for second language studies, Applied Linguistics, 9, 198-217
Gillingham, Mark G. et al. (1989). Children''s control of computer-based reading assistance in answering synthesis questions, Computers in Human Behavior, 5, 61-75
Gonzalez-Edfelt, Nidia. (1990). Oral interaction and collaboration at the computer: learning English as a second language with the help of your peers, Language minority students and computers, 53-90. The Haworth Press
Goodman, Kenneth S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic view, Theoretical models and processes of reading (4th edition), 1093-1130. IRA
Green, Susan K. & Gredler, Margaret E. (2002). A review and analysis of constructivism for school based practice, School Psychology Review, 31, 53-71
Hoffman, Robert. (1996). Computer networks: webs of communication for language teaching, The Power of CALL, 55-77. Athelstan
Horiba, Yukie, Paul W. van den Broek, & Charles R. Fletcher. (1993). Second language readers’ memory for narrative texts: evidence for structure-preserving top-down processing, Language Learning, 43, 345-372
Hsieh, Liang-Tsu. (1999). The effects of pre-reading vocabulary instruction and cultural background knowledge activation on Chinese junior college fourth-year students'' EFL reading, Proceedings of the 16th conference on English teaching and learning in the Republic of China
Huang, Chin-cheng. (1999). The effects of vocabulary knowledge and prior knowledge on reading comprehension of EFL students in Taiwan. Ph. D. Dissertation presented to the Faculty of the College of Education, Ohio University
Huang, Su-Hsin. (1999). A descriptive study of reading strategies used by Taiwanese EFL university more and less proficient readers. Master’s Thesis, Providence University
Hudson, Thom. (1991). A content comprehension approach to reading English for science and technology, TESOL Quarterly, 25, 77
Huitt, W. (2000). Educational psychology interactive: the information processing approach, http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
Jonassen, D. (1994). Thinking technology: toward a constructivist design model, Educational Technology, 34, 35-36
Kleinmann, H. (1987). The effect of computer-assisted instruction on ESL reading achievement, The Modern Language Journal, 71, 267-276
Lambert, Linda et al. (1995). The constructivist leader. New York : Teachers College Press
Lankshear, Colin, Peters, Michael, & Knobel, Michele. (2000). Information, knowledge and learning: some issues facing epistemology and education in a digital age, Journal of Philosophy of Education, 34, 17-30
Larochelle, Marie, Bednarz, Nadine, & Garrison, Jim (Eds.). (1998). Constructivism and education. Cambridge University Press
Lee, James F. (1986). On the use of the recall task to measure L2 reading comprehension, Studies in Second Language Acquisition, 8, 201-212
Lee, Jeong-Won & Diane Lemonnier Schallert. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context, TESOL Quarterly, 31, 713-739.
Levy, Michael. (1997). Computer-assisted language learning: context and conceptualization. Oxford: Clarendon Press
Liaw, Meei-Ling. (1993). The use of computer-based literature and small group interaction for second language acquisition. Ph. D. Dissertation, Texas A&M University
Liaw, Meei-Ling. (1997). An analysis of ESL children’s verbal interaction during computer book reading, Computers in the Schools, 13, 55-73
Lin, Cheng-Lung. (2000). Reading behaviors observed in paired reading tasks. Unpublished Report
Lin, Cheng-Lung. (2001). L2 reading for knowledge development: A pilot study of a web-based reading-writing model as a constructivist activity. Presented in the Tenth International Symposium on English Teaching.
Lin, Su-O. (1996). The motor function of reading to writing: A classroom application, Proceedings of the fourteenth conference on English teaching and learning in the Republic of CHINA, pp. 1-17
Liou, Hsien-Chin. (1997). The impact of WWW texts on EFL learning, Computer Assisted Language Learning, 10, 455-478
Long, Michael H. & Jack C. Richards (Eds.). (1987). Methodology in TESOL: A book of readings. Heinle & Heinle Publishers
McCarthy, Ciaran P. (1995). Reading theory as a microcosm of the four skills. The Internet TESL Journal
Meloni, Christine. (2000). The Internet in the classroom: A valuable tool and resource for ESL/EFL teachers, http://www.eslmag.com/Article.htm
Mills, Douglas G. (1999). Interactive web-based language learning: The state of the art, WORLDCALL: Global Perspectives on Computer-Assisted Language Learning. The Netherlands: Swets & Zeitlinger
Moll, Luis C. (Ed.). (1990). Vygotsky and education: instructional implications and applications of sociohistorical psychology. New York: Cambridge Univeristy Press
Omaggio, Alice Hadley. (1993). Teaching language in context (2nd ed.). Heinle & Heinle Publishers
Paran, Amos. (1996). Reading in EFL: facts and fictions, ELT Journal, 50, 25-34. Oxford University Press
Paris, S., Lipson, M. & Wixson, K. (1994). Becoming a strategic reader, theoretical models and processes of reading (4th ed.), 788-810, IRA
Raimes, Ann. (1983). Techniques in teaching writing. Oxford University Press
Resnick, Lauren B (Ed.). (1989). Knowing, learning and instruction: Essays in honor of Robert Glaser. USA: Lawrence Erlbaum Associates
Revill, Di, Horne, Maureen & Merrett, Frank. (1997). Peer group tutoring to improve reading, Educationa Review, 49, 67-74
Riley, Gail L. & Lee, James F. (1996). A comparison of recall and summary protocols as measures of second language reading comprehension, Language Testing, 13, 173-189
Rosenblatt, Louise M. (1994). The transactional theory of reading and writing, theoretical models and processes of reading, (4th edition), 1057-1092
Ruddell, M. R. (1994). Vocabulary knowledge and comprehension: a comprehension-process view of complex literacy relationships, Theoretical Models and Processes of Reading (4th edition), 414-447, IRA
Rumelhart, David E. (1994). Toward an interactive model of reading, theoretical models and processes of reading, (4th edition), 816-837
Schinke-Llano, Linda. (1993). On the value of a Vygotskian framework for SLA theory and research, Language Learning, 43, 121-129
Spivey, Nancy Nelson. (1997). The constructivist metaphor: reading, writing, and the making of meaning. San Diego: Academic Press
Steffensen, Margaret S., Joag-Dev Chitva & Anderson Richard C. (1979). A cross-cultural perspective on reading comprehension, Reading Research Quarterly, 15, 10-29
Stein, S. D. (1999). Learning, teaching, and researching on the Internet: a practical guide for social scientists. New York : Addison Wesley Longman
Stierer, B. & Mayan, J. (1994). Language literacy & learning in educational practice
Strommen, Erik F. & Lincoln, Bruce. (1992). Constructivism, technology, and the future of classroom learning. ILT Web: http://www.ilt.columbia.edu/K121livetext/docs/construct.html
Swaffar, Janet K., Arens, Katherine M., & Byrnes, Heidi. (1991). Reading for meaning: An integrated approach to language learning. Prentice Hall
Tang, Lixing. (1989). Comprehension of English expository prose and reading strategies of Chinese EFL readers. Ph. D. Dissertation. New York University
Tseng, Jun-jie. (1998). Comparisons of paper and multimedia readings: EFL students’ comprehension and strategies, The proceedings of the seventh international symposium on English teaching
Urquhart, Sandy & Weir, Cyril. (1998). Reading in a second language: process, product and practice. Longman
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. London: Harvard University Press
Vygotsky, L. S. (1986). Thought and language. Mass.: MIT Press
Warschauer, Mark. (1996). Computer-assisted language learning, multimedia language teaching, 3-18. Hong Kong: Logos International
Wilson, Ian E. (2000). Information, knowledge, and the role of archives, Canadian Journal of Information and library Science, 25, 19-34
Wozniak, P. A. (1997). Knowledge structuring and representation in learning based on active recall, http://www.supermemo.com/english/ol/ks.htm
Yakimovicz, Ann D. & Murphy, Karen L. (1995). Constructivism and collaboration on the internet: Case study of a graduate class experiences, Computers Education, 24, 203-209
Zamel, Vivian. (1992). Writing one’s way into reading, TESOL Quarterly, 26, 463-485
Chinese Part
Yang, Yi-li (楊懿麗),(1991),從閱讀的認知歷程來看文法的應用,英語教學,第16卷,第1 期,頁41-57
Wei, Ching-lung (韋金龍),(1991),超媒體的理論基礎,視聽教育雙月刊,第33卷,第1期,頁38-41
Chi, Feng-ming (紀鳳鳴),(1995),探討並比較四位高中生的英文閱讀理念及其閱讀過程,人文及社會科學教學通訊雙月刊,第6卷,第4期,頁81-95
Chang, Chun-shing & Lin, Ching-shan (張春興、林清山),(1997),教育心理學 (22版),臺北市:臺灣東華
Lin, Ching-shan (林清山),(1997),教育心理學─認知取向 (3版),臺北市:遠流
Chen, Hsien-chung (陳獻忠),(1997),網路英文與英文閱讀教學,第五屆英語文教學研究與電腦資訊研討會
Li, Chin-lian (李金連),(1999),建構知識型態對學習成就之影響分析,博士論文,國立台灣師範大學科學教育研究所
Chang, Shih-chung (張世忠),(2000),建構教學 : 理論與應用,臺北市:五南
Chuang, Liang-pou (莊良寶),(2000),知識圖學習活動設計對網路化學習的影響,碩士論文,國立台灣師範大學資訊教育研究所
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top