臺灣博碩士論文加值系統

本文探討台灣高中生在英文閱讀時，使用兩人一組「有聲思考法」的功效。「有聲思考法」是指將原本內在的思考活動內容，口述表達。本研究當中，「有聲思考法」被用來做為一種增進英文閱讀能力的方法。本研究包括一班42位高一女生，依英文程度分高、中、低三組。每二位學生為一組。在經過「有聲思考法」的訓練之後，每組學生共同使用「有聲思考法」閱讀六篇文章。並且在閱讀這六篇文章之前、之後，參與學生都分別參加英文閱讀測驗前測及後測，以及「後設認知」的問卷和填寫與兩人一組「有聲思考法」有關的問卷。
本研究結果顯示：(一)所有參與學生的英文閱讀測驗前、後測有顯著差異。亦即，兩人一組「有聲思考法」，能增進學生的英文閱讀能力，並且低程度學生進步較高程度學生為多。(二)後設認知方面，在兩個項目上有顯著差異。學生們表示在讀英文文章時，為了使閱讀更有效率，他們會設法找出文章的大意，並且也會從文中猜意義。(三)而從反應的問卷上，大部分學生認為兩人一組「有聲思考法」對他們的英文閱讀能力有幫助，並且建議將這個活動納入英文的課內活動中。有鑑於此，本研究建議高中英文教師可以試著使用兩人一組「有聲思考法」來增進學生的英文閱讀能力，此方法特別適用於幫助英文程度較差的學生，提高閱讀能力。

This thesis explores EFL reading behaviors of senior high school students in Taiwan. Think-aloud technique, a specific type of verbal report, was used to see how it affected L2 reading comprehension and metacognitive awareness. Three different EFL language proficiency groups of 42 female senior high school students were paired up to do pair think-alouds. After training, which consisted of modeling and practicing, the reading pairs were asked to use the think-aloud technique to read six articles together. Pre-tests and post-tests were taken by all participants. Moreover, a metacognitve questionnaire was also administered before and after the pair think-aloud procedures to tap the change in participants’ metacognitive awareness before and after the intervention of the pair think-aloud procedures. Statistical analyses were performed on pre-test and post-test scores of all participants. A comparison was made between high-proficiency group and low-proficiency group. At last, participants’ response questionnaires were also analyzed.
Significant differences were found between all participants’ and low-proficiency group’s pre-test and post-test scores. It was found that the pair think-aloud procedures could benefit all participants’ L2 reading comprehension ability and it facilitated low-proficiency group more than high-proficiency group. For all participants’ metacognitive awareness, significant differences were found. From the response questionnaire, it was found that the majority of the participants thought this activity was helpful to their L2 reading and would suggest including this activity in their English classes.
Although certain disadvantages were found in using the pair think-aloud procedures in L2 reading, it still could improve the reading comprehension of all participants. Therefore, pair think-aloud was suggested as a viable approach to enhance Taiwanese EFL senior high school students’ reading. Moreover, the fact that low-proficiency group benefited more from this activity indicated that pair think-aloud can be used to help learners who need remedial instruction in reading.

Acknowledgements i
English Abstract ii
Chinese Abstract iv
Table of Contents v
List of Tables vii
Chapter One Introduction
1.1 Background and motivation 1
1.2 Purpose and research questions of the study 3
1.3 Definition of terms 4
1.4 Significance of the study 5
1.5 Overview of this study 5
Chapter Two Literature Review
2.1 Metacognition and reading 6
2.2 Ways to tap metacognition 13
2.2.1 Metacognitive questionnaire 14
2.2.2 Think-aloud 14
2.3 Pair think-aloud 27
2.4 Cooperative learning 29
2.5 Summary of the reviewed literature 33
2.6 Background of the recent research 33
Chapter Three Method
3.1 Participants 35
3.2 Instruments 36
3.3 Data-collecting procedures 40
3.4 Data analysis 43
Chapter Four Results and Discussion
4.1 Results 44
4.1.1 Comparison of participants’ reading comprehension between pre-tests and post-tests 44
4.1.2 Comparison of participants’ metacognitive awareness before and after the pair think-aloud procedures 45
4.1.3 Protocols of Group One’s pair-think aloud procedures 48
4.1.4 Results of participants’ response questionnaires 54
4.1.5 The interview with Group One reading pair after the pair think-aloud procedures 58
4.2 Discussion 59
4.2.1 Discussion of participants’ reading comprehension between pre-tests and post-tests 59
4.2.2 Discussion of participants’ metacognitive awareness before and after the pair think-aloud procedures 60
4.2.3 Discussion of the pair think-aloud procedures of Group One 63
4.2.4 Discussion of the results of participants’ response questionnaire and interview 66
Chapter Five Conclusion
5.1 Summary of findings 70
5.2 Pedagogical implications 72
5.3 The limitations of this study 72
5.4 Suggestions for future study 73
References 74
Appendix 79

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