臺灣博碩士論文加值系統

本研究旨在探討廣泛英語閱讀對於台灣國中生英語能力和閱讀態度上的影響及學生們對其之回饋。研究時間為一學期的四個月。參與本研究的學生為七十三位就讀新竹市某市立國中二年級的兩班學生。兩班各分為實驗組和對照組。實驗組每週利用一堂英文課及二天的早自修時間進行廣泛英語閱讀活動，而對照組則維持原來的上課方式，在相同時間進行單元課程統整活動及書面練習。兩組學生於實驗前後分別接受語言測驗並填寫一份探討英語閱讀態度的問卷以作為前後測的成績。在實驗結束時，實驗組全部學生再填寫一份回饋問卷，之後並隨機挑選十位同學進行深度訪談。
研究結果顯示：實驗組和對照組在英語能力的進步方面並無顯著差異，然而在整體態度的改變上，二組呈現顯著差異。具體地說，本實驗結果指出實驗組和對照組在五方面的態度上有明顯的差異。第一，普遍而言，實驗組在英語閱讀書籍中汲取樂趣的表現上比控制組進步的多；第二， 實驗組相信閱讀課外英語書籍能激發學習動機的信念進步更大；第三，實驗組對於學校實施廣泛英語閱讀的可行性信念更增強許多；第四，實驗組對廣泛英語閱讀的重要性有更高的評價；第五， 實驗組的自主性閱讀課外英語書籍也提高更多。未來即使沒有師長的督促，學生仍會嚐試去閱讀課外英語書籍。又，回饋問卷顯示有百分之八十六的學生表達喜歡本實驗課程。雖然，在廣泛英語閱讀過程中會遭遇到字彙量缺乏、專有名詞及文化背景差異等困難，但學生們在獨立閱讀的時候，並不會依賴字典，反而學會由封面、標題、插圖及上下文來推測文句及故事內容，甚至主動請教同儕、老師或暫時忽略, 並持續閱讀以期在後文發現解答。概括而言，本研究顯示國中學生對廣泛英語閱讀活動表示喜歡，而且期望能將其納入學校正式課程的學習。

The purpose of this study was to investigate the effects of extensive reading on EFL junior high students’ language proficiency and attitudes toward reading in English and their reaction to an extensive reading program over a 20-week period. Participants included 73 eighth-grade students in a junior high school in Hsinchu City. They were divided into two groups: the experimental group (EG) and the control group (CG). The former group spent one hour of class period and two half hours of morning session doing extensive reading every week, while the latter group continued doing review exercises and practice regarding the target lesson in the textbook. All the participants took a language proficiency test before and after the program. They also responded to pre and post Attitude Questionnaires. A Reaction Questionnaire was given to students from the experimental group only and later ten students were interviewed at random when the extensive reading program approached its end. Data were collected from multiple sources, including outcomes of language proficiency tests, questionnaires and in-depth interviews.
The results of this study showed that students from the experimental group were not significantly different from the control group in their improvement in language proficiency. However, significant difference was found in the overall attitude change between the two groups. Specifically, this study showed the significant differences in inter-group gains after treatment in the following attitudes. First, on average, EG had a greater gain than CG in having pleasure from reading English books. Second, EG gained more in the belief that reading non-textbooks could motivate English learning. Third, EG increased more belief in the feasibility of extensive reading programs at high school. Fourth, EG had a higher gain in the rating of importance of extensive reading. Last but not least, EG gained a higher degree of readiness to read non-textbooks independently. In addition, the Reaction Questionnaire showed that 86 percent of students liked the extensive reading program. The major problems faced by the students during the extensive reading process centered on limited vocabulary, foreign terms and different cultures. However, they finally came up with different strategies to get the meaning in independent reading. Commonly used strategies included guessing based on the book cover, illustration or the context, asking help from peers or teachers, and sometimes temporary negligence for later discovery. In general, most students from the experimental group concurred that they liked the extensive reading activity and favorably expected it to be implemented to the school syllabus.

ACKNOWLEDGEMENTS II
ABSTRACT IV
LIST OF TABLES X
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 4
Definition of Terms 4
Significance of the Study 6
Organization of the Thesis 7
CHAPTER TWO LITERATURE REVIEW 8
Reading Models 8
Bottom-up Models of Reading Process 9
Top-down Models of Reading process 11
Interactive Models of Reading Process 12
Reading Pedagogy 15
Attitudes 17
Attitudes toward Reading 17
Extensive Reading and Attitude 18
Overview of Extensive Reading 20
The Theory Behind Extensive Reading 20
Input Hypothesis and Automaticity Training 20
Affective Filter Hypothesis and Pleasure Hypothesis 22
Extensive Reading Material－Graded Readers 23
Reasons for Using Graded Readers in ER Programs 24
Selecting Books for Readers 25
An Extensive Reading Approach 26
Characteristics of Successful ER Programs 26
Benefits of ER－Evidence from Relevant Studies 27
Summary of Literature Review 30
CHAPTER THREE METHODOLOGY 31
Participants 32
Instruments 33
Language Proficiency Tests 　　34
Attitude Questionnaires 　36
Reaction Questionnaire 38
Interview　　39
Design 40
Treatment Procedure　　41
Extensive Reading Hours 41
Class Library 42
Classroom Procedure　　44
Data Collection Procedure　52
Data Analysis 52
Summary of the Method 53
CHAPTER FOUR RESULTS AND DISCUSSION 54
Results 54
Participants’ Language Proficiency 54
Results of Language Proficiency Tests 55
Results of Interview 56
Attitudes toward Reading in English 58
Results of Attitude Questionnaires 58
Results of Interview 62
Reaction to the ER Program 　63
Results of Reaction Questionnaire 63
Responses to the ER Activity 64
Difficulties in the ER Process 65
Perception toward Future Implementation in the Classroom 68
Results of Interview 68
Responses to the ER Activity 68
Difficulties in the ER Process 69
Perception toward Future Implementation in the Classroom 70
Discussion 70
Effect on Language Proficiency 71
Impact on Attitudes toward Reading in English 72
Reaction to the ER Program 73
Responses to the ER Activity 74
Difficulties in the ER Process 75
Perception of Incorporating ER into School System 76
Summary of the Results and Discussion 77
CHAPTER FIVE CONCLUSIONS　78
Summary of Findings 78
Pedagogical Implications 80
Limitations of the Study 83
Suggestions for Future Research 84
REFERENCES 86
APPENDIXES 95
Appendix A Language Proficiency Test (Version A) 95
Appendix B Language Proficiency Test (Version A) 99
Appendix C Attitude Questionnaire (English) 103
Appendix D Attitude Questionnaire (Chinese) 104
Appendix E Reaction Questionnaire (English) 106
Appendix F Reaction Questionnaire (Chinese) 107
Appendix G Interview Questions (English). .. 109
Appendix H Interview Questions (Chinese). .. 110
Appendix I The Library Index Card 111
Appendix J Instant Reader Report 112
Appendix K Personal Tracking Chart 113
Appendix L Handout for ER Program 114
Appendix M Lesson Plan for Demonstration Session 115
Appendix N Lesson Plan for Weekly ER Session 116

LIST OF TABLES

Table 1 Style Level Description 35
Table 2 Language Proficiency Test Distributing for Pre-
post 36
Table 3 Research Design 40
Table 4 Weekly Course Schedule for Each Group 42
Table 5 Treatment Procedure for the Experimental Group 45
Table 6 A Sample Lesson Syllabus for EG and CG Contrast 51
Table 7 Mean Comparison on Language Proficiency Test
between Two Groups 55
Table 8 Mean Comparison on Attitude Questionnaire between
Two Groups 59
Table 9 Outcomes of ER Group’s Responses to Item 1 64
Table 10 Outcomes of ER Group’s Responses to Item 2 65
Table 11 Difficulties in Extensive Reading Process
Reported by ER Group 66
Table 12 Participants’ Tips for Dealing with
Difficulties 67

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