臺灣博碩士論文加值系統

過去數十年來，英文課堂教學鼓勵運用美國路意斯•羅森布萊特的「相互作用理論」與日俱增。此理論主張重新認識在語言教室中的文學與美感經驗閱讀。在台灣，傳統的文法翻譯教學法（亦即以教師為中心或文本為中心的教學法）仍然廣泛應用於大部分的大學英文閱讀教學中。而許多本國外語老師或外語研究學者仍然對「相互作用理論」相當陌生。
本實驗研究採用「相互作用理論」教授文學作品，並比較相互作用讀者反應教學法與傳統的文法翻譯教學法在外文閱讀的教學效益。研究對象是本論文研究者以文學為主的「英文閱讀」課程的學生，分佈於台灣南部兩所科技大學與技術學院的日、夜間部的四個班級。研究組別採交互分布設計。實驗組共計71位學生，控制組有66位學生。測驗工具包括教材、測驗與問卷的前測與後測，期中考試、引導式閱讀日記以及半結構式訪談。教材為以「愛」為主題的文學作品。前測與後測採用本研究者自編的「英文閱讀成就測驗」與「態度問卷」。統計方式主要以「共變數分析」剖析實驗組及控制組之間的差異。另外以「皮爾遜相關係數」分析成就測驗後測各分項與態度問卷各分項之間的相關性。除此之外，也分析引導式閱讀日記與半結構式訪談，以瞭解學生建構意義的過程。
研究結果顯示，在英文閱讀能力方面，實驗組比控制組表現優異，而此表現和字彙及克漏字有正相關。在學生的態度方面，實驗組在對文學以及相互作用讀者反應教學上，表現比控制組優異，有顯著差異。然而，就其對英文的態度，實驗組與控制組並無顯著差異。就日記評量方面，記錄顯示學生所採五種主要反應方式為：探究背景知識、正確詮釋、角色介入，情節介入和文學批評。
總之，本研究顯示：將「相互作用理論」與英語閱讀教學相互結合，確實可以提供閱讀文學作品的大學生一個舒適、受尊重以及有效的英語閱讀學習環境。

During the last decades, the English classroom instruction evolutionarily encouraged the application of Louise Rosenblatt’s Transactional Theory, which advocated the re-recognition of literature as well as aesthetic reading in the language classrooms. In Taiwan, the traditional grammar-translation approach, the teacher and/or text-centered instruction, is still popularly employed in most of the universities, while Transactional Theory is still unknown to many EFL teachers and researchers.
The purpose of this experimental study was to employ Transactional Theory to teach literary works and to compare the teaching efficiency of the transactional reader-response approach with that of the traditional grammar-translation approach used in the EFL reading classrooms. The subjects were students in the researcher’s four literature-based reading classes, two classes at one technological college and two at the other technological university, in southern Taiwan. The intersection disposition was designed. The experimental group comprised 71 students and the control group, 66 students. Materials in this study included teaching materials, two pretests, two posttests and mid-term examination, guided reading journals and semi-structured interview. Teaching materials were eight literary works on love—one poem, one play and six short stories. Two sets of tests were developed: the English Reading Achievement Test and the Attitude Questionnaire. The collected data were analyzed by using ANCOVA (analysis of covariance). In addition, Pearson correlation was conducted to measure relationships between variables. Qualitative tools such as guided reading journals and semi-structured interviews were used to explore students’ meaning-making processes.
In terms of English reading ability, the results showed that students in the experimental group which interact the transactional approach to EFL reading instruction performed better on English Reading Achievement Test than those subjects taught with the traditional approach. The transactional approach to literature instruction changed the students’ attitudes in the experimental group toward literature and the transactional reader-response approach. However, their attitudes toward English did not change. From the guided reading journals entries in the experimental group, five major response patterns were categorized: schema inquiry, correct interpretation, character involvement, plot involvement, and literary criticism.
In conclusion, the study demonstrates that incorporating Transactional Theory into reading classrooms provides a comfortable, respectful and effective environment for college students in terms of their reading English literary works.

TABLE OF CONTENTS

CHINESE ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
ENGLISH ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

CHAPTER I INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Research Questions and Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Organization of the Dissertation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
CHAPTER II REVIEW OF THE LITERATURE . . . . . . . . . . . . . . . . . . . . . . . 20
Significant of Louise Rosenblatt’s Transactional Theory . . . . . . .. . . . . . . . . . . 20
Rosenblatt’s Transactional Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Related Studies of the Application of Transactional Theory . . . . . . . . . . . . . . . 50
CHAPTER III RESEARCH METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . 59
Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
CHAPTER IV RESULTS & DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
The English Reading Achievement Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
The Attitude Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
The Correlation between Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Guided Reading Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
CHAPTER V CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Summary of the Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Limitations and Future Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Implications for EFL Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173



LIST OF FIGURES

Figure 2.1 The Efferent/Aesthetic Continuum . . . . . . . . . . . . . . . . . . . . . . . 36
Figure 3.1 The Study Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93



LIST OF TABLES

Table 3.1 The Subjects and Treatments of the Two Groups . . . . . . . . . . . . . . 60
Table 3.2 The Basic Information about the Subjects . . . . . . . . . . . . . . . . . . . . 62
Table 3.3 The Basic Information about Teaching Materials . . . . . . . . . . . . . . 63
Table 3.4 Synthesis Judgment Item Analysis on the English Reading Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
Table 3.5 Two-Way Specification Table of the English Reading
Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
Table 3.6 Reliability Analysis of the English Reading Achievement
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
Table 3.7 Survey of Attitude Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Table 3.8 Teaching Approaches and Assessments for the Experimental Group and the Control Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
81
Table 4.1 Mean and Standard Deviation for the Total Scores of the
English Reading Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . .
97
Table 4.2 Pretest as Covariance of Homogeneity within Regression
Test for the Total Scores of the English Reading
Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

97
Table 4.3 Mean and Standard Deviation for the Scores of the English
Reading Achievement Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
98
Table 4.4 Homogeneity within Regression Test for the Scores of the
English Reading Achievement Test, Entrance Exam and
Mid-term Exam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

98
Table 4.5 Analysis of Covariance for the Scores of the English Reading
Achievement Test, Entrance Exam and Mid-term Exam . . . . . . . .
98
Table 4.6 Mean and Standard Deviation for the Pretest Scores of the
ERAT, Entrance Exam and the Posttest Scores of the ERAT . . . . .
99
Table 4.7 Homogeneity within Regression Test for the Pretest Scores of
the ERAT and the Posttest Scores of the ERAT . . . . . . . . . . . . . . .
99
Table 4.8 Analysis of Covariance for the Pretest Scores of the ERAT, Entrance Exam and the Posttest Scores of the ERAT . . . . . . . . . . .
100
Table 4.9 ANCOVA Summary of the English Reading Achievement Test in the Experimental Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
101
Table 4.10 Mean and Standard Deviation for the Total Scores of the
Attitude Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
102
Table 4.11 Homogeneity within Regression Test for the Total Scores of
Attitude Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
102
Table 4.12 Analysis of Covariance for the Total Scores of the Attitude Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
103
Table 4.13 Mean and Standard Deviation for the Pretest and the Posttest Scores of Students’ Attitude Toward English . . . . . . . . . . . . . . . . . .
104
Table 4.14 Homogeneity within Regression Test for the Pretest and the
Posttest Scores of Students’ Attitude Toward English . . . . . . . . . . .
104
Table 4.15 Analysis of Covariance for the Pretest and the Posttest
Scores of Students’ Attitude Toward English . . . . . . . . . . . . . . . . . .
104
Table 4.16 Mean and Standard Deviation for the Pretest and the Posttest Scores of Students’ Attitude Toward Literature . . . . . . . . . . . . . . . .
105
Table 4.17 Homogeneity within Regression Test for the Pretest and the Posttest Scores of Students’ Attitude Toward Literature . . . . . . . . .
106
Table 4.18 Analysis of Covariance for the Pretest and the Posttest
Scores of Students’ Attitude Toward Literature . . . . . . . . . . . . . . . .
106
Table 4.19 Mean and Standard Deviation for the Pretest and the Posttest
Scores of the Transactional Reader-Response Approach . . . . . . . .
107
Table 4.20 Homogeneity within Regression Test for the Pretest and the
Posttest Scores of the Transactional Reader-Response Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

107
Table 4.21 Analysis of Covariance for the Pretest and the Posttest
Scores of the Transactional Reader-Response Approach . . . . . . . .
108
Table 4.22 ANCOVA Summary of the Attitude Questionnaire in the Experimental Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
109
Table 4.23 Pearson Correlation between the Posttests of the ERAT and the AQ in the EG: Methods vs. Attitudes . . . . . . . . . . . . . . . . . . . . . . .
110
Table 4.24 Pearson Correlation between the Posttests of the ERAT and the AQ in the CG: Methods vs. Attitudes . . . . . . . . . . . . . . . . . . . . . . .
111
Table 4.25 Pearson Correlation between the Posttests of the ERAT and the AQ in the EG: Stances vs. Attitudes . . . . . . . . . . . . . . . . . . . . . . . .
112
Table 4.26 Pearson Correlation between the Posttests of the ERAT and the AQ in the CG: Stances vs. Attitudes . . . . . . . . . . . . . . . . . . . . . . . .
113
Table 4.27 A Comparison of the Ranks between the Length of Teaching Materials and Students’ Preferences . . . . . . . . . . . . . . . . . . . . . . . .
128


LIST OF APPENDICES

Appendix 1 Patterns of Reading Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Appendix 2a The English Reading Achievement Test (draft) . . . . . . . . . . . . . . . . 174
Appendix 2b The English Reading Achievement Test . . . . . . . . . . . . . . . . . . . . . . 180
Appendix 3a The Background Information – Chinese version . . . . . . . . . . . . . . . 186
Appendix 3b The Background Information – English version . . . . . . . . . . . . . . . . 188
Appendix 3c The Attitude Questionnaire (draft) – Chinese version . . . . . . . . . . . 190
Appendix 3d The Attitude Questionnaire (draft) – English version . . . . . . . . . . . . 194
Appendix 3e The Attitude Questionnaire (pretest & posttest) – Chinese version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
199
Appendix 3f The Attitude Questionnaire (pretest & posttest) – English version . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
201
Appendix 4a Mid-term Examination – the control group . . . . . . . . . . . . . . . . . . . . 203
Appendix 4b Mid-term Examination – the experimental group . . . . . . . . . . . . . . . 208
Appendix 5 Student Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Appendix 6 Reading Syllabus for Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Appendix 7 Guidelines for Reading Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Appendix 8 Quiz 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Appendix 9 Quiz 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

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