臺灣博碩士論文加值系統

本研究旨於探討英語閱讀課程計劃之實施對於國小學生閱讀動機與閱讀行為之影響。本研究之英語閱讀課程計劃包含「英語圖書分級」、自製「我們愛閱讀」的電視教學節目、舉辦「看書、集點、拿大獎」和「利用CD自學」的閱讀活動，以及播報「看書集點排行榜」。本研究的對象為台中縣某國小三年級到六年級的學生，共332名。研究者觀察與紀錄其中103名學生在英語圖書室的閱讀行為，並隨機抽訪其中30名學生以探究其閱讀的動機。另外，研究者調查其他229名學生，以探究其無法到英語圖書室之因由。本研究之結果顯示此英語閱讀課程計劃之實施對國小學生閱讀動機與閱讀行為有正面的效益。尤其，研究發現學生閱讀之外在動機相當明顯，而激發學生外在閱讀動機的因素取決於閱讀集點之「獎勵」策略與閱讀表現之「認同」。反之，學生閱讀之內在動機並未被明顯地激發出，但是影響學生內在動機之因素，日漸明顯。例如：藉由大量閱讀簡易英文讀本，因之建立學生對自我英文閱讀能力之信心。此外，學生的閱讀行為與閱讀動機關係密切。伴隨學生閱讀動機之顯現，學生的閱讀行為亦逐漸養成中。研究結果發現多數學生對於文本的基本認知表現良好，然而對於閱讀策略的使用與獨立閱讀思考行為的表現尚待時日之訓練與培養。最後，根據本研究之發現與結論，提出對英語教師、英語教學相關單位與未來研究之建議。

This study aims to investigate how an English Reading Program implemented through an English Mini-Library influences students’ reading motivation and reading behaviors in an elementary school in Taichung County. The English Reading Program consists of “Book Leveling”, the “We Love Reading” TV Program, “Read, Collect Points and Earn Rewards”, “Self-Learning with CDs” and “Reading Billboard”. Participants are 332 students. Among these students, 103 students are observed and 229 students are surveyed. In addition, 30 of the 103 students are randomly selected for interviews. The results indicate that the English Reading Program have positively influenced students’ reading motivation and reading behaviors. The findings of this study show students’ extrinsic reading motivation is revealed and clear. The determinants are “Reward” and “Recognition”. Students’ intrinsic reading motivation is not as obvious, but is progressing. Students show their enjoyment in doing many easy readings and a high awareness of the importance of English reading. In terms of reading behaviors, most students know the concept of print and a few students are gradually developing as a strategic and independent reader accompanied with the existence of reading motivation. According to the findings of this study, the researcher provids some suggestions for future research, English teachers and policymakers.

Acknowledgements..................................................................................................i
Abstract (English)........................................................................................................ii
Abstract (Chinese) .......................................................................................................iii
Table of Contents..........................................................................................................iv
List of Tables.................................................................................................................x
List of Figures...............................................................................................................xi
CHAPTER ONE INTRODUCTION..........................................................................1
I. Background and Motivation of the Study........................................................1
II. Purpose and Research Questions.....................................................................6
III. Significance of the Study.................................................................................7
IV. Definition........................................................................................................8
CHAPTER TWO LITERATURE REVIEW.............................................................10
I. Reading..........................................................................................................10
A. Reading Process.........................................................................................12
B. Four Roles of a Reader...............................................................................16
II. Motivation....................................................................................................22
A. Definition...................................................................................................22
B. Intrinsic and Extrinsic Motivation toward Reading...................................24
1. Intrinsic Motivational Factors..............................................................24
2. Extrinsic Motivational Factors.............................................................28
III. Engagement Perspective on Reading............................................................32
IV. Components of Effective Reading Programs................................................34
A. A Print Rich Environment..........................................................................35
B. Reading Strategies Instruction....................................................................37
C. Teacher Demonstration...............................................................................40
D. Vicarious Learning.....................................................................................42
E. Guided Reading.........................................................................................43
1. Reading Aloud.....................................................................................44
2. Shared Reading....................................................................................45
3. Guided Reading....................................................................................46
4. Independent Reading............................................................................46
V. Reading Development...................................................................................49
A. The Stages of Reading................................................................................49
B. Early Reading Behaviors............................................................................53
CHAPTER THREE METHODOLOGY...................................................................56
I. Setting...............................................................................................................56
A. School........................................................................................................56
B. English Curriculum....................................................................................58
II. English Learning Environment.....................................................................59
A. An English Classroom and a Language Lab..............................................60
B. An English Mini-Library (EML)................................................................60
III. Participants....................................................................................................63
IV. An English Reading Program Implemented through the English Mini-Library..................................................................................................64
A. Before Reading...........................................................................................66
1. Book Leveling......................................................................................66
2. “We Love Reading” TV Program.........................................................68
B. During Reading..........................................................................................72
1. Read, Collect Points and Earn Rewards..............................................72
2. Self-Learning with CDs.......................................................................73
C. After Reading (Reading Billboard)............................................................74
D. The Schedule of the English Reading Program..........................................74
V. Data Collection..............................................................................................75
A. Student Interviews......................................................................................76
B. Student Surveys..........................................................................................77
C. Observations...............................................................................................78
CHAPTER FOUR RESULTS AND DISCUSSION.................................................80
I. Results...........................................................................................................80
A. Reading Motivation....................................................................................81
1. Intrinsic Motivation..............................................................................81
a. Involvement....................................................................................81
b. Social..............................................................................................85
c. Importance......................................................................................86
d. Efficacy...........................................................................................89
2. Extrinsic Motivation.............................................................................91
a. Reward...........................................................................................92
b. Recognition....................................................................................94
c. Competition....................................................................................95
3. Reasons for student not Going to the English Mini-Library................98
B. Reading Behaviors...................................................................................100
1. Reading Behaviors Indicating Attention to Features of Print............102
2. Reading Behaviors Indicating Strategic Thinking.............................102
3. Reading Behaviors Indicating Independence.....................................104
II. Discussion..................................................................................................105
A. Intrinsic Motivation and Reading Behaviors............................................107
B. Extrinsic Motivation and Reading Behaviors...........................................112
CHAPTER FIVE CONCLUSIONS........................................................................117
I. Findings.......................................................................................................117
II. Implications.................................................................................................119
III. Limitations and Suggestions.......................................................................122
IV. Reflections...................................................................................................124
References..................................................................................................................126
Appendices
Appendix 1 Key features of reading process..................................................135
Appendix 2 A researvation form for using the English Mini-Library...............................................................................136
Appendix 3 A confirmation form...................................................................138
Appendix 4 Key features at Emergent Reading Levels 1 to 3.......................139
Appendix 5 Reading Log...............................................................................141
Appendix 6 Make a Web................................................................................143
Appendix 7 Sequence.....................................................................................145
Appendix 8 Copy Writing..............................................................................147
Appendix 9 Topic Learning............................................................................149
Appendix 10 Interview Guidelines.................................................................151
Appendix 11 An example of observations’ checklist.....................................156
Appendix 12 The result of students’ self-assessment of their reading level as compared with their instructional level.....................................157

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