臺灣博碩士論文加值系統

本論文旨在探討讀本語言複雜性及文化背景對台灣大學生英文閱讀理解的影響。就讀本語言困難度而言，本論文探討其對於大學生的閱讀理解及讀本熟悉程度的影響。就讀本文化背景而言，本論文探討其是否影響學生的閱讀理解及對文章困難程度的感受。此外，針對文化推論(cultural inferences)現象、讀本選擇議題以及受測者對本活動的回饋，本論文也做了相關的探討。
本研究的實驗對象為南台灣某國立大學七十九位國文系大ㄧ新生。按照受試者就讀班級，研究人員將其分成原文組及簡化組。原文組首先閱讀英文原文版美國故事、完成閱讀測驗及故事回想(recall protocol)。接下來，他們閱讀英文原文版中國故事、完成閱讀測驗、故事回想及問卷一份。簡化組則先閱讀英文簡化版美國故事、完成閱讀測驗及故事回想。接下來，閱讀英文簡化版中國故事、完成閱讀測驗、故事回想及問卷一份。最後，研究者將以上資料做質性與量化分析。
本論文主要發現摘要如下：
一、讀本語言複雜度對學生的閱讀理解及讀本熟悉程度有顯著的影響。使用簡化讀本有助於學生閱讀理解及增加其對讀本的熟悉程度。
二、讀本文化背景對於學生的閱讀理解及讀本困難程度的感受有顯著的
影響。使用學生熟悉其文化背景的文章，將有助於他們的閱讀理解及減低其對讀本困難程度的感覺。
三、學生回想故事時，會增加故事所沒有的內容，抑或變化故事內容。這些現象可以歸因於學生利用本國及外國文化基模來解讀讀本的關係。
四、學生喜愛英文版的中國故事，且認為閱讀外國故事能促進跨國文化了
解。他們並在此次活動中，瞭解文化知識及文化教學對閱讀的重要性。
根據以上研究結果，研究者提供以下對英語教學建議：
一、英語教師可選擇簡化或是學生熟悉主題的讀本，來減低中低成就學生的英文閱讀壓力，並提升他們的英文閱讀興趣。
二、英語教師可選擇外國文化背景為主的英文讀本，以促進學生跨國文化瞭解，或者選擇本國文化背景為主的英文讀本，以增加學生的閱讀興趣。
三、除了單字及文法之外，英語教師應在文前導讀時，喚起學生與讀本相關的文化背景知識或進行文化教導，以促進學生的閱讀理解。
四、英語教師在選擇閱讀測驗文章時，不應選擇學生太熟悉主題或需太多專業知識的文章，所得成績方能測得學生真正的英文程度。

This study investigated the effect of language complexity and cultural background of the reading selections on the reading comprehension of EFL university students in Taiwan. With regard to language complexity, this study probed into this effect on the subjects’ English reading comprehension and perception of text familiarity. From the perspective of cultural background of the reading selections, this study tapped this effect on the reading comprehension and perception of text difficulty of the subjects. Furthermore, the issues on cultural inferences, reading selections for language teaching and the subjects’ attitudes to the reading program were scrutinized.
The subjects of the study were 79 Chinese majors in their first year at one national university in southern Taiwan. Based on the class they were in, the subjects were divided into the original group and the simplified group. Original Group had to read one American story in original English, completed a reading comprehension test, and recalled the story. Then they continued reading one Chinese story in original English, completing a reading comprehension test, recall protocol, and a questionnaire. As for Simplified Group, they followed the same instructional procedure despite that they first read the same American story in simplified English and latter the same Chinese story in simplified English. Finally, the colleted data were qualitatively and quantitatively analyzed. Based on the data analysis, the findings of the study are summarized as follows:
1. The effect of language complexity of the reading selections had great influence on the subjects’ reading comprehension and perception of text familiarity. The use of simplified texts facilitated the reading comprehension of the subjects and increased their perception of text familiarity.
2. The effect of cultural background of the reading selections significantly affected the subjects’ reading comprehension and perception of text familiarity. The use of cultural familiar texts enhanced the students’ reading comprehension and decreased their perception of text difficulty.
3. Cases of elaboration and distortions in the subjects’ recall protocols were traceable to cultural inferences either from their native culture or foreign culture.
4. The subjects showed favor to the Chinese story in English version and assumed that reading foreign stories promoted cross-cultural understanding. Besides, this reading program drew the subjects’ attention to the effect of cultural schemata and the importance of cultural instruction.
Following the research findings, some pedagogical implications were provided for English teachers.
1. English teachers can choose simplified or culturally familiar texts to decrease low- and intermediate-proficiency students’ reading anxiety and to help them gain confidence in reading process.
2. English teachers can choose reading materials from foreign cultures to promote the cross-cultural understanding of the Chinese students. They can also select the Chinese stories in English version to develop students’ reading interests.
3. Aside from vocabulary and grammar, English teachers should activate related cultural knowledge and conduct cultural instruction as pre-reading activities to enhance the students’ reading comprehension.
4. For the evaluation purpose, teachers should choose neutral texts whose topics are not too familiar to testees and whose full reconstruction does not require too much technical knowledge. By doing so, teachers get to know the real language proficiency of testees.

CHAPTER ONE INTRODUCTION
CHAPTER TWO LITERATURE REVIEW
Models of Reading Comprehension 12
Bottom-up Processing Models 13
Top-down Processing Models 14
Interactive Processing Models 17
Linguistic-Theoretic Perspective on Reading Comprehension 19
The Short Circuit or Threshold Hypothesis 20
Text Difficulty and Reading Comprehension 22
Schema-Theoretic Perspective on Reading Comprehension 26
Schema Theory 27
Types of Schemata 28
Effects of Schemata on Reading Comprehension 31
Selections of Reading Materials 33
Readability and Reading Materials 33
Simplified Reading Materials 35
Cultural Schemata and Reading Selections 37
CHAPTER THREE METHODOLOGY
Subjects 41
Instruments 41
Study Procedures 47
Data Analysis 50
CHAPTER FOUR RESULTS AND DISCUSSIONS
Effects of Language Complexity of Texts on Reading Comprehension 51
Effects of Cultural Background of Texts on Reading Comprehension 55
Use of Cultural Inferences in Recall of Texts 64
Subjects’ Attitudes to the Reading Selections and the Reading Program 70
CHAPTER FIVE CONCLUSIONS
Conclusions 76
Implications 78
Suggestions 79
REFERENCES 81
APPENDIX 95

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