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研究生:林宛瑩
研究生(外文):Wan-Yin Lin
論文名稱:探討台灣西語學習者閱讀後設認知行為:以靜宜大學西班牙語文學系學生的閱讀策略使用為例
論文名稱(外文):Investigating Taiwanese Spanish Learners'' Metacognitive Awareness in Reading: A Case Study of Spanish Students at Providence University in Taiwan
指導教授:呂羅雪呂羅雪引用關係
指導教授(外文):Lu Lo Hsueh
學位類別:碩士
校院名稱:靜宜大學
系所名稱:西班牙語文學系研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2005/08/
畢業學年度:94
語文別:中文
論文頁數:146
中文關鍵詞:西班牙語閱讀閱讀策略後設認知
外文關鍵詞:spanish readingreading strategymetacognition
相關次數:
  • 被引用被引用:6
  • 點閱點閱:822
  • 評分評分:
  • 下載下載:93
  • 收藏至我的研究室書目清單書目收藏:15
摘 要

本研究旨在瞭解台灣西語學習者閱讀策略使用情形,藉由探討不同學習年數以及高低閱讀能力之西語學習者在策略使用上的差異性,以瞭解台灣西語學習者的閱讀後設認知行為,並歸納其閱讀模式。本研究係以私立靜宜大學西班牙語文學系大一至大三之學生,共214位,為主要研究對象。研究工具係為透過研究者自編之「閱讀策略調查表」,對所收集之資料進行SPSS10.00中文版中的敘述性統計以及獨立樣本t檢定之相關量化分析。本研究的主要發現結果顯示如下:
首先,在不同學習年數的西語學習者表現於策略使用的異同性方面,高年級學習者明顯較低年級學習者所使用的策略更為多樣化,且策略使用之頻率亦較低年級學習者為高;且三個年級的學習者均偏好於使用局部性策略甚於整體性策略。此外,在高低閱讀能力者表現在策略使用的差異性方面,一至三年級高閱讀能力者在所有的策略使用頻率均普遍較低閱讀能力者為高,且高低閱讀能力者均表現出在局部性策略的使用頻率高過於整體性策略。由於兩者差異性達到顯著水準的策略項目並不多,顯示高低閱讀能力者在各策略使用上並無明顯的差距性存在。
根據本研究的發現,研究者提供一些閱讀研究與教學上的建議:如加強閱讀時局部性策略及整體性策略的平行發展,以及提供學生閱讀後設認知策略的教學指導與培養訓練。此外,對於後續研究的建議上:如持續發展台灣西語學習者閱讀後設認知的研究主題,擴大閱讀後設認知之研究對象,以及改進研究方法與評量工具的使用。
Abstract

This study is aimed to investigate the strategy used by Spanish learners in Taiwan with different levels of reading performance. By understanding the different strategies used by the Spanish learners with different academic background and level of reading ability, characterization of the different reading models and levels of reading awareness were established. The study comprise of 214 undergraduate student subjects, ranging from freshmen to junior, from the department of Spanish Language and Literature of the Providence University. The study is accomplished using demographic questionnaires, and after collecting the results from these demographic questionnaires, analysis were implemented using Descriptive Statistics and Independent Samples T Test of SPSS 10.00. The major findings of this study are summarized as following:
First of all, in comparing the similarities and differences in the usage of strategy by Spanish learners with different academic background, learners having longer exposure to the Spanish language show the obviousness of having more strategies as well as using these strategies more often then those with shorter exposure. The study further reveals that all student subjects, from freshmen to junior, prefer using local strategies over global strategy, and furthermore, learners with higher reading ability generally uses all the strategies more often then those with lower reading ability. However, the resulting statistical analysis derived from the various data acquired, shows that there is no significant difference between the two groups.
Base on the findings from my study, some pedagogical implications are provided as following: at first, teachers should simultaneously emphasize academic curriculum on both global and local strategies in class and provide students with the metacognitive strategy instruction. As for future researches, the follow-up studies can continue to develop the metacognitive awareness in reading for Spanish learners in Taiwan, extend research subjects to different learning age, and improved the research to include qualitative methods.
目 次

第一章 緒論....................................1
第一節 研究動機與目的........................1
第二章 文獻探討................................6
第一節 閱讀理解理論..........................6
第二節 閱讀策略理論..........................21
第三節 後設認知理論..........................37
第四節 東、西方學生在閱讀理解上的表現........44
第三章 研究設計與實施過程......................50
第一節 研究架構..............................50
第二節 研究問題與假設........................52
第三節 研究對象..............................53
第四節 研究工具..............................55
第五節 研究步驟..............................58
第六節 資料分析..............................61
第四章 研究結果分析與討論.....................62
第一節 研究結果分析..........................62
第二節 研究結果之綜合討論....................96
第五章 結論與建議.............................117
第一節 結論..................................117
第二節 建議..................................119
參考文獻
一、中文部分...................................123
二、英文部分.................................138
附錄
一、閱讀策略調查表...........................143
二、閱讀理解策略晤談大綱.....................146
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