臺灣博碩士論文加值系統

閱讀差異分析是用來洞察閱讀歷程的一項研究工具，但並沒有太多的研究運用這項工具來探討以英語為外語學習者的閱讀歷程。本研究的主要目的是運用閱讀差異分析來探討台灣英語學習者的英語閱讀歷程。而另一目的則探討在台灣的情境下運用這項工具可能遭遇的困難與限制。本研究共有四位台灣英語學習者參與，以閱讀差異分析量表為主要的工具。參與本研究的讀者所讀出來的「閱讀差異」，依語法接受度、語意接受度、意義改變、字形相似度、字音相似度來作分析。結果發現這四位讀者在閱讀時都運用了語法、語意、和字音字形的線索來建構意義。而且他們在閱讀時比較依賴字音字形和語意的線索，比較少運用語法的線索。此外，這些讀者閱讀英文時產生了詞類變化的閱讀差異，似乎反映出學習英語的臺灣學生中介語的特徵。就本研究的另一目的而言，在英語為外語的學習環境中，研究者應用閱讀差異分析可能會碰到以下的問題。第一，要考慮哪些閱讀差異該列入分析，尤其是英語的詞類變化的閱讀差異：第二，該如何判斷讀者閱讀差異的語法接受度、語意接受度。未來運用閱讀差異分析來探討第二語言讀者的閱讀過程須留心本研究所提出重要的議題。

Reading miscue analysis has long been one method of choice to gain an insight into the reading process. However, to apply this method to investigate the EFL readers’ reading process received only scant attention thus far. The purpose of this study was to explore the reading process of Taiwanese learners through miscue analysis. A secondary purpose was to discuss some encountered problems on applicability of miscue analysis in EFL contexts. Four EFL readers participated in the study. The Reading Miscue Inventory (Goodman, Watson, & Burke, 2005) was used as the major instrument in this study. The miscues of participants were examined in the following aspects: syntactic acceptability, semantic acceptability, meaning change, and graphic and sound similarity. The four readers were found to integrate syntactic, semantic, and graphophonic information during the reading process. The miscue patterns reflected that they rely more strongly on the graphophonic and semantic cues than on the syntactic cues. These EFL readers also produced some proportion of morphological change miscues, which seem to reflect the interlanguage features of Chinese EFL learners. With regard to the secondary purpose, in EFL contexts, to judge what is considered to be a miscue to be coded, especially the morphological change miscues, and to judge the syntactic and semantic acceptability of miscues are likely to be potential difficulties one would contend with. The discussion might post a fruitful issue for further research when one selects this method to examine the process of L2 reading.

TABLE OF CONTENT
ABSTRACT (ENGLISH i
ABSTRACT (CHINESE) ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF FIGURES vii

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 5
Definition of Terms 5
Significance of the Study 6

CHAPTER TWO THE REVIEW OF LITERATURE 8
The Nature of Reading 8
Summary 11
Reading Models 11
Bottom-up Models 12
Top-down Models 15
Interactive Models 20
Summary 22
Reading in a Second Language 22
Differences of L1 and L2 reading 23
L2 Reading Process 24
Summary 27
Reading Miscue Analysis Research 27
Miscue and Miscue Analysis 28
Related Miscue Studies: L1 English Readers 30
Related Miscue Studies: L2 English Readers 32
Summary 34

CHAPTER THREE METHOD 35
Meeting the Participants 35
Eason 35
Robin 37
Amanda 37
Daisy 39
Materials for Oral Reading 41
Preparing the Typescripts 42
Data Collection 42
Burke Interview 42
Oral Reading 43
Retelling 43
Follow-up Discussion 44
Marking the Typescript 44
Analyzing the Miscues 45

CHAPTER FOUR RESULTS 47
The Case of Eason 47
In-depth Miscue Analysis of Eason’s Oral Reading 47
Eason’s Reading Strategies Use 50
Eason as an EFL Reader 53
The Case of Robin 53
In-depth Miscue Analysis of Robin’s Oral Reading 53
Robin’s Reading Strategy Use 55
Robin as an EFL Reader 57
The Case of Amanda 57
In-depth Miscue Analysis of Amanda’s Oral Reading 57
Amanda’s Reading Strategy Use 59
Amanda as an EFL Reader 60
The Case of Daisy 61
In-depth Miscue Analysis of Daisy’s Oral Reading 61
Daisy’s Reading Strategy Use 62
Daisy as an EFL Reader 63

CHAPTER FIVE DISCUSSION AND CONCLUSIONS 64
Summary of the Findings 64
Discussion of the Findings 65
The Utilization of Linguistic Cueing Systems 65
Applicability of Reading Miscue Analysis in EFL contexts 70
Implications 73
Limitations and Future Research Suggestions. 74

REFERENCE 76
APPENICES 84
Appendix A Burke Reading Interview and Its Chinese Translation 84
Appendix B The Used Reading Materials for Children and Adult 85
Appendix C1 Marked Typescript of Eason’s Oral Reading 86
Appendix C2 In-depth Miscue Analysis Coding of Eason’s Oral Reading 89
Appendix D1 Marked Typescript of Robin’s Oral Reading 91
Appendix D2 In-depth Miscue Analysis Coding of Robin’s Oral Reading 93
Appendix E1 Marked Typescript of Amanda’s Oral Reading 96
Appendix E2 In-depth Miscue Analysis Coding of Amanda’s Oral Reading 103
Appendix F1 Marked Typescript of Daisy’s Oral Reading 105
Appendix F2 In-depth Miscue Analysis Coding of Daisy’s Oral Reading 112

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