跳到主要內容

臺灣博碩士論文加值系統

(35.172.223.30) 您好!臺灣時間:2021/07/25 12:35
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:靳鴻楷
研究生(外文):Chin, Hung-Kai
論文名稱:泛閱讀做為四年制技專院校英語教學之研究
論文名稱(外文):A Study of Using Extensive Reading as a Supplement in an English Curriculum for four-year TVE (Technological and Vocational Education) College
指導教授:吳歆嬫吳歆嬫引用關係
指導教授(外文):Wu, Hsin-Rong
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
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:2007
畢業學年度:95
語文別:英文
論文頁數:105
中文關鍵詞:泛閱讀不難理解的輸入技專院校關連
外文關鍵詞:extensive readinglanguage proficiencycomprehensible inputTVE (Technological and Vocational Education)correlation
相關次數:
  • 被引用被引用:0
  • 點閱點閱:1322
  • 評分評分:
  • 下載下載:216
  • 收藏至我的研究室書目清單書目收藏:4
在母語和第二語言學習方面,泛閱讀(Extensive Reading)長期以來被視為改善學習者閱讀態度以及增進他們語言程度的一個有力的工具。在台灣,為改善學生英文能力,一直很強調閱讀教學,雖然學生有許多教科書以外的教材,但是因為內容不符學生程度或份量不充足,所以學習成效有限。事實上,訓練學生閱讀英文並不能確保學生會自動自發閱讀英文。為了要改進學生英文程度、激發他們的閱讀動機,並儘量給予他們「不難理解的輸入」(Comprehensible Input),泛閱讀教學是一個很好的選擇。
本研究旨在探討在技專院校正規英文課程教學當中,加入泛閱讀教學課程對學生英文程度的提昇有無助益,並且也探討加入泛閱讀教學課程之後,對於學生的英文閱讀能力、閱讀速度、閱讀動機和態度有無明顯的影響。此外,泛閱讀量與閱讀能力是否有無關連亦為討論的範圍。本研究不僅探討學生學習的反應,也探討參與泛閱讀教學課程的英文老師他們的觀點為何,從而討論泛閱讀教學在技職院校英文課程教學的可行性。
Extensive reading has long been recognized as a powerful tool for improving learners’ attitude toward reading and increasing their language proficiency in both their first and their second language. In Taiwan, reading has long been emphasized in order to improve students’ English. Although students are provided with additional materials other than textbooks, these materials are usually ineffective due to the inappropriate level of difficulty or the insufficient quantity. In fact, being trained to read does not ensure that the students will do English free reading voluntarily. In order to help students improve their English, to stimulate students’ motivation for reading and to provide them with as much comprehensible input as possible, an extensive reading program could be a good choice for pedagogical implementation.
For TVE English teaching programs, this study, thus, is aimed at investigating whether an embedded extensive reading program is helpful to the students’ improvement in English, and at investigating whether there is any significant impact on the students’ reading proficiency, reading speed, motivation and attitude towards reading; in addition, whether there is any correlation between extensive reading quantity and reading proficiency will be also discussed. Finally, the study discusses not only students’ reaction but the viewpoints of the English teachers who participated in this extensive reading program in Technological and Vocational Education College. And whether it is feasible to implement an extensive reading program in TVE English teaching programs will be discussed.
TABLE OF CONTENTS
Page
Chinese Abstract………………………………………………………………………iv
English Abstract………………………………………………………………………v
Acknowledgement…………………………………………………………………vii
TABLE OF CONTENTS…………………………………………………………..viii
LIST OF TABLES…………………………………………………………………xi
CHAPTER ONE — INTRODUCTION…………………………………………….1
1.1 Background ……………………………………….. …………………………1
1.2 Purposes of this study………………………………………………….. ……2
1.3 Research Questions……………………………………………………………3
1.4 Definition of Terms……………………………………………………………3
1.5 Significance of this study……………………………………………………4
1.6 Overview of this study………………………………………………………4
CHAPTER TWO — LITERATURE REVIEW…………………………………..5
2.1 Theory of Extensive Reading in Language Learning………………….5
2.1.1 Input Hypothesis……………………………………………………..6
2.1.2 Affective Filter and Pleasure Hypothesis…………………………..6
2.1.3 Bookstrap Hypothesis………………………………………………...7
2.1.4 Cognitive Development............. ................... ............. ...........................7
2.1.5 Flow............................... ......... .......... ......... .........................................8
2.2 Starting an Extensive Reading program............... .........................................8
2.2.1 What is Extensive Reading?………………………………………….8
2.2.2. Benefits of Extensive Reading…………………………………….…..9
2.2.3 Role of Extensive Reading in Language Learning………. …. …. ….11
2.2.4 The Characteristics of a Successful Extensive Reading Approach…14
2.2.5. Material selection for Extensive reading…………..……………….15
2.2.6 Graded Readers……………………………………………...............16
2.3 Empirical Results of Extensive Reading programs…………………..............17
2.3.1 Attitudes Changed Toward Reading……….…………………………...18
2.3.2 Vocabulary……………………………………………………………...18
2.3.3 Linguistic Competence……………………………………………….19
2.3.4 Influence on Writing…………………………………………………...19
2.3.5 Linked to Spelling Proficiency……………………………………….19
2.4 Implications for this study……………………………………………….20
CHAPTER THREE —METHODOLOGY……………………………………...21
3.1 Overview……………………………………………………………………21
3.2. Participants…………………………………………………………………21
3.3 The Extensive Reading Program…………………………………………….22
3.4 Reading Materials in the Study……………………………………………..23
3.5 Program………….. ………………………………………………………..25
3.6 The Reading Instruction……………………………………………………..27
3.7 Measurement of the study……………………………………………………28
3.7.1 Reading Comprehension Tests, Cloze Test, and Reading Speed……..28
3.7.2 Surveys and Data Collection…………………………………………30
3.8 Data Analysis…………………………………………………………………31
CHAPTER FOUR — RESULTS…………………………………………………32
4.1 Findings of this study………………………………………………………...33
4.1.1 Results from the Three Reading Tests………………………………..33
4.2 Results of the Questionnaires………………………………………………37
4.3 Students’ Feedback on the Program…………………………………………44
4.3.1 Activities Considered Most Difficult………………………………...44
4.3.2 Students’ Favorite Activities…………………………………………...45
4.3.3 Students’ Favorite Books………………………………………………45
4.3.4 Students’ Suggestions………………………………………………….46
4.4 Teachers’ Feedback on the Program………………………………………….47
4.4.1 Gains from This Program…….………………………………………...47
4.4.2 Difference in Students’ Learning Situation…………………………….47
4.4.3 Difference in Class Atmosphere………………………………………48
4.4.4 Students’ Learning Motivation and Interest…………………………...49
4.4.5 Teachers’ Motivation of Teaching….. .. .. .. … .. .. .. .. ..………………49
4.5 Summary…………………………………………………………………….50
CHAPTER FIVE — CONCLUSION& RECOMMENDATIONS……………...53
5.1 Limitations of the Study……………………………...…………………….53
5.2 Major findings……………………………………………………………..54
5.3 Conclusions………………………………………………………………...55
5.4 Recommendations for Practice…...…………………………………………56
5.5 Recommendations for Further Research……………………………………..56
REFERENCES……………………………………………………………………….58
APPENDIX A — Schedule for the Two Semesters………………………………..64
APPENDIX B — Book Report Form ……………………………………………..65
APPENDIX C — Purposes and Regulations of Extensive Reading………………...66
APPENDIX D — Placement Tests……………………………………………..……67
APPENDIX E — Pre-Cloze and Pre-Comprehension test……………………….79
APPENDIX F — Post-Cloze and Post-Comprehension test……………………….83
APPENDIX G — Reading Speed Pre-test: Cam Jansen --- The Mystery of the Gold Coins, The Triceratops Pops Mystery…………………………..87
APPENDIX H — Reading Speed Post-test: Cam Jansen --- The Mystery of the Stolen Diamonds, The Mystery of the Stolen Corn Popper……………..88
APPENDIX I — Pre-Questionnaire…………………………………………………89
APPENDIX J — Post-Questionnaire………………………………………………92
APPENDIX K — Questionnaire with five open ended questions for Participant Teachers………………………………………………………95





















LIST OF TABLES


Table Page
3.1 EPER Levels for Language Learner Literature in English……………….…….24
3.2 Contrasts between Intensive and Extensive Reading………………………..…...27
4.1 Pre-test and Post-test Results on Reading Comprehension Tests……………….33
4.2 Gain Score Results on Reading Comprehension Tests………………………….34
4.3 Pre-test and Post-test Results on Cloze Tests…………………………………….34
4.4 Gain Score Results on Cloze Tests……………………………………………...35
4.5 EPER Placement Tests………………………………………………………..….36
4.6 Correlation results between Reading Quantity and Two Reading Tests………..36
4.7 Pre-test and Post-test Results on Reading Speed…………..…………………….37
4.8 Frequency of reading books for fun in English, such as novels, children's literature, newspaper, magazine or comic books (not including textbooks, reference books and handouts from cram schools)………………………………………………...38
4.9 Frequency of visiting bookstores or libraries for English books…..……………..39
4.10 Do you think extensive reading in English can help improve your English? …39
4.11 Do you like reading English? …………………………………………………40
4.12 Do you actively read English? …………………………………………………40
4.13 When you read, do you have confidence to continue reading while encountering something difficult? …………………………………………………………41
4.14 When you read, do you look up all or most of the words you don’t know in a dictionary? ……………………………………………………………………42
4.15 Do you know how to find reading material that suits you and that you want to read? …………………………………………………………………………42
4.16 Do you usually feel comfortable while reading an English book? ……………43
4.17 Do you agree to continue the extensive reading program in your English class? …………………………………………………………………………43
References

Abrahamson, R.F., & Conlon, A. (1988). Books for adolescents. Journal of Reading, 31, 686-690

Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. USA: Heinle & Heinle.

Bamford, J. (1993). Beyond grammar translation: Teaching students to really read.

Bamford, J. & Day, R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21/5.

Bell, T., & Campbell, J. (1996). Promoting Good Reading Habits: The Debate. Network 2/3, 22-30.

Bell, T., & Campbell, J. (1997). Promoting Good Reading Habits Part 2: The Role of Libraries. Network 2/4, 26-35.

Chen, Z. F. (1999). The analysis of the Joint College Entrance Examination on English, 1999. Taipei: College Entrance Examination Center.

Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady & T. Huckin. (eds.), Second language vocabulary acquisition: A rationale for pedagogy, 225-237. Cambridge: Cambridge University Press.

Davis, C. (1995). Extensive reading: An expensive extravagance? ELT Journal, 49, 4, 329-336.

Day, R. & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

Day, R. R., & Swan, J. (1998). Incidental learning of foreign language spelling through targeted reading. TESL Reporter, 31(1), 1-9.

Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23, 2, 165-174.
Elley W. B., & Mangubhai, F. (1981). The impact of a book flood in Fiji primary schools. Wellington: New Zealand Council for Educational Research.

Elley W. B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.

Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411.

EPER, (1998). List of graded readers, Current titles IALS: University of Edinburgh, Retrieved from the Edinburgh Project on Extensive Reading Web. http://www.ials.ed.ac.uk/epermenu.html.

Grabe, W. (1986). The transition from theory to practice in teaching reading. In F. Dubin, D. E. Eskey & W. Grabe (eds.), Teaching second language reading for academic purposes, 25-48. Reading, MA: Addison Wesley.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly 25/3: 375-406.

Grabe, W. (2002). Reading in a second language. The Oxford handbook of applied linguistics, 49-59. New York: Oxford University Press.

Hafiz, F. M., & Tudor I. (1989a). Extensive reading and the development of language skills. ETL Journal, 43, 4-13.

Hafiz, F. M., & Tudor I. (1989b). Extensive reading as a means of input to L2 learning. Journal of Research in Reading, 12(2), 164-178.

Hafiz, F. M., & Tudor I. (1990). Graded readers as an input medium in L2 learning. System, 18, 31-42.

Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30(2), 114-132.

Hill, D.R., & Thomas, H.R. (1988). Graded readers (Survey review). ELT Journal, 42, 44-52, 124-136.

Hill, D. (1997). Survey review: Graded readers. ELT Journal, 51/1.

Hill, D. (1998). Teaching guide for Jane Eyre. IALS: University of Edinburgh.

Hino, N. (1988). Yakudoku: Japan's dominant tradition in foreign language learning. JALT Journal, 10/1-2.

In P. Wadden (Ed.) A handbook for teaching English at Japanese colleges and universities. New York: Oxford University Press.

Jack C. Richards, John Platt & Heidi Platt. (1998). Longman Dictionary of Language Teaching & Applied Linguistics. Pearson Education Asia Limited.

Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4), 763-768.

Kalb, G. (1986). Teaching of extensive reading in English instruction at the senior gymnasium level. Die Neueren Sprachen, 85, 420-430.

Kembo, J. (1993). Reading:Encouraging and Maintaining Individual Extensive Reading. English Teaching Forum, 31/2, 36-38.

Koda, K. 1996. L2 word recognition research: A critical review. Modern Language Journal, 80, 4, 450-460.

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Prentice Hall.

Krashen, S. D. (1984). Writing: Research, Theory and Applications. New York: Prentice Hall.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.

Krashen, S.D. (1988). Do we learn to read by reading? The relationship between free reading and reading ability. In D. Tannen (Ed.), Linguistics in context: Connecting observation and understanding, 269-298. Norwood, NJ: Ablex.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73, 4, 44-64.

Krashen, S. (1991). The input hypothesis: An update. In Georgetown University round table on language and linguistics, 1991. Ed. J. Alatis. Washington, DC: Georgetown University Press.

Krashen, S. 1993. The power of reading. Insights from the research. Englewood, CO.: Libraries Unlimited.

Krashen, S. (1994a). The input hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages , 45-77. London: Academic Press.

Krashen, S. (1994b). The pleasure hypothesis. In J. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics, 299-322. Washington, DC: Georgetown University Press.

Krashen, S. (2001). Free voluntary reading: Still a very good idea. Selected Papers from the Tenth International Symposium on English Teaching, 47-58. Taipei: Crane.

Lai, F. K. (1993). Effect of extensive reading on English learning in Hong Kong. CUHK (Chinese University of Hong Kong) Education Journal, 21(1), 23-36.

Lai, F. K. (1993). The effect of a summer reading course on reading and writing skills. System, 21, 87-100.

Lao, C. Y., & Krashen, W. (2000). The impact of popular literature study on literacy development in EFL: more evidence for the power of reading. System, 28, 261-270.

Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25, 91-102.

Matthews, D. (1988). High interest-Easy reading (5th ed.). Urbana, IL: NCTE.



Mayne, E. (1915). The object of teaching reading. In W. J. Beecher & G. B. Faxon (Eds.), Methods, aids, and devices for teachers, 40-41. Dansville, NY: F. A. Owen.

Nagy, W., & Herman, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In Mckeown, M., & Curtis, M. (Eds.), The nature of vocabulary acquisition. Hillsdale, NJ: Lawrence Erlbaum, 19-35.

Nation, P. 1997. The language learning benefits of extensive reading. The Language Teacher, 21, 5, 13-16.

Nunan, D. (1991). Language Teaching Methodology: A Textbook For Teachers. London: Prentice Hall.

Palmer, H. E. (1964). The principles of language-study. Oxford: Oxford University Press.

Paran, A. (1996). Reading in EFL: facts and fictions. English Language Teaching Journal, 50, 1, 25-34.

Polak, J., & Krashen, S. (1988). Do we need to teach spelling? The relationship between spelling and voluntary reading among community college ESL students. TESOL QUARTERLY, 22(1), 141-146.

Reed, A.J.S. (1985). Reaching adolescents: The young adult book and the school. New York: Holt, Rinehart and Winston.

Richard Day & Julian Bamford. (2000). Bureau of Educational and Cultural Affairs, Office of English Language Programs, in Forum, Vol. 38 No. 3.

Robb, T. N., & Susser, B. (1989). Extensive reading vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.

Rodrigo, V. (1995). Does a reading program work in a foreign language classroom? Paper presented at the Extensive Reading Colloquium, American Association of Applied Linguistics, Long Beach, CA.

Ronan Brown. (2000). Extensive Reading in the EFL Class. JALT International Conference, Shizuoka. Japan.

Simensen, A.M. (1987). Adapted readers: How are they adapted? Reading in a Foreign Language, 4, 41-57.

Stotsky, S. (1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60, 627-642.

Tsang, W. K. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17(2), 210-233.

Timothy Bell. (1998). Extensive Reading: Why? and How? The Internet TESL Journal, Vol. IV, No. 12.

Tudor, I. & Hafiz, F. (1989). Extensive reading as a means of input to L2 learning. Journal of Research in Reading, 12, 2, 164-178.

Vaughan, J.L., Jr. (1982). Instructional strategies. In A. Berger & H.A. Robinson (Eds.), Secondary school reading: What research reveals for classroom practice, 67-84. Urbana, IL: ERIC Clearinghouse on Reading and Communications Skills and the National Conference on Research in English.

Walker, C. (1997). A self access extensive reading project using graded readers (with particular reference to students of English for academic purposes). Reading in a Foreign Language, 11(1), 121-149.

Wodinsky, M., & Nation, P. (1988). Learning from graded readers. Reading in a Foreign Language 5: 155-161.

Yang, A. (2001). Reading and the non-academic learner: A mystery solved. System, 29, 451-466.

Yuan, Y. P., & Nash, T. (1992). Reading subskills and quantity reading. Selected papers from the English Conference on English Teaching and Learning in the Republic of China, 333-350. Taipei: Crane.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 29.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(下)〉,《中國回教》,2002年第266期,頁25-28。
2. 28.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(中)〉,《中國回教》,2002年第265期,頁25-32。
3. 28.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(中)〉,《中國回教》,2002年第265期,頁25-32。
4. 28.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(中)〉,《中國回教》,2002年第265期,頁25-32。
5. 27.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(上)〉,《中國回教》,2002年第264期,頁7-13。
6. 27.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(上)〉,《中國回教》,2002年第264期,頁7-13。
7. 27.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(上)〉,《中國回教》,2002年第264期,頁7-13。
8. 15.李安輝,〈伊斯蘭教婦女觀初探〉,《中國回教》,2002年第266期,頁18-22。
9. 15.李安輝,〈伊斯蘭教婦女觀初探〉,《中國回教》,2002年第266期,頁18-22。
10. 15.李安輝,〈伊斯蘭教婦女觀初探〉,《中國回教》,2002年第266期,頁18-22。
11. 29.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(下)〉,《中國回教》,2002年第266期,頁25-28。
12. 29.依斯哈格‧馬孝棋,〈伊斯蘭婚姻制度與家庭生活對婦女地位的影響(下)〉,《中國回教》,2002年第266期,頁25-28。
13. 75.張中復,〈論當代回族歷史意識的建構與民族認同─以「回民起義」史觀為中心的探討〉,《國立政治大學民族學報》,1996年第22期,頁77-104。
14. 75.張中復,〈論當代回族歷史意識的建構與民族認同─以「回民起義」史觀為中心的探討〉,《國立政治大學民族學報》,1996年第22期,頁77-104。
15. 75.張中復,〈論當代回族歷史意識的建構與民族認同─以「回民起義」史觀為中心的探討〉,《國立政治大學民族學報》,1996年第22期,頁77-104。