臺灣博碩士論文加值系統

中文摘要
閱讀決定語言學習的成敗與否，因此閱讀一直被視為是語言教學的重點。研究更發現學生在接受策略教學後，閱讀理解的表現上有明顯的進步，進一步建議老師提供學生閱讀策略教學，以發揮閱讀教學的最大功效。然而，卻鮮少有使用教室觀察法，進一步探討對台灣E FL英語課堂中老師實際所採取的閱讀教學活動的研究，因此，本論文目的在研究高中英文老師在閱讀課文前、中、後三個階段所採取的閱讀教學活動。研究方法採教室觀察法。研究對象為中部某高中五位英文老師，觀察每一位老師在一個班級中演示一個單元的教學過程，全程錄音、錄影，轉成逐字稿，再加以分析老師在閱讀課文前、中、後三個階段的閱讀教學活動。
本研究的主要發現如下：第一，雖然高中英文老師皆採取閱讀課文前、中、後三個階段的教學活動，但結果仍顯示老師們花較多的時間在進行閱讀課文前的閱讀教學活動。第二，在所有的閱讀教學活動中，老師最常採取的教學活動是單字講解與文法分析。第三，老師們大多在教導學生如何準備考試，而不是為他們示範如何使用適當的閱讀策略來增進閱讀的理解能力；換句話說，高中英文老師為高中生進行閱讀教學的時間明顯地不足。
根據上述結果，本研究建議，首先，老師在課前對於如何進行閱讀教學活動應有充分的計畫。第二，教科書內容及課程編排應包含閱讀策略教學。第三，師資培育機構應將閱讀策略教學納入師資培訓的課程中。最後，建議將來的研究可增加教室觀察的對象、延長教室觀察的時間以及進行師生的訪談等。
關鍵詞：教室觀察、閱讀教學、閱讀前教學活動、閱讀中教學活動、閱讀後教學活動

An Observation of a Typical English Reading Class in Senior High School
Graduate Student: Pao-hui Hsu
Advisor: Dr. Yu-ling You
ABSTRACT
Reading is believed to determine learners’ success in language learning and it is placed at the core of language instruction. To make reading instruction effective, teachers are suggested to provide students with reading strategy instruction since the previous findings reveal significant improvement in students’ reading performance after they have received reading strategy instruction. However, little research has been carried out to investigate teachers’ reading instructional activities in EFL contexts by means of classroom observations. Thus, the current study attempts to investigate the reading instructional activities that senior high school EFL teachers have adopted in the three phases before, while and after teaching the reading passage. This study adopted the method of classroom observation. Five EFL teachers from one senior high school in central Taiwan were invited to participate in this research project; the five classes under the instruction of each teacher subject were observed respectively for one complete lesson unit. All the coded data from classroom observations were transcribed and classified into the twenty-one categories for further analysis.
The major findings of the study are presented as follows. First, even though teachers carried out reading instructional activities in all the three phases before, while, and after teaching the reading passage, they put extraordinarily high emphasis on conducting reading instructional activities in the pre-teaching the reading passage phase. Second, among all the reading instructional activities, senior high school EFL teachers were inclined to build key vocabulary and analyze grammar significantly more often in their classroom practice. Third, teachers were found to focus on preparing students for test-taking rather than modeling reading strategies to enhance their comprehension of texts. In other words, EFL senior high school teachers provided students with insufficient reading instruction to demonstrate how to adopt appropriate reading strategies to comprehend text.
Based on findings from the current study, the results further suggest that EFL teachers should make a complete plan on how to implement all their instructional activities. Besides, the results appeal for the attention of textbook publishers and teacher-training institutes to incorporate reading strategy instruction into curriculum design as well as teachers’ training programs. What’s more, it is suggested that future studies include more samples, have prolonged the observational periods and that interviews should be conducted with teachers or students.
Key words: classroom observation, reading instruction, pre-teaching the reading passage, during-teaching the reading passage, post-teaching the reading passage
An Observation of a Typical English Reading Class in Senior High School

TABLE OF CONTENTS
ABSTRACT (English) i
ABSTRACT (Chinese) iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES viii

CHAPTER ONE INTRODUCTION 1
Background of the study 1
Purpose of the Study 7
Research Questions 7
Definition of Terms 8
Significance of the Study 9
Delimitation of the Study 10
Overview of the Study 11

CHAPTER TWO LITERATURE REVIEW 13
Reading Models 13
Bottom-up Processing 14
Top-down Processing 14
Interactive Processing 15
Reading Strategies 17
Definition of Reading Strategies 17
Role of Reading Strategies 18
Taxonomy of Reading Strategies 19
Characteristics of Strategic Readers and L2 Readers 23
Characteristics of Strategic Readers 23
Reading Difficulties of L2 Readers 25
Research on Reading Instruction 26
Reading Instruction in Taiwan 27
Implementation of Reading Strategy in EFL Taiwan 28
Reading Teachers in English Instruction 30
Guidelines for English Reading Instruction 31
Summary 33

CHAPTER THREE METHODOLOGY 36
Subjects 36
Instruments 39
Data Collection Procedure 40
Data Analysis 41
Coding Category System 42
The Pilot Study 51
Data Collection Procedure for the Pilot Study 51
Data Analysis from the Pilot Study 52
Findings from the Pilot Study 53
Reflection on Conducting the Pilot Study 57

CHAPTER FOUR RESULTS 59
Reading Instructional Activities Observed in the Classrooms 60
Reading Instructional Activities in Real English Classrooms 60
Frequency of Teachers’ Reading Instructional Activities in the Classrooms 78

CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS 86
Summary of Major Findings 86
Discussions about Research Findings 88
Disproportionate Reading Instructional Activities 89
Over-emphasis on Vocabulary and Grammar 91
Insufficient Reading Instruction 94
Pedagogical Implications 97
Limitations of the Present Study 98
Suggestions for Further Studies 99
Conclusion 100

REFERENCES 102

APPENDICES 138
Appendix A Classifications Schemes of Reading Strategies 138
Appendix B Time Table of Classroom Observation of Teacher A 147
Appendix C The Floor Plan of the Classrooms Observed-Class A 152
Appendix D Sample Transcript and Coding 157

LIST OF TABLES
Table 2.1 Reading Strategies Used in Bottom-up and Top-down Processing from Previous Studies 21
Table 2.2 Reading Strategies in Pre-reading, During-reading and Post-reading from Previous Studies 22
Table 3.2 Background Information about the Teacher Participants and the Classes Observed in the Pilot Study 52
Table 3.3 Frequency Distribution of Teachers’ Instructional Activities in Classroom Practices 54
Table 3.4 Frequency Distribution of Bottom-up Reading Strategies in Teachers’ Classroom Practices 55
Table 3.5 Frequency Distribution of Top-down Reading Strategies in Teachers’ Classroom Practices 56
Table 4.1 Frequency Distribution of Teachers’ Reading Instructional Activities 79
Table 4.2 Frequency Distribution of Teachers’ Reading Instructional Activities in the Three Phases 81
Table 4.3 Frequency Distribution of Teachers’ Reading Instructional Activities in the Pre-teaching the reading passage Phase 82
Table 4.4 Frequency Distribution of Teachers’ Reading Instructional Activities in the During-teaching the reading passage Phase 83
Table 4.5 Frequency Distribution of Teachers’ Reading Instructional Activities in the Post-teaching the reading passage Phase 84

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