臺灣博碩士論文加值系統

閱讀是每個人得精通的重要技巧，有些學者認同語意圖對閱讀理解有益，進而有些研究學者在以英語為外語的環境，探討語意圖策略訓練對閱讀理解的成效並獲得正面結果，然而較少探究讀者在接受策略訓練後，實際使用語意圖策略的意願及能力。本研究在探討以英語為外語的高職學生，在接受策略訓練後，實際使用語意圖策略在英文閱讀的意願及能力，研究對象為中台灣某高職一班高二學生，全部學生參加四週策略訓練，其中四位自願擔任有聲思考研究個案，資料透過量性及質性工具收集並分析。
問卷結果顯示，全班的中低使用意願與個案中高或高使用意願有差距，綜合量化及質化資料結果，個案本身在其表達使用意願、實際使用意願及未來使用意願也有岐異，影響學生語意圖低使用意願的因素包括：策略使用焦慮、不熟練策略使用能力、對語意圖價值及應用負面評價、文章難度、策略使用的麻煩、偏好使用熟悉閱讀策略。
關於策略使用能力，全班及個案皆表示具有中高水準，然而，個案在語意圖要素確認、要素描述、架構連結及文章內容反映表現出不恰當之策略使用，個案在最後的面談展現較佳的策略使用品質，男性個案比女性個案展現較佳的策略使用品質。學生恰當使用內在策略會提升策略使用品質，學生內在策略應用表現在發揮後設覺知、批判性思考、活用背景知識、整合策略運用以及概念性繪圖。在使用目標策略時，學生遇到以下困難：確認重要資訊、辨別文章架構、描述語意圖要素、反映文章內容及在低度了解文章內容情況下使用語意圖策略。
根據上述結果，建議在設計策略訓練時，多留意語意圖要素確認、文章架構辨別、學生對使用策略品質及內在策略應用的覺知；策略訓練時，訓練者的觀察及反應扮演重要的角色，為提升學生使用語意圖成效，建議多留意學習者字彙量、學習者焦慮、文章難度、時間因素及語意圖使用效率。

Reading is an important skill for everyone to master. Some researchers advocated that semantic mapping is beneficial for readers’ comprehension. Some researchers conducted studies and gained positive results of semantic mapping strategy training on readers’ comprehension in EFL contexts. However, little attention was placed on readers’ abilities and willingness to actually use semantic mapping strategy. The study aims to investigate EFL vocational high school students’ willingness and abilities to use semantic mapping strategy in English reading after the strategy training. An eleventh-grade class from a vocational high school in central Taiwan received the four-week strategy training. Four students from of this class voluntarily participated in the study as cases. Quantitative and qualitative data were collected and analyzed.
From the questionnaire, gaps exist between the intermediate-low willingness self-reported by students in the class and the intermediate-high or high willingness self-reported by four participants in the case study. Synthesizing quantitative and qualitative data, there were gaps as well among participants’ self-reported willingness, actual strategy use, and self-reported future use. Possible factors for their low willingness in strategy use include: anxiety, unskillful ability, negative view of the strategy value and application, difficulty level of texts, the troublesome characteristic of strategy use, and preference of using familiar reading strategies.
As for the strategy use ability, students in class self-reported intermediate-high level, as did the participants in the case study. Nevertheless, those in case study demonstrated some inappropriate strategy use in terms of element identification, element illustration, structural links, and text content reflection in the semantic map. They demonstrated higher quality of strategy use in the last posttraining interview. Two male participants presented higher quality of strategy use than the two females. Students adequately exerted internal strategy use in exerting metacognitive awareness, critical thinking, activating prior knowledge, synthesized strategy use, and conceptual mapping, which might result in higher strategy use quality. In utilizing the target strategy, participants encountered difficulties in identifying key points, recognizing text structure, illustrating elements, presenting text content, and applying the strategy with poor comprehension.
Based on the results, more attention is suggested to place on element identification, text structure recognition, students’ awareness of strategy use quality and internal strategy use in designing the strategy training. Strategy trainers’ observation and responses play an important role in the strategy training. Students’ vocabulary size, their apprehension, text difficulty level, time factor, and strategy use efficiency should be noted for facilitating semantic mapping strategy use.

CHAPTER ONE INTRODUCTION…………… 1
Background…………… 2
Rationale…………… 7
Purpose and Research Questions……………10
Significance of the Study……………10
Operational Definitions of Terms……………11

CHAPTER TWO LITERATURE REVIEW……………13
Studies in Reading and Reading Strategy Training……………13
Models of Reading……………13
Difficulties Encountered by Readers……………15
Reading Strategy Training……………18
Reading Strategy Taxonomy……………19
Claim for Reading Strategy Training……………21
Strategy Training Methods……………22
Reading Strategy Training Studies……………28
Studies in Semantic Mapping Strategy……………31
Basic Concepts of Semantic Mapping……………31
Definition of Semantic Mapping……………31
Background and Rationale of Semantic Mapping……………33
Types of Semantic Maps……………35
Procedures to Develop Semantic Maps……………36
Semantic Mapping as a Reading Strategy……………37
Semantic Mapping Strategy Studies……………38
Semantic Mapping Strategy Studies in L1 Context……………38
Semantic Mapping Strategy Studies in L2 Context……………41

CHAPTER THREE METHODOLOGY……………45
Participants……………45
The Semantic Mapping Strategy Training……………47
Selection of Reading Materials……………48
Instruction Phase……………50
Practice Phase……………53
Instrumentation……………55
Quantitative Methods for Data Collection……………55
Student English Reading Questionnaire……………55
Post-training Questionnaire……………57
Qualitative Methods for Data Collection……………60
Think Aloud……………60
Students’ Reflective Interviews……………63
Students’ Learning Diaries……………64
Teacher’s Observation…………….65
Data Collection Procedures……………66
Pre-Training Phase……………66
Training Phase……………66
Post-Training Phase……………67
Data Analysis……………68

CHAPTER FOUR RESULTS AND DISCUSSIONS……………71
The Whole Class……………71
Students’ English Reading……………71
Students’ Willingness to Use Semantic Mapping Strategy in English Reading……………73
Students’ Ability to Use Semantic Mapping Strategy in English Reading……………83
Discussion on the Results of the Whole Class……………97
Self-reported Intermediate-low Willingness……………97
Revealed Willingness……………102
Self-reported Difficulties……………103
Revealed Abilities……………107
The Four Participants……………108
Mark……………108
Mark’s English Reading……………108
Mark’s Willingness to Use Semantic Mapping Strategy in English Reading……………109
Mark’s Ability to Use Semantic Mapping Strategy in English Reading……………113
Jeff……………118
Jeff’s English Reading……………118
Jeff’s Willingness to Use Semantic Mapping Strategy in English Reading……………119
Jeff’s Ability to Use Semantic Mapping Strategy in English Reading……………123
Yesica……………130
Yesica’s English Reading……………130
Yesica’s Willingness to Use Semantic Mapping Strategy in English Reading……………131
Yesica’s Ability to Use Semantic Mapping Strategy in English Reading……………135
Emily……………140
Emily’s English Reading……………140
Emily’s Willingness to Use Semantic Mapping Strategy in English Reading……………141
Emily’s Ability to Use Semantic Mapping Strategy in English Reading……………146
Discussion on the Results of Four Participants……………152
Little Willingness Regarding Actual Strategy Use and Self-reported Future Use……………152
Intermediate-high Level of Self-reported and Revealed Willingness……………157
Intermediate-high or High Level of Self-reported Ability and Different Quality of Strategy Use……………159
Internal Strategy Use……………160
Difficulties of Strategy Use……………164
Discussion on the Results of the Whole Class and the Four Participants……………168
Willingness to Use Semantic Mapping Strategy……………168
Ability to Use Semantic Mapping Strategy……………170
Students’ Learning in Semantic Mapping Strategy Training……………172
A Comparison between Previous Studies and This Study……………173

CHAPTER FIVE CONCLUSION……………175
Summary of Findings……………175
Willingness to Use Semantic Mapping Strategy in English Reading……………175
Ability to Use Semantic Mapping Strategy in English Reading……………176
Other Findings……………177
Educational Implications……………178
Suggestions for Future Study……………181
REFERENCES……………183

APPENDICES

Appendix A Consent Sheet.. 204
Appendix B The Semantic Mapping Strategy Training Material 206
Appendix C Lesson Plan for Instruction Phase.. 215
Appendix D Sample English Reading Task for Guided Practice..218
Appendix E Sample English Reading Task for Independent Practice ..220
Appendix F Lesson Plan for Practice Phase..222
Appendix G Student English Reading Questionnaire..225
Appendix H Post-training Questionnaire..231
Appendix I Students Interview Questions..239
Appendix J Guided Questions for Students’ Learning Diaries..241
Appendix K Descriptions of Participants’ Reading Strategy Use..242
Appendix L Idea Units of Recall Protocols..244
Appendix M Summary of Descriptive Statistics of Student English Reading Questionnaire..247
Appendix N Reading Strategies Four Participants Used in Pretraining and Posttraining Tasks..251
Appendix O Time Four Participants Spent in Reading Tasks and Recall Performance..254

LIST OF TABLES

Table 3.1 Information about the Think Aloud Participants..47
Table 3.2 Articles Used in the Present Study..50
Table 3.3 Three Practice Cycles..54
Table 3.4 The Student English Reading Questionnaire Sample Items ..57
Table 3.5 Design of the Post-training Questionnaire..58
Table 3.6 The Post-training Questionnaire Sample Items..59
Table 3.7 Think Aloud Tasks ..62
Table 3.8 Data Collection Procedure..68
Table 4.1 Frequencies and Descriptive Statistics of Students’ Willingness to Use Semantic Mapping..74
Table 4.2 Frequencies and Descriptive Statistics of Students’Self-reported Motivation to Use Semantic Mapping..75
Table 4.3 Frequencies and Descriptive Statistics of Students’Self-reported Attitude to Use Semantic Mappingy..76
Table 4.4 Frequencies and Descriptive Statistics of Students’Self-reported Ease to Use Semantic Mapping..78
Table 4.5 Frequencies and Descriptive Statistics of Students’Self-reported Confidence to Use Semantic Mapping..79
Table 4.6 Frequencies and Descriptive Statistics of Students’ Abilities to Use Semantic Mapping..84
Table 4.7 Frequencies and Descriptive Statistics of Students’Self-reported Declarative Knowledge to Use Semantic Mapping..85
Table 4.8 Frequencies and Descriptive Statistics of Students’Self-reported Procedural Knowledge to Use Semantic
Mapping..86
Table 4.9 Frequencies and Descriptive Statistics of Students’Self-reported Conditional Knowledge to Use Semantic Mapping..88
Table 4.10 Frequencies and Descriptive Statistics of Students’Self-reported Implementation Ability to Use Semantic Mapping..89
Table 4.11 Frequencies and Descriptive Statistics of Students’Self-reported Application Ability to Use Semantic Mapping..90
Table 4.12 Four Participants’ Self-reported Willingness in the Post-training Questionnaire..109
Table 4.13 Four Participants’ Self-reported Ability in the Post-training Questionnaire..113

LIST OF FIGURES

Figure 3.1 The Gradual Release of Responsibility Model 53

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