(3.239.33.139) 您好!臺灣時間:2021/03/03 10:38
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:::

我願授權國圖
: 
twitterline
研究生:劉美君
研究生(外文):Mei-jing Lau
論文名稱:台灣兩位EFL讀者對猜字策略訓練的回應
論文名稱(外文):Two Taiwanese EFL Readers' Responses to Word Guessing Strategy Training
指導教授:黃聖慧黃聖慧引用關係
指導教授(外文):Sheng-hui Huang
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:英語學系
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:2012
畢業學年度:100
語文別:英文
論文頁數:188
中文關鍵詞:閱讀策略猜字策略策略訓練
外文關鍵詞:reading strategiesWord Guessing Strategystrategy training
相關次數:
  • 被引用被引用:0
  • 點閱點閱:195
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:1
中文摘要
本研究旨在了解學習者在接受猜字策略訓練之後,對於使用此一策略之意願以及在執行英語閱讀任務時,其策略使用上的變化。台灣北部某國中二年級的兩位學生參與了本研究的訓練課程。質性研究的方法包括:有聲思考、事後回溯、教師觀察、學生訪談及撰寫學習日誌。本研究結果顯示,接受策略訓練之後,兩位學生之中,只有Mike有意願使用本策略,並且將此新學的策略加進其舊有的策略當中來解決問題,而Emma則幾乎使用與訓練前相同的策略來解決其生字困擾,並且明確表示在考試的時候,不會去使用本策略。影響策略使用意願的可能因素有:學習者自己在使用本猜字策略時所意識到的效果、焦慮、困難及對此策略的熟悉度。從學習者對此社會心理因素的回應當中,仍然可以發現其他可能影響其策略使用意願的因素: 學習者的語言能力,文章因素,學習者本身的學習信念以及學習者當前的需求。

abstract
This study investigated the effectiveness of training the learners to use Word Guessing Strategy. It examined the learners’ differences in their word guessing strategy use before and after training as well as their willingness to use the target strategy. Two junior high school learners, Mike and Emma, participated in the qualitative data collection procedures including participants’ thinking aloud, the English reading tasks, participant immediate reflections, participants’ learning diaries, teacher’s observation notes and participant interviews right after the post-training thinking aloud and reflection. The results showed that Mike was willing to use the target strategy and used the newly learned strategy to add to the old strategies whereas the other one, Emma, did not intend to use it during the exam and applied almost the same strategies to make lexical inferences. Possible factors affecting their willingness and use of Word Guessing Strategy may be their perceived effectiveness, perceived familiarity, perceived difficulties and perceived anxieties about the use of the Word Guessing Strategy. From their responses to the social psychological variables proposed by MacIntyre (1994), still other factors influencing the willingness and use of the target strategy were found: the participants’ linguistic knowledge, the text factor, the participants’ learning beliefs, and the participants’ current needs.


TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION 1
Background to the Study 1
Rationale for the Study 7
Purpose and Research Questions 10
Significance of the Study 10
Definition of Terms 11

CHAPTER TWO LITERATURE REVIEW 13
Word Guessing Strategy 13
Definition of Word Guessing Strategies 13
Reading Models 14
The Taxonomy of Word Guessing Strategies 16
Studies on Word Guessing Strategy Use 21
Studies on WGS Use in the Environment Other Than Taiwan 22
Studies on WGS Use in Taiwan 25
Possible Factors Affecting Word Guessing Strategy Use 27
Content and Student Factors 28
Social-Psychological Factors Affecting the Use of Specific Strategies 32
Implications 34
Word Guessing Strategy Training 35
The Importance of Word Guessing Strategy Training 35
Studies on the Effects of Word Guessing Strategy Training 37
A Brief Summary of Literature Review 44

CHAPTER THREE METHODOLOGY 46
Participants 47
The Training Program 48
Strategy Training Design 48
Lesson Plan and Procedures 49
Instrumentation 53
Participants’ Thinking Aloud 54
English Reading Tasks 55
Participant Reflections 58
Participant’s Learning Diaries 59
The Teacher’s Observation Notes 59

Participant Interviews 60
Data Collection Procedures 60.
Data Analysis 63

CHAPTER FOUR RESULTS AND DISCUSSION 64
The First Participant: Mike 65
Mike’s WGS Use Differences 65
Differences in the Use of Contextual Cues to Make Lexical Inferences 65
Summary of the Differences in the Use of Contextual Cues to Make Lexical Inferences 73
Differences in the Use of Strategies to Make Lexical Inferences 74
Summary of the Differences in the Use of Strategies to Make Lexical Inferences 81
Differences in Dealing with the Form of a Word 82
Summary of the Differences in Dealing with the Form of a Word 86
Differences in the Responses to the Unknown Words 86
Summary of the Differences in the Responses to the Unknown Words 90
Learner Differences 90
Summary of Mike’s WGS Use 91
Mike’s Willingness to Use WGS 92
Self-Reported Willingness to Use Word Guessing Strategy 92
Possible Factors Affecting Mike’s Willingness to Use WGS 93
Difficulties Encountered When Using WGS 94
Perceived Effectiveness of WGS Use 96
Perceived Anxieties over WGS Use 96
Knowledge of WGS 97
Summary of Mike’s Willingness to Use WGS 98
The Second Participant: Emma 98
Emma’s WGS Use Differences 98
Differences in the Use of Contextual Cues to Make Lexical Inferences 99
Summary of the Differences in the Use of Contextual Cues to Make Lexical Inferences 104
Differences in the Use of Strategies to Make Lexical Inferences 105
Summary of the Differences in the Use of Strategies to Make Lexical Inferences 107
Differences in Dealing with the Form of a Word 108
Differences in the Responses to the Unknown Words 109
Summary of the Differences in the Responses to the Unknown Words 112
Learner Differences 112
Summary of Emma’s WGS use 112
Emma’s Willingness to Use WGS 113
Self-Reported Willingness to Use Word Guessing Strategy 113
Possible Factors Affecting Emma’s Willingness to Use WGS 115
Difficulties Encountered When Using WGS 115
Perceived Effectiveness of WGS Use 116
Perceived Anxieties over WGS Use 116
Knowledge of WGS 117
Summary of Emma’s Willingness to Use WGS 117
Summary of the Results of the Study 118
Discussion 119
Differences in the Use of Contextual Cues to Make Lexical Inferences 119
Differences in the Use of Strategies to Make Lexical Inferences 120
Differences in Dealing with the Form of a Word 121
Differences in the Responses to the Unknown Words 122
Learner Differences 123
Differences in Factors Affecting the Willingness to Use WGS 124

CHAPTER FIVE CONCLUSION 125
Summary of Major Findings 125
Implications and Pedagogical Suggestions 126
Limitations and Suggestions for Future Research 128

REFERENCES 130

APPENDICES
Appendix A 144
Appendix B 149
Appendix C 151
Appendix D 154
Appendix E 155
Appendix F 156
Appendix G 158
Appendix H 160
Appendix I 161
Appendix J 162
Appendix K 163
Appendix L 165
Appendix M 167
Appendix N 171
Appendix O 174
Appendix P 177
Appendix Q 180
Appendix R 183
Appendix S 184
Appendix T 186
Appendix U 187

LIST OF TABLES

Table 3.1 Lesson Plan and Procedures 50
Table 3.2 Tasks for Think-Aloud Technique Training 55
Table 3.3 Data Collection Procedures 61


ENGLISH REFERENCES
Alavi, S. M., & Kaivanpanah, S. (2009). Examining the role of individual differences in lexical inferencing. Journal of Applied Sciences, 9(15), 2829-2834.
Anderson, N. J. (2003). Scrolling, clicking and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3). Available at: http://www.readingmatrix.com/articles/anderson/article.pdf
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp.77-117). Newark, DE: I.R.A.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72, 50-62.
Bengeleil, N., & Paribakht,T. S. (2004). L2 reading proficiency and lexical inferencing by university EFL learners. Canadian Modern Language Review, 61(2), 225-249.
Bensoussam, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7, 15-31.
Bernhardt, E. B., & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, 15-34.
Bialystok, E., & Frohlich, M. (1977). Aspects of second language learning in classroom settings. Working Papers on Bilingualism, 13, 1-26.
Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319-343.
Carnine, D., Kameenui, E. J., & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19, 188-204.
Carrell, P. L. (1988). Metacognitive awareness and second language reading. Modern Language Journal, 73(2), 121-134.
Chamot, A. U., & O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21, 227-249.
Chang, Y. L. (2005). A study on college students’ timed reading strategy use. Selected Papers from the Fourteenth International Symposium on English Teaching (pp. 282-291). Taipei City, Taiwan: Crane.
Chen, S. T. (2007). A comparative study of the bottom-up and top-down reading strategy training for students in a junior high school. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chen, Y. C. (2008). The effects of contextual inference strategy on vocabulary learning and reading comprehension in a junior high school in Taiwan. Unpublished master’s thesis, National Chengchi University, Taipei City, Taiwan.
Chern, C. (1993). Chinese students’ word-solving strategies in reading in English. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 67-85). Norwood, NJ: Ablex.
Chuang, C. P. (2010). Semantic Mapping Strategy Training in EFL Reading Instruction. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Chung, Y. T. (2002). Language learning strategy choices of senior high school students. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Clarke, D. F., & Nation, I. S. P. (1980). Guessing the meanings of words from context: Strategy and techniques. System, 8(3), 211-220.
Cohen, A. D. (2003). The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? IRAL, 41, 279-291.
Cramer, C., Fate, J., & Lueders, K. (2001). Improving reading achievement through the implement of reading strategies. (ERIC Document Reproduction Series No. ED 454503).
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Dubin, F., & Olshtain, E. (1993). Predicting word meanings from contextual clues: Evidence from L1 readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 181-202). Norwood, NJ: Ablex.
Ediger, A. (2001), Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed.) (pp. 285-299). Boston, MA: Heinle and Heinle.
Ehrman, M. E., & Oxford, R. L. (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal, 74, 311-327.
Field, M. L. (1985). A psycholinguistic model of the Chinese ESL reader. In P. Larson, E. L. Judd, & D. S. Messerchmitt (Eds.), On TESOL ’84 (pp. 171-182). Washington, DC: TESOL.
Flurkey, A., & Xu, J. (2003). On the revolution of reading: The selected writings of Kenneth S. Goodman. Portsmouth, NH: Heinemann.
Frantzen, D. (2003). Factors affecting how second language Spanish students derive meaning from context. The Modern Language Journal, 87, 168-199.
Fraser, C. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.
Gorman, T. P. (1979). Teaching reading at the advanced level. In M. Celce-Murcia & L. McIntosh (Eds.), Teaching English as a second or foreign language (pp. 154-164). Rowley, MA: Newbury House.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, F. L (2002). Teaching and researching reading. Harlow, England: Longman.
Haastrup, K. (1987). Using thinking aloud and retrospection to uncover learners’ lexical inferencing procedures. In C. Faerch & G. Kasper (Eds.), Introspectionin in second language research (pp. 197-212). Clevedon, UK: Multilingual Matters.
Harris, A. J., & Sipay, E. R. (1985). How to increase reading ability: A guide to developmental and remedial methods. New York: Longman.
Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 46-64). Norwood, NJ: Ablex.
Herman, P., Anderson, R., Pearson, P., & Nagy, W. (1987). Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 22, 263-284.
Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8, 689-696.
Hosenfeld, C. (1984). Case studies of ninth grade readers. In J. C. Alderson & A.H. Urquhart (Eds.), Reading in a foreign language. London: Longman.
Hsiao, T. Y. (2004). Testing a social psychological model of strategy use with students of English as a foreign language. Psychological Reports, 95, 1059-1071.
Hsu, S. C. (2003). Reading comprehension difficulties and reading strategies of junior high school EFL students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Huang, S. C. (1997). Taiwanese senior high school students’ EFL learning: Focus on learning strategies and learning beliefs. Unpublished doctoral dissertation, Indiana University, Indiana, USA.
Huang, S. C. (2006). Incorporating learning strategy training into junior-high English lessons: On students’ strategy use. Paper presented at 2006 Second Conference on Language Teaching, Literature, Linguistics, Translation, and Interpretation (pp. 129-146). Changhua, Taiwan.
Huang, S. C., & Su, H. Y. (2008). EFL learners’ use of lexical inferencing strategies. Spectrum: Studies in Language, Literature, Translation, and Interpretation. 2, 155-167.
Huang, S. C., & Tzeng, C. S. (2000). Learning strategies used by high English proficiency learners in Taiwan. Proceedings of the Ninth International Symposium on English Teaching (pp. 367-372). Taipei City, Taiwan: Crane.
Huckin, T., & Bloch, J. (1993). Strategies for inferring word-meanings in context: A cognitive model. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 153-178). Norwood, NJ: Ablex.
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A review. Studies in Second Language Acquisition, 21, 181-193.
Hung, H. P. (2005). An investigation of factors that influence EFL college students’ reading strategy use. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Jenkins, J. R., Matlock, B., & Slocum, T. A. (1989). Two approaches to vocabulary instruction: The teaching of individual word meanings and practice in deriving word meanings from context. Reading Research Quarterly, 24, 215-235.
Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. The Modern Language Journal, 73(2), 135-149.
Kim, S. A. (1995). Types and sources of problems in L2 reading: A qualitative analysis of the recall protocols by Korean high school EFL students. Foreign Language Annals, 28, 49-78.
Kuo, C. Y. (2010). Effects of semantic mapping strategy training on Taiwanese EFL junior high school students' reading comprehension. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140-180). Cambridge: Cambridge University Press.
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 21 (2), 1-26.
Lee, C. L. (2003). Promoting reading comprehension ability and vocabulary learning through collaborative strategic reading. Unpublished master’s thesis, National Taipei Teachers College Graduate School of Children English Education: Taipei City, Taiwan.
Lo, W. L. (2004). The effect of lexical Inferencing in vocabulary learning and reading comprehension. Unpublished master’s thesis, National Chengchi University, Taipei City, Taiwan.
MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27, 185-195.
Morrison, L. (1996). Talking about words: A study of French as a second language learners’ lexical inferencing procedures. The Canadian Modern Language Review, 53, 41-67.
Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64-83).
Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 19, 233-253.
Nassaji, H. (2003a). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. Modern Language Journal, 87, 261-276.
Nassaji, H. (2003b). L2 vocabulary learning from contexts: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37, 645-670.
Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387-401.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Parel, R. (2004). The impact of lexical inferencing strategies on second language reading proficiency. Reading and Writing: An Interedisciplinary Journal, 17(6), 847-873.
Paribakht, T. S. (2005). The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning, 55(4), 701-748.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 174-199). New York: Cambridge University Press.
Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
Peng, I. N. (2002). EFL motivation and strategy use among Taiwanese senior high school learners. Unpublished master’s thesis, National Taiwan Normal University, Taipei City, Taiwan.
Powell, J. S., & Sternberg, R. J. (1983). Comprehending verbal comprehension. American Psychologist, 38, 878-893.
Pulido, D. (2007). The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics, 28(1), 66-86.
Qian, D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 56, 282-308.
Rawson, K. A. (2007). Testing the shared resource assumption in theories of text processing. Cognitive Psychology, 54(2), 155-183.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Domic (Ed.), Attention and performance UL. New York: Academic Press.
Smith, F. (1976). Psycholinguistics and reading. New York: Holt, Rinehart and Winston.
Stanovich, K. E. (1980). Towards an interactive compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp.89-105). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stoller, F., & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 24-45). Norwood, NJ: Ablex.
Su, H. C. (2007). A survey of junior high school English teachers in teaching reading. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Tsai, R. M. (2004). Effects of word guessing strategy training. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Tseng, C. S. (2001). Language learners’ preferences in language learning strategies: Focus on personality differences. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan.
Tseng, W. T. (2008). A reading miscue analysis of high English achievers and low English achievers in junior high school. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Urquhart, A. H., & Weir, C. J. (1998). Reading in a second language: Process, product and practice. New York: Longman.
Wang, C. W. (1995). A study of NKNU English major’s ability to guess word meaning from context and its relationship to reading proficiency. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Whitney, P. (1987). Psychological theories of elaborative inferences: Implications for schema-theoretic views of comprehension. Reading Research Quarterly, 22, 299-310.
Yamamori, K., Isoda, T., Hiromori, T., & Oxford, R. L. (2003). Using cluster analysis to uncover L2 learner difference in strategy use, will to learn, and achievement over time. IRAL, 41, 381-409.
Yang, C. C., & Shen, Y. S. (2003). Is contextual guessing strategy an effective reading method for EFL learners at all levels? In the International Conference and Workshop on TEFL & Applied Linguistics (pp. 468-475). Taipei, Taiwan: Crane.
Yang, C. M. (2005). The effects of thinking aloud on junior high school students’ lexical inferencing in English reading comprehension. Unpublished master’s thesis, National Chengchi University, Taipei City, Taiwan.
Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
Yang, P. L. (2000). Strategies and methods in vocabulary teaching/learning. 國立高雄海院學報, 15, 57-72.
Yeh, C. C. (2008). The effect of lexical inferencing on vocabulary acquisition and reading comprehension. Unpublished master’s thesis, National Chung Cheng University, Chia-I, Taiwan.
Yorio, C. A. (1971). Some sources of reading problems for foreign language learners. Language Learning, 21(1), 107-115.
Yutaka, S. C. (1997). The review of studies in related to language learning strategies. (ERIC Document Reproduction Service No. ED 404 857)
CHINESE REFERENCES
Joe, S. G. (1994). 我國高中學生閱讀迷你短文譯解生字及檢視過程試探。中華民國第十一屆英語文學研討會論文集。153-166頁。台北:文鶴。
Joe, S. G. (1995). 技職學院學生譯解難字與檢視過程研究。國立雲林技術學院學報。 第四期。 165-171頁。
洪蘭譯(R.J.Sternberg著,1999):活用智慧。台北,遠流。


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
系統版面圖檔 系統版面圖檔