臺灣博碩士論文加值系統

在台灣， 大多數的閱讀實驗都著重在預測廣泛閱讀對於大學學生英語學習的影響。 然而， 量化研究只能呈現分數而缺少對於學生閱讀成長的深層了解， 也就是過去研究缺乏對於得分成長背後真正原因的探討。 為補此研究缺口，本研究探索自主閱讀對科技大學理工科學生的潛在影響。
五位自願者參加了為期15週的自主閱讀計畫， 並從147本分級讀本當挑選閱讀。 每位實驗對象擁有不同的的英文程度與學習經驗。 本研究採用背景調查問卷、 學生的閱讀記錄、 研究員每週與學生會面的筆記、 以及個別訪談， 等工具，來了解學生對書本的反應、 閱讀中遭遇的困難與挑戰、 以及對自我進步的覺察。 此外， 本研究的輔助資料包含部分語言評量 (測驗)和閱讀分析 (例如: 閱讀字數和每週挑選書本的級數難度)。
本研究採用與過去研究同樣的閱讀克漏字與單字測驗， 並比較所得成績。研究結果顯示， 學生的閱讀速度、理解、字彙習得、和閱讀材料的難易度都有進步。 值得強調的是， 實驗結束後， 自主閱讀改變學生的閱讀態度， 增進其學習英語的動機和信心。 研究發現，當具備必要條件達到時 (例如: 適當的引導， 適時的鼓勵以及穩定的書本供應)， 自主閱讀對於不同程度的英語學習者均有助益。

In Taiwan, most extensive reading research has been conducted with the goal of examining the measureable effects of extensive reading with college EFL learners. However, quantitative measures usually show numerical results without in-depth understanding of the growth in the learners during reading, the real reasons behind the growth shown in previous research. This study aimed to explore the un-measurable effects of Free Voluntary Reading (FVR) on EFL technical university students majoring in science.
Five volunteer participants participated in a 15-week FVR program reading graded readers chosen from a collection of 147 volumes. All had different English learning experiences and varied proficiency levels. A background questionnaire, student reading logs, researchers’ weekly counseling sections and field notes, and individual interviews were employed to examine how each learner reacted to the reading materials, the difficulties and challenges encountered, and if each learner thought that they were improving. Some language measures (tests) and an analysis of the material they read (e.g. the approximate number of words read and the difficulty level of the books chosen each week) were used as supplementary data sources.
Results showed that participants improved in (raw) scores in reading speed, comprehension, vocabulary, and the complexity level of the material. Their reading and vocabulary scores were compared against the results obtained in previous research using the same tests. But more important was their attitudinal change towards FVR after the program, their greater motivation and confidence in learning English. The findings suggest that FVR is beneficial to EFL learners of different levels if required conditions are met, e.g. proper guidance, timely encouragement, and a secured book access.

Table of Contents
中文摘要…………………………………………………………………i
ABSTRACT………………………………………………………….….ii
ACKNOWLEDGEMENTS..……………..……………………………iii
TABLE OF CONTENTS………………………………………………iv
LIST OF TABLES……………………………………………………..vii
LIST OF FIGURES……………………………...……………………viii
CHAPTER ONE: INTRODUCTION…………………………………1
1.1 Motivation and Background of the study………………………………………… 1
1.2 Purpose of the study………………….……………………………………………4
1.3 Definition of Key terms……………………………………………………………7
1.4 Significance of the study…………………………………………………………..8
CHAPTER TWO: LITERATURE REVIEW………………………..11
2.1 Theoretical Framework…………………………………………………………...11
2.1.1 Reading Hypothesis…………………………………………………….....11
2.1.2 Extensive Reading………………………………………………………...12
2.1.3 Free Voluntary Reading………………………………………………...…14
2.2 Reading and Language Acquisition……………………………………………....16
2.2.1 Reading in ESL context……………………………………………...……18
2.2.2 Reading in EFL context………………………………………………...…20
2.2.3 Reading and Remedial Instruction………...…………………………..….26
2.3 Connecting the Dots……………………………………….………………….….29
CHAPTER THREE: METHODOLOGY……………………………32
3.1 Participants…………………………………………………………………...…..32
3.2 Instruments………………………………………………………………….....…37
3.3 Material………………………………………………………………..…………40
3.4 Procedures/ Data collection.............................................................…...42
3.5 Data analysis……………………………………………………………..………44
CHAPTER FOUR: RESULTS AND DISCUSSION……………...…45
4.1Pre-and-Posttests Results of the Four Measures…………………………….……45
4.1.1 Reading Rate Level Test………………………………………………..…45
4.1.2 The Cloze Test…………………………………………………….………46
4.1.3 TOEIC Simulated Test…………………………………………………….46
4.1.4 Vocabulary Level Test……………………………………………….……47
4.2 Results of the Qualitative Analysis…………………………………………..…..50
4.2.1 Interview………………………………………………………….…....…50
4.2.2 Field Notes………………………………………………………….….…56
4.2.3 Reading Logs………………………………………………………..……60
4.3 Reflection of the Participants on Free Voluntary Reading………….…..….69
4.3.1 Difficulties in Reading………………………………………….….…….71
4.4 Discussion…………………………………….………………………………….72
CHAPTER FIVE: CONCLUSION…………….…………………….78
5.1 Summary of the Findings………………………….……………………………..78
5.2 Limitations of the Study……………………………….…………………………79
5.3 Pedagogical Implication………………………………………………………….81
5.4 Conclusion……………………………………………….……………………….84
REFERENCES…………………..…………………….………………87
APPENDIX A…………………………………………………………..96
APPENDIX B……………………………………………..…………..101
APPENDIX C…………………………………………..……………..102

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