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研究生:曹麗娟
研究生(外文):Li-chuan Tsao
論文名稱:引導式閱讀教學對國中生英語閱讀態度之個案研究
論文名稱(外文):A Case Study of Guided Reading Instruction on Junior High School EFL Students: Focusing on Student Attitudes toward EFL Reading
指導教授:張善貿張善貿引用關係
指導教授(外文):Shan-mao Chang
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
畢業學年度:103
語文別:英文
論文頁數:130
中文關鍵詞:引導式閱讀情意因素英語閱讀態度
外文關鍵詞:guided readingaffective factorsEnglish reading attitudes
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情意因素對英語學習至關重要。這些因素如興趣,情感,情緒和態度會影響學習。積極的或消極的情意因素都會直接地影響年輕學習者的語言表現。本研究旨在探討國中生經由實施六週的引導式閱讀課程,過程中著眼於學生對英語的閱讀態度。研究對象來自於彰化縣同所國中的四名國中生,包含三位女生和一位男生。從四位研究參與者的定性數據 : 參與者的訪談,學習日誌,課堂觀察和老師反思日誌進行了調查與分析。研究結果顯示了,該課程計畫不僅為英語學習者提供簡單實用的閱讀策略,也提高了他們對英語閱讀的興趣與信心。此外,學習者與小組成員們和老師的互動增加了,這使他們願意積極參與閱讀活動,而所有這些情意因素也影響到他們的閱讀態度,變得更加積極。
Affective factors are of vital importance in learning English as a foreign language. These factors are emotional factors that influence learning such as interest, feelings, mood and attitude. Whether the affective factors are positive or negative can significantly influence young learners’ language performance. The purpose of this study was to observe the implementation of a 6-week guided reading program on four junior high school EFL learners with a focus on their attitudes during the process. The participants in this study were four junior high students from the same school, three girls and one boy, located in Changhua County. Qualitative data from the four participants’ interviews, learning logs, classroom observation notes and teacher’s reflection journals were examined and analyzed. Findings indicated that the program did not only provide the participants useful reading strategies but also boosted their interest in reading and confidence. Additionally, the learners' interactions with their group members and teacher increased and resulted in them becoming more willing to engage in the EFL reading activities.
ABSTRACT (ENGLISH) i
ABSTRACT (CHINESE) ii
ACKNOWLEDGEMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES viii


CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statement of the Problems 5
Purpose of the Study 7
Definition of Terms 7
Significance of the Study 9

CHAPTER TWO LITERATURE REVIEW 10
The Background of Guided Reading 10
Theoretical Background of Guided Reading 13
Zone of Proximal Development 13
Scaffolding 14
Small Group Instruction 17
Framework of Guided Reading Instruction 21
Framework of a Guided Reading Program 21
Affective Factors toward English Reading 23
Attitudes toward Reading Instruction 27
Attitudes toward English Reading 28
Attitudes toward Guided Reading Instruction 30

CHAPTER THREE METHOD 33
Rationale for the Choice of Case Study 34
Setting of the Study 35
The Background of the Teacher-Researcher 35
Participants 37
Instruments 39
Classroom Observations 39
Student Learning Journals 40
Student Interviews 40
Teacher Reflection Journals 41
Design of the Study 41
Procedures of Implementing Guided Reading Program 42
Guided Reading Materials 45
Data Collection 48
Data Analysis 49

CHAPTER FOUR RESULTS AND DISCUSSION 50
Affective Factors in the Guided Reading Program 50
Participants’ Reading Interest 50
Participants’ Reading Confidence 57
Participants’ Social Interaction 60
Participants’ Attitudes toward Guided Reading
Experience 63
Participants’ Reading Problems in the Program 66
Summary of the Findings 66

CHAPTER FIVE CONCLUSION 70
Summary of the Study and the Major Findings 70
Pedagogical Implications 73
Limitations of the Study 75
Suggestions for Future Research 76
Conclusion 77

REFERENCES 78
APPENDICES 90
Appendix A-1 Example of Classroom Observation Notes (1)90
Appendix A-2 Example of Classroom Observation Notes (2)91
Appendix B-1 Student Learning Journal (Sample) 92
Appendix B-2 Example of Student Learning Journal 93
Appendix C Student Interview Questions (SI) 94
Appendix C-1 Example of Student Interview (SIP1) 95
Appendix C-2 Example of Student Interview (SIP2) 96
Appendix C-3 Example of Student Interview (SIP3) 97
Appendix C-4 Example of Student Interview (SIP4) 98
Appendix D-1 Example of Teacher Reflection Journal(TR1)99
Appendix D-1 Example of Teacher Reflection Journal(TR2) 100
Appendix D-1 Example of Teacher Reflection Journal(TR3)101
Appendix E The Reading Texts Used in the Study 102
Appendix F The Lesson Plan Used in the Study 110
Appendix G The Word Bank and Summary 114
Appendix H Teacher’s Transcript (GR1) 116
Appendix I Teacher’s Transcript (GR2) 117
Appendix J Teacher’s Transcript (GR3) 118
Appendix K Teacher’s Transcript (GR4) 120
Appendix L Teacher’s Transcript (GR5) 122
Appendix M Transcription of Students’ Interviews 124
Appendix N Samples of Participants’ Evidence on the
English Guided Reading Experience 127


LIST OF TABLES
Table 2.1 Two types of small-group GR instructional contexts 20
Table 2.2 Major Studies towards Guided Reading Research 32
Table 3.1 Design of the Guided Reading Program 44
Table 3.2 Guided Reading Materials Used in the Study 47
Table 3.3 Codes of the Data Sources 48
Table 4.1 The EFL learner attitudes through the GR
program 67

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