臺灣博碩士論文加值系統

本研究旨在探討實施心智圖教學對台灣中學生的英語閱讀理解能力和英語學習的態度的影響為何。研究對象為十一位嘉義縣一所英文補習班國中學生，包括兩名男生及九名女生。本研究以Reading Starter2以及Reading Discovery 1 為教學教材及閱讀理解前後測試題。進行為期四週七堂課的心智圖教學法教學。此教學以Buzan(2007) 的閱讀理解心智圖教學規則及小組討論的方式進行。
研究者收集分析十一位學生的英文閱讀理解測驗前後測成績和學習態度量表的前後測成績，並以成對樣本T檢定作分析。同時學生及老師對心智圖教學看法亦透過訪談紀錄分析。根據分析，本研究的主要發現摘述如下:
1. 心智圖教學有助於增進閱讀理解。
2. 心智圖教學有助於提升學習態度。
3. 大部分的參與者指出心智圖教學使閱讀課程有趣且令人感到學習英文是快樂的, 而且他們願意在後續閱讀時使用心智圖。
4. 就老師的看法而言，心智圖教學強調閱讀理解,使學生在文章中快速找到關鍵
字以及大意，因此提高了閱讀理解能力及學習態度。
研究者也在本研究中提出一些建議以做為想要從事心智圖教學法在英語閱讀教學的教師或是教育工作者的參考。


關鍵字：心智圖教學、閱讀理解、學習態度

This study aimed to investigate the impact of mind mapping instruction on Taiwanese high school students’ English reading comprehension and English learning attitude. Eleven participants from an English cram school in Chiayi County participated in the study. The teaching materials and reading comprehension texts were chosen from Reading Starter2 and Reading Discovery 1. The instruction was based on Buzan’s (2007) mind mapping guidelines for reading.
The scores of pretests and posttests on reading comprehension and learning attitude questionnaire were collected and analyzed by SPSS 20. The interview questions were collected. After four weeks of seven mind mapping instruction, the major findings of the present study were summarized as follows:
1. Mind mapping instruction was significantly effective in enhancing students’ reading comprehension.
2. Mind mapping instruction was significantly effective in enhancing students’ learning attitude.
3. Mind mapping helped the students find the main ideas quickly. They are more likely to use mind mapping while they are reading.
4. The instructor indicated that mind mapping instruction focused on reading comprehension. It improved the students’ reading comprehension ability and English learning attitude.
The findings have implications for reading comprehension teaching and learning, especially the ones in which EFL learners and teachers are involved.

Keywords: Mind mapping instruction, reading comprehension, learning attitude

Table of Contents
摘要 i
ABSTRACT ii
Acknowledgements iii
Table of Contents iv
LIST OF TABLES vii
LIST OF FIGURES ix

CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Purpose of the Study 2
1.3 Research Questions 3
1.4 Significance of the Study 4
1.5 Definition of Terms 4
1.6 Organization of the Thesis 5

CHAPTER TWO LITERATURE REVIEW 7
2.1 Reading Comprehension 7
2.1.1 The Definition of Reading Comprehension 7
2.1.2 Model of Process: Bottom-Up, Top-Down and Interactive 8
2.1.3 Teaching Approaches on Reading Comprehension 8
2.2 Learning Attitude 11
2.2.1 The definition of Learning Attitude 11
2.2.2 The Second Language Acquisition learning attitude 11
2.2.3 Questionnaire of Learning Attitude 12
2.3 Mind mapping 12
2.3.1 The Definition and Benefits of Mind Mapping 12
2.3.2 The Types of Mind Mapping 13
2.4 The Application of Mind Mapping in Educational Fields 15
2.5 The Impact of Mind Mapping on Reading Comprehension 16
2.6 The Impact of Mind Mapping on Learning Attitude 17

CHAPTER THREE METHODOLOGY 19
3.1 Research Design 19
3.2 Participants 20
3.3 Procedure 20
3.4 Instruments 22
3.4.1 Reading comprehension test 22
3.4.2 Learning attitude questionnaire 22
3.4.3 Interview Question 23
3.4.4 Open-ended questionnaire 24
3.5 Teaching Materials and Teaching Program 25
3.5.1 Teaching Materials 26
3.5.2 Teaching Program 27
3.6 Data Analysis 31

CHAPTER FOUR RESULTS 33
4.1 Results for Research Question 1: 33
4.2 Results for Research Question 2: 35
4.3 Results for Research Question 3: 42
4.3.1 The Students’ Perceptions of Mind Mapping 42
4.3.1.1 Students’ Opinions and Perceptions 42
4.3.1.2 English Reading Progress 45
4.3.1.3 Students’ Difficulties in English Learning 46
4.3.1.4 Additional Feedback (Suggestion for Mind Mapping Instruction) 47
4.3.2 The Teacher’s Perceptions toward Mind Mapping 47


CHAPTER FIVE CONCLUSIONS 49
5.1 Summary of the Findings 49
5.1.1 The Influence of Mind Mapping Instruction on EFL Students’ Reading Comprehension. 49
5.1.2 The Influence of Mind Mapping Instruction on EFL Students’ Reading Attitude. 50
5.1.3 Teacher’s and Students’ Perceptions toward Mind Mapping 51
5.2 Pedagogical Implications 52
5.3 Limitation of the Study 52
5.4 Suggestions for Future Research 53

REFERENCES 55
Appendix A Reading Comprehension Texts 63
Appendix B Reading Comprehension Texts 67
Appendix C Learning Attitude Questionnaire (English Version) 69
Appendix D Learning Attitude Questionnaire (Chinese Version) 72
Appendix E Weekly Lesson Plan 77
Appendix F Interview Questions (English Version) 78
Appendix G Interview Questions (Chinese Version) 79
Appendix H Three Open-Ended Questions 80
Appendix I Students’ Mind Mapping 81

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