跳到主要內容

臺灣博碩士論文加值系統

(44.221.73.157) 您好!臺灣時間:2024/06/15 12:40
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

: 
twitterline
研究生:王竣民
研究生(外文):WANG, JYUN-MIN
論文名稱:南台灣國三學生對於青少年文學閱讀方案在英文閱讀、人際智能與內省智能發展之效益研究
論文名稱(外文):EFFECTS OF AN ADOLESCENT LITERATURE READING PROGRAM ON ENGLISH READING, INTERPERSONAL, AND INTRAPERSONAL INTELLIGENCE DEVELOPMENTS FOR THE NINTH GRADERS IN SOUTHERN TAIWAN
指導教授:張玉玲張玉玲引用關係
指導教授(外文):CHANG, YE-LING
口試委員:張玉玲蔡叔翹廖明姿
口試委員(外文):CHANG, YE-LINGTSAI, SHU-CHIAOLIAO, MING-TZU
口試日期:2018-05-18
學位類別:碩士
校院名稱:國立高雄師範大學
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:2018
畢業學年度:106
語文別:英文
論文頁數:131
中文關鍵詞:青少年青少年小說閱讀理解人際智能內省智能
外文關鍵詞:AdolescentsAdolescent FictionsReading ComprehensionThe Interpersonal IntelligenceThe Intrapersonal Intelligence
相關次數:
  • 被引用被引用:1
  • 點閱點閱:368
  • 評分評分:
  • 下載下載:31
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在探討南台灣國三學生對於青少年文學閱讀方案在英文閱讀、人際智能與內省智能發展之效益。本研究以台南市四十一名國三學生為實驗對象,進行為期十二週的青少年文學閱讀方案。在實驗資料收集後,本研究採用成對樣本t考驗,針對學生的英文閱讀理解測驗以及學生對英文閱讀的看法進行前後測比較。此外,學生對於人際智能發展、內省智能發展、青少年文學閱讀方案以及青少年文學閱讀方案使用之青少年小說的看法則透過描述性百分比統計進行分析。最後,學生對於在青少年文學閱讀方案中所遇到的困難以及針對青少年文學閱讀方案提出的建議,則以取樣與討論的方式呈現。
根據資料分析,本研究主要發現重點摘要如下:
一、在青少年文學閱讀方案實施後,學生的前後測英文閱讀理解有顯著的差異。進而,由後測的平均分數高於前測分數可知,青少年文學閱讀方案對於學生英文閱讀理解有正向的影響。
二、在青少年文學閱讀方案實施後,學生對於英文閱讀的態度有六項顯著的差異。由後測的平均分數高於前測分數可知,學生對於英文閱讀有更正向的態度,特別是他們對於英文閱讀理解、學習英文字彙及文法及英文閱讀的信心更有正向態度;進而他們對於閱讀英文課外讀物有更高的動機。
三、大部份學生對於在青少年文學閱讀方案中人際智能發展有正向回應。大部份學生表示在青少年小說Because of Winn-Dixie (DiCamillo, 2000)中,Opal的朋友幫助她正向地面對生活中的困難和挑戰。其次,他們也發現Opal會主動與家人互動。另外,他們觀察到Opal喜歡在社區活動中獲得樂趣並且喜歡與他人聊天或討論事情。再者,他們認為Opal能透過臉部表情、聲音或動作了解他人的情緒。因此,大部份學生在青少年文學閱讀方案中得以觀察Opal與家人、朋友及社區鄰居互動、維持人際關係以及處理人際衝突的方式。此外,學生們能夠了解他人的需求、辨識核心問題並且提供有效的問題解決方式。因此,在青少年文學閱讀方案後,學生們的人際智能有所發展。
四、大部份學生對於在青少年文學閱讀方案中內省智能發展有正向回應。大部份學生同意Opal會良好地與父親溝通以及適切地處理事情。其次,他們同意Opal會反省自己的言語表達以及學習方式。另外,他們同意Opal會反省自己與社區鄰居的人際關係。再者,他們認為Opal會反省自己的解決問題方式,並且會設法幫助社區鄰居。因此,大部份學生在青少年文學閱讀方案中發現Opal會對生活中許多層面進行自我反省,也能夠站在Opal的立場,察覺自己內在的感受並且反省自己不當的言語。透過自我反省,學生們不僅能監控自己的思想,並且找到適當的問題解決方式。因此,在青少年文學閱讀方案後,學生們的內省智能有所發展。
五、大部份學生對於青少年文學閱讀方案教學有正向回應。他們認為閱讀前預測故事情節的活動增進他們的英文閱讀理解並且提升他們對於英文閱讀的自信。在預測故事情節的活動中,他們透過取樣、假設、澄清及修正的過程獲取篇章大意。此外,大部份學生喜歡閱讀中故事情節排序的活動。在故事情節排序的活動中,學生們不僅使用語言知識,更運用了後設認知來解讀文義。因此,青少年文學閱讀方案讓學生發展更高層次的認知能力,以綜合文義及增進英文閱讀理解。另外,大部份學生表示他們喜歡閱讀後個人經驗分享與議題討論的活動。藉由與小組成員的討論,學生們得以從不同的觀點看待同一件事情,並激發他們的批判性思考。此外,學生們也喜歡小組討論,從而提升其英文閱讀興趣及理解。
六、大部份學生對於青少年文學閱讀方案的選用小說讀本Because of Winn-Dixie有正向回應。首先,大部份學生認為該讀本閱讀難易度適中。此外,大部份學生認為該讀本故事情節高潮迭起及內容有趣,故可提升他們的英文閱讀動機。
七、在學生參與青少年文學閱讀方案中所遇到的困難方面,首先,有些學生提出他們對於理解某些上下文中英文單字或片語感到困難。其次,有些學生認為閱讀長篇小說讀本具挑戰性。再者,有些學生將他們的閱讀困難歸因於文法背景知識的不足。而在學生對青少年文學閱讀方案的建議方面,有些學生建議觀賞該讀本的電影。有些學生則建議老師可以提供他們更多時間與小組成員進行個人經驗分享與議題討論的活動。最後,有些學生建議選用小說讀本內可以擁有一些插圖。
根據本研究結果發現,一些教學啟示提供如下。第一,非英文母語英文教師可以在非英文母語英文閱讀方案採用青少年小說。藉由英文教師的指引,學生的英文閱讀逐步進步。第二,非英文母語英文教師可以選擇適合學生閱讀的青少年小說供學生閱讀。在選擇青少年小說時,非英文母語英文教師必須將學生的英文能力、多元的主題、高潮迭起的故事情節以及插圖列入考量。第三,非英文母語學生得以藉由閱讀青少年小說增進其人際與內省智能發展。一方面,學生在閱讀青少年小說時可以學習一些人際交往技巧與處理人際問題的方式。再者,學生得以站在他人的立場,將自己與整個社會互相連結。另一方面,學生能藉由反省小說角色的言語及行為,建立自己的價值觀。此外,他們可以透過傾聽小說人物的內在聲音來發展他們自己的內省智能。最後,出版社可以出版更多簡易版英文青少年小說給非英文母語學生閱讀。一般而言,長篇幅的英文小說會讓學生感到害怕及沒有耐心讀完整本讀物,因此出版簡易版英文青少年小說值得鼓勵。

The present study aims to investigate the effects of an adolescent literature reading program (ALRP) on English reading, interpersonal, and intrapersonal intelligence developments for ninth graders in southern Taiwan. The subjects of this study consisted of 41 ninth-grade EFL students from two classes. The researcher teacher implemented the ALRP for 12 weeks. Later on, the students’ scores of the English reading comprehension pretest and post-tests and the student responses to the English reading before and after the ALRP were compared by paired-sample t-test. Additionally, their responses to the interpersonal intelligence development, the intrapersonal intelligence development, the instruction of the ALRP, and the selected adolescent fiction of the ALRP were analyzed by frequency and percentage in descriptive statistics. Finally, the students’ difficulties and suggestions for the ALRP were sampled and discussed.
According to the data analyses, the major findings of the study are recapped as follows:
1. There is a significant difference in the students’ English reading comprehension before and after the ALRP. Moreover, the mean score of the post-test is higher than that of the pretest. Therefore, the ALRP had a positive effect on the students’ English reading comprehension.
2. There are six significant differences in the student responses to English reading development before and after the ALRP. In addition, the higher mean scores in the post-study questionnaire indicate that the students had positive responses to English reading. The students more perceived the importance of English reading after the ALRP. Moreover, they had more positive responses to English reading comprehension, English vocabulary and grammar learning, and confidence in English reading after the ALRP. In addition, they had a stronger motivation to read English supplementary reading materials than before.
3. Most of the students held positive responses to interpersonal intelligence development in the ALRP. Most of them expressed that Opal’s friends in the selected fiction Because of Winn-Dixie (DiCamillo, 2000) helped her to face difficulties and challenges of life positively. Moreover, they found that Opal would take the initiative to interact with her family. They also agreed that Opal enjoyed community activities and she liked to chat or discuss things with others. Additionally, most of the students expressed that Opal was able to put herself in other’s shoes and she could understand other people’s feelings via their facial expressions, voices, or actions. Thereby, most of the students in the ALRP found the ways that Opal interacted, maintained interpersonal relationship, and coped with interpersonal conflicts with her family, friends, and community neighbors in the selected fiction. They also understood other people’s needs, identified the core problems and offered effective solutions to the problems. Thus, the students’ interpersonal intelligence was developed after the ALRP.
4. The majority of the students expressed positive responses to intrapersonal intelligence development in the ALRP. Most of the students agreed that Opal communicated with her father well and dealt with things appropriately. Besides, most of the students agreed that Opal could examine the ways to express herself and she could reflect her own learning styles. Furthermore, they agreed that Opal could reflect on her own relationship with her neighbors. In addition, they thought that Opal could reflect on her ways to solve problems. What’s more, they considered that Opal could try her best to help community neighbors. Therefore, most of the students in the ALRP found that Opal could do self-reflection on various aspects of her life. Furthermore, most of the students expressed their willingness to explore their own inner feelings and reflect on the improper words by putting themselves in the shoes of Opal. Through the reflections, they could not only monitor their thoughts but also find optimal ways to solve problems. As a consequence, the students’ intrapersonal intelligence was developed after the ALRP.
5. The majority of the students held positive responses to the ALRP. To be specific, they expressed that making predictions of the plots in pre-reading enhanced their English reading comprehension and promoted their confidence in English reading. Under the guidance of prediction, the students generated the main idea of the texts through sampling, hypothesis, clarification and modification. In addition, the majority of the students were fond of unscrambling the story lines while reading; they not only used the linguistic knowledge but also applied metacognition to interpret the texts. As a result, the ALRP created an environment for the students to synthesize the texts and foster their English reading comprehension on a higher level of cognitive skills. Furthermore, most of the students expressed that they preferred to discuss and share opinions on some topics with group members in the post-reading. Through discussions, the students could view the same thing from different viewpoints and foster their critical thinking. Besides, group discussions benefited the students in interpreting the selected fiction and thus motivated their interests in English reading.
6. Most students exhibited positive responses to the selected fiction, Because of Winn-Dixie, of the ALRP. To begin with, most of the students expressed that the readability of the selected fiction was appropriate to them. Moreover, they agreed that the compacting plots and interesting content of the selected fiction stimulated their motivation for English reading.
7. As for the difficulties for the ALRP, some students expressed their top difficulty in figuring out the exact meanings of some English words and phrases in the contexts. Their second top difficulty was in reading a long English passage. Still, some students ascribed their difficulties to the finite prior grammatical knowledge. To deal with their reading difficulties, the students made some suggestions for the ALRP. To begin with, many of them suggested watching the movie of the selected fiction. Still others suggested that the teacher should offer them more time to discuss and share opinions on some topics with group members. Finally, some others suggested having illustrations in the selected fiction.
According to the findings of the present study, some pedagogical implications are provided. First, EFL English teachers may adopt adolescent fictions in an EFL reading program. With teachers’ guidance, students may make a progress in English reading development step by step. Second, EFL English teachers may choose appropriate adolescent fictions for their students. While choosing adolescent fictions in an English reading program, teachers may take students’ English reading proficiency, diverse themes, compacting plots, and illustrations into consideration. Third, EFL students’ interpersonal and intrapersonal intelligence developments may be fostered by reading adolescent fictions. On one hand, while reading adolescent fictions, students may learn some interpersonal skills and the ways to cope with interpersonal problems. In addition, students may put themselves in some characters’ shoes and connect themselves with the social world. On the other hand, students may reflect on the words and behaviors of the fictional characters and construct their own values. Furthermore, they may develop their intrapersonal intelligence by hearing the inner voices of the fictional characters. Finally, publishers may publish some simplified English adolescent fictions for EFL students to read. Generally speaking, students tend to hesitate to read long and heavy English fictions and are impatient to read them. As a result, the publication of many simplified English adolescent fictions may be highly recommended.
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Statements of the Problem 5
Purposes of the Study 6
Research Questions 7
Significance of the Study 8
Limitations of the Study 8
Definitions of the Terms 9

CHAPTER TWO LITERATURE REVIEW 11
Reading Instruction 11
Reading Purposes and Processes 12
Alternative Reading Instructional Methods 15
Authentic Reading Instructional Materials 18
Values of Adolescent Fictions in Reading Instruction 19
An Adolescent Fiction as a Tool for Reading Development 20
An Adolescent Fiction as a Window on the Social Development 21
An Adolescent Fiction as a Bridge for Self-Development 23
Multiple Intelligences Development 25
Definition of Multiple Intelligences 26
Interpersonal Intelligence Development 28
Intrapersonal Intelligence Development 31

CHAPTER THREE METHODOLOGY 35
Subjects 35
Instruments 35
A Selected Adolescent Fiction 36
A Sample Lesson Plan for the ALRP 37
A Reading Guidance to Because of Winn-Dixie 38
A Weekly Schedule for the ALRP 39
The Pretest and the Post-tests of English Reading Comprehension 39
A Pre-study Questionnaire on the Student Responses to English Reading 40
A Post-study Questionnaire on the Student Responses to the ALRP 40
Study Procedures 41
Data Analysis 44
A Quantitative Analysis 44
A Qualitative Analysis 45

CHAPTER FOUR RESULTS AND DISCUSSIONS 46
Comparison of the Students’ English Reading Comprehension Before and After the ALRP 46
Comparison of the Student Responses to English Reading Development Before and After the ALRP 47
The Student Responses to Interpersonal Intelligence Development 56
The Student Responses to Intrapersonal Intelligence Development 64
The Student Responses to the Instruction of the ALRP 74
The Student Responses to the Selected Fiction of the ALRP 78
The Students’ Difficulties and Suggestions for the ALRP 86

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 94
Conclusions 94
Implications 97
Suggestions 98

REFERENCES 100

APPENDIXES 109
Appendix A: A Sample Lesson Plan for the ALRP 109
Appendix B: A Sample Reading Guidance to Because of Winn-Dixie 110
Appendix C: A Weekly Schedule for the ALRP 111
Appendix D: The Pretest of English Reading Comprehension 112
Appendix E-1: The Post-test 1 of English Reading Comprehension 116
Appendix E-2: The Post-test 2 of English Reading Comprehension 118
Appendix E-3: The Post-test 3 of English Reading Comprehension 120
Appendix E-4: The Post-test 4 of English Reading Comprehension 122
Appendix F-1: The Pre-study Questionnaire on the Student Responses to English Reading 124
Appendix F-2: The Post-study Questionnaire on the Student Responses to an Adolescent Literature Reading Program 125
Appendix G: Reliability of the Questionnaire on the Student Responses to English Reading 129
Appendix H: Reliability of the Questionnaire on the Student Responses to an Adolescent Literature Reading Program 130


LISTS OF TABLES AND FIGURES
Table Page
1. Comparison of the Students’ English Reading Comprehension Scores Before and After the ALRP 47
2. Comparison of the Student Responses to English Reading Development
Before and After the ALRP 48
3. The Student Responses to Interpersonal Intelligence Development 57
4. The Student Responses to Intrapersonal Intelligence Development 65
5. The Student Responses to the Instruction of the ALRP 75
6. The Student Responses to the Selected Fiction of the ALRP 78
7. Ranking of the Students’ Favorite Plots of the Selected Fiction 83
8. The Students’ Difficulties in the ALRP 87
9. The Students’ Suggestions for the ALRP 90

Figure Page
1. Applying Gardner’s MI Theory in Reading Instruction 3
2. A Flow Chart of the Study Procedures 43


Advani, V., & Hema, G. (2016). Effect of interpersonal intelligence based teaching strategies on students academic achievement. The International Journal of Indian Psychology, 3(4), 119-128.
Akbari, O., & Razavi, A. (2016). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education, 5(2), 105-116.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36(6), 556-561.
American Psychological Association. (2002). Developing adolescents: A reference for professionals. Washington, DC: American Psychological Association.
Andersen, J. (2014). So you want to write YA: Social responsibility and young adult literature. ESSAI, 12(1), 1-18.
Bacon, S., & Finneman, M. (1990). A study of attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74(4), 459-473.
Bean, T. W. (2003). Using young-adult literature to enhance comprehension in the content areas. Naperville, IL: Learning Point Associates.
Bean, T. W., & Moni, K. (2003). Developing students' critical literacy: Exploring identify construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46(8), 638-648.
Bernhardt, E. B. (1986). Reading in the foreign language. In B. H. Wing (Ed.), Listening, reading, and writing: Analysis and application (pp. 93-115). Middleburry, VT: Northeast Conference on the Teaching of Foreign Languages.
Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
Brown, B. B., & Bakken, J. P. (2011). Parenting and peer relationships: Reinvigorating research on family–peer linkages in adolescence. Journal of Research on Adolescence, 21(1), 153-165.
Bucher, K. T., & Hinton, K. (2014). Young adult literature: Exploration, evaluation, and appreciation. New York: Pearson.
Button, K., & Johnson, M. (1997). The role of shared reading in developing effective early reading strategies. Reading Horizons, 37(4), 262-273.
Chen, S. Y. (2009). Functions of reading and adults' reading interests. Reading Improvement, 46(2), 108-117.
Chu, Y. T. (2011). Effects of implementing an adolescent literature circles project in English reading instruction for students in a vocational high school in Kaohsiung. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Cooc, N., & Kim, J. S. (2017). Peer influence on children’s reading skills: A social network analysis of elementary school classrooms. Journal of Educational Psychology, 109(5), 727-740.
Crim, C. L., Kennedy, K. D., & Thornton, J. S. (2013). Differentiating for multiple intelligences: A study of students' understandings through the use of aesthetic representations. Issues in Teacher Education, 22(2), 69-91.
Dambacher, M. (2010). Bottom-up and top-down processes in reading: Influences of frequency and predictability on event related potentials and eye movements. Germany: Universitätsverlag Potsdam.
Daniels, H. (1994). Literature circles: Voice and choice in the student-centered classroom. New York: Stenhouse.
DiCamillo, K. (2000). Because of Winn-Dixie. Massachusetts: Candlewick Press.
Djikic, M., Oatley, K., & Moldoveanu, M. C. (2013). Reading other minds: Effects of literature on empathy. Scientific Study of Literature, 3(1), 28-47.
Emig, L. (2015). Combining young adult and classic literature in a secondary English classroom. Residing Tide, 7, 1-21.
Fleischman, S. (1986). The whipping boy. New Yok: HarperCollins.
Forgeron, P. A., King, S., Stinson, J. N., McGrath, P. J., MacDonald, A. J., & Chambers, C. T. (2010). Social functioning and peer relationships in children and adolescents with chronic pain: A systematic review. Pain Research and Management, 15(1), 27-41.
Fuchs, L. (1987). Serving adolescents’ reading interests through young adult literature. Bloomington: Phi Delta Kappa Educational Foundation.
Fry, E. (Ed.). (1991). Ten best Ideas for reading teachers. New York: Addison-Wesley Publishing Company.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gilmore, A. (2011). I prefer not text: Developing Japanese learners’ communicative competence with authentic materials. Language Learning, 61(3), 786-819.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Literacy Research and Instruction, 6(4), 126-135.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge.
Green, J. (2013). Does YA mean anything anymore? Genre in a digitized world. Horn Book, 90, 15-25.
Grotevant, H. D. (1983). The contribution of the family to the facilitation of identity formation in early adolescence. The Journal of Early Adolescence, 3(3), 225-237.
Habeeb, K. T., & Fatema, M. (2016). Effect of intrapersonal and interpersonal awareness dimensions of emotional intelligence on stress management of adolescents. International Journal of Applied Research, 2(10), 589-592.
Hayn, J. A., Kaplan, J. S., & Clemmons, K. R. (2016). Teaching young adult literature today: Insights, considerations, and perspectives for the classroom teacher.
Rowman & Littlefield. Holdaway, D. (1984). The foundations of literacy. Portsmouth, New Hampshire: Heinemann.
Hsu, W. L. (2006). Effects of a task-based bilingual weekly reading program on English literacy development of senior high school students. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Huang, J. J. (2014). The flipped classroom and its concepts, problems and perspectives. Journal for Educational Review, 3(12), 160-185.
Ji, S. Y. (2014). The effects of an RT project with simplified Shakespeare’s scripts on English reading and cooperative learning on ninth graders. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329.
Kezar, A. (2001). Theory of multiple intelligences: Implications for higher education. Innovative Higher Education, 26(2), 141-154.
Khalaji, H. R., & Vafaeeseresht, K. (2012). The Impact of Reading Strategy Training on the Reading Comprehension of Iranian EFL Learners. Journal of Language Teaching & Research, 3(1), 135-140.
Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10(7), 1-6.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge, England: Cambridge University Press.
Krashen, S. (2004). The case for narrow reading. Language Magazine, 3(5), 17-19.
Kuo, Y. L. (2009). Application of friendship-based picture book reading instruction in English classes for eighth graders. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Landt, S. M. (2006). Multicultural literature and young adolescents: A kaleidoscope of opportunity. Journal of Adolescent & Adult Literacy, 49(8), 690-697.
Laursen, B., & Collins, W. A. (2009). Parent—child relationships during adolescence. Handbook of adolescent psychology.
Lei, M. C. (2006). A new leaf of life: Effects of adolescent literature bibliotherapy on senior high school students’ attitudes toward death. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Lewis, R., & Teale, W. H. (1980). Another look at secondary school students' attitudes toward reading. Journal of Reading Behavior, 12(3), 187-201.
Lin, H. C. (2015). The application of adolescent fiction through cooperative learning in English reading instruction: A case study of Dayuan International Senior High School in Taoyuan. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Lin, W. C. (2012). Applying bibliotherapy-oriented adolescent literature reading instruction to improve EFL students' peer relationships and enhance reading comprehension. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
Liu, F. (2010). A short analysis of the nature of reading. English Language Teaching, 3(3), 152-157.
Lowry, L. (1989). Number the stars. US: Houghton Mifflin Harcourt.
Lowry, L. (1993). The giver. US: Houghton Mifflin Harcourt.
Luo, J. H. (2014). Effects of collaborative strategic reading instruction on the English reading performance of adolescent fiction for senior high school students in southern Taiwan. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
MacLachlan, P. (1987). Sarah, plain and tall. New York: HarperCollins.
Mayseless, O., & Scharf, M. (2007). Adolescents' attachment representations and their capacity for intimacy in close relationships. Journal of Research on Adolescence, 17(1), 23-50.
McKethan, R., Rabinowitz, E., & Kernodle, M. W. (2010). Multiple intelligences in virtual and traditional skill instructional learning environments. Physical Educator, 67(3), 156.
Morrow, K. (1977). Authentic texts and ESP. In S. Holden (Ed.), English for specific purposes (pp. 13–17). London: Modern English.
Neuman, S. B., Kaefer, T., & Pinkham, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145-148.
Nikolajeva, M. (2014). Memory of the present: Empathy and identity in young adult fiction. Narrative Works, 4(2), 86-107.
Nilsen, A. P., & Donelson, K. L. (2001). Literature for today's young adults. New York: Longman.
Nolen, J. L. (2003). Multiple intelligences in the classroom. Education, 124(1), 115-119.
Oczkus, L. D. (2004). Super six comprehension strategies: 35 lessons and more for reading success. US: Rowman & Littlefield.
Oczkus, L. D. (2009). Interactive think-aloud lessons: 25 surefire ways to engage students and improve comprehension. New York: Scholastic.
Paran, A. (1996). Reading in EFL: Facts and fictions. ELT Journal, 50(1), 25-34.
Park, L. S. (2001). A single shard. New York: Clarion Books.
Polio, C. (2014). Using authentic materials in the beginning language classroom. Clear News, 18(1), 1-5.
Rosenblatt, L. (1938). Literature as exploration (1st ed). New York: Noble and Noble.
Rosenblatt, L. (1983). Literature as exploration (4th ed.). New York: Modern Language Assn of Amer.
Roxborough, S. (1978). The Novel of Crisis: Contemporary Adolescent Fiction.
Children's Literature, 7(1), 248-254.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI. Hillsdale, NJ: Laurence Erlbaum Associates.
Rybakova, K., Piotrowski, A., & Harper, E. (2013). Teaching controversial young adult literature with the common core. Wisconsin English Journal, 55(1), 37-45.
Sachar, L. (1998). Holes. New York: Farrar, Straus and Giroux.
Schooten, E., & Glopper, K. (2006). Literary response and attitude toward reading fiction in secondary education: trends and predictors. L1 Educational Studies in Language and Literature, 6(1), 97-174.
Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman.
Seefeldt, C. (2005). Social Studies for the preschool/primary child (7th ed.). Upper Saddle River, NJ: Pearson.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Shepard, R., Fasko Jr, D., & Osborne, F. H. (1999). Intrapersonal intelligence: Affective factors in thinking. Education, 119(4), 633.
Silberman, M. L., & Hansburg, F. (2000). People smart: Developing your interpersonal intelligence. San Francisco: Berrett-Koehler.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. US: Rand.
Stevenson, R. L. (1911). Treasure island. New York: Charles Scribner's Sons.
Taylor, D. A. (1968). The development of interpersonal relationships: Social penetration processes. The Journal of Social Psychology, 75(1), 79-90.
Twain, M. (1876). The adventures of Tom Sawyer. Hartford: American.
Upright, R. L. (2002). To tell a tale: The use of moral dilemmas to increase empathy in the elementary school child. Early Childhood Education Journal, 30(1), 15-20.
Wee, S. J., Shin, H. S., & Kim, M. H. (2013). Young children’s role-playing for enhancing personal intelligences in multiple intelligences theory. International Research in Early Childhood Education, 4(1), 53-72.
Wissman, K. (2009). “Spinning Themselves into Poetry”: Images of urban adolescent writers in two novels for young adults. Children's Literature in Education, 40(2), 149-167.
Wu, W. C. (2011). Promoting English reading comprehension and motivation in a learning-goal-oriented adolescent fiction reading program for vocational high school students. (Unpublished master's thesis), National Kaohsiung Normal University, Kaohsiung.
陳婉真(Chen, W. C.)(2009)。青少年人際關係的量與質、歸屬感以及寂寞感之研究。輔導與諮商學報,31(1),17-37。
張春興(Chang, C. H.)(2011)。張氏心理學辭典。台北市:東華書局。
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊