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研究生:洪歆瑜
研究生(外文):Hung, Hsin-Yu
論文名稱:英文漫畫對臺灣EFL學生閱讀理解力之效益
論文名稱(外文):The Effects of Comic Strips on EFL Learners' Reading Comprehension in Taiwan
指導教授:陳建志陳建志引用關係
指導教授(外文):Christopher Chen
口試委員:陳建志曹秀蓉魏式琦
口試委員(外文):Christopher ChenSharon TsauWey, Shyh-Chyi
口試日期:2012-06-26
學位類別:碩士
校院名稱:大葉大學
系所名稱:應用外語研究所
學門:人文學門
學類:外國語文學類
論文出版年:2012
畢業學年度:100
語文別:英文
論文頁數:89
中文關鍵詞:漫畫英文閱讀程度難易度單字知識故事結構閱讀焦慮
外文關鍵詞:Comic StripsEnglish Reading ProficiencyDifficulty LevelsVocabulary KnowledgeStory GrammarReading Anxiety
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英語教學領域的教育學家們已常建議英文老師可以運用圖片或插圖在文章上。但是,目前只有少許研究提出漫畫在英語教學上的觀點。因此,本研究之目的在於藉由漫畫來檢視英文為外語習者的台灣學生的英文閱讀理解力之影響。共有160位中台灣某國中的三年級學生參與本實驗。實驗要求受試者先寫一份能力分級試題,然後根據受試者的成績來分為高程度和低程度,接下來再隨機分成閱讀文章組和漫畫組。每位受試者皆要讀容易和困難的文章或者漫畫以及寫兩份閱讀測驗。測驗完成後,受試者要再寫一份有關閱讀焦慮感的問卷調查。
本研究結論如下所述: (1) 漫畫組的閱讀測驗表現比文章組的好。(2) 三個獨立變數(英文閱讀程度、閱讀素材和難易度)與閱讀理解有顯著交互作用。(3) 高程度的學生不論讀文章或漫畫,他們的整體閱讀測驗表現皆比低程度的學生好。(4) 閱讀焦慮感與學生的閱讀理解力有顯著負相關。

Educators in the field of English teaching have often suggested that English teachers could apply pictures or illustrations to the written texts. However, not many studies have brought the concept of comic strips into teaching English at present. Therefore, the main purpose of the present study attempts to investigate the effects of comic strips on EFL students’ reading comprehension in Taiwan. 160 third-year junior high school students’ English reading proficiency were estimated, and they were divided into high English reading proficiency class and low English reading proficiency class based on a placement test. The participants with different English reading proficiency class were further randomly categorized into the text only group and the comic strips group. The participants in each group were presented with easy and difficult texts only or easy and difficult comic strips. After the experiments were completed, the questionnaires were conducted to facilitate the researcher to look into the correlation between the participants’ reading anxiety and reading comprehension.
The findings of the study were summarized as follows: (1) The participants’ reading comprehension in the comic strips group performed better than those in the text only group. (2) There was a significant interaction among English reading proficiency, reading materials, difficulty levels, and reading comprehension. (3) The students with high English reading proficiency whatever in the text only group and in the comic strips group outperformed the students with low English reading proficiency in the same groups. (4) Reading anxiety had negative relationship with EFL students’ reading comprehension.

Cover Page
English Signature Page
Signature Page
Abstract ……………………………………………………………………………….iv
Chinese Abstract ………………………………………………………………………v
Acknowledgements …………………………………………………………………...vi
Table of Contents …………………………………………………………………………..vii
List of Figures …………………………………………………………………………x
List of Tables ………………………………………………………………………………..xi

Chapter I. Introduction …………………………………………………………………….. 1
1.1 Background and Motivation ……………………………………………………….. 1
1.2 Purpose of the Research ……………………………………………………………. 3
1.3 Research Questions …………………………………………………………………. 3
1.4 Significance of the Research ………………………………………………………... 4
1.5 Organization …………………………………………………………………………. 5

Chapter II. Literature Review…………………………………………………………… … 7
2.1 Reading Comprehension ……………………………………………………………. 7
2.1.1 Vocabulary Knowledge …………………………………………………......... 8
2.1.2 Sentence Comprehension ……………………………………………………. 9
2.1.3 Discourse Comprehension …………………………………………………. 10
2.2 Factor that Influence Reading Comprehension …………………………………. 12
2.2.1 Vocabulary Size …………………………………………………………. …... 12
2.2.2 Anxiety ………………………………………………………………………... 13
2.3 Comic Strips ……………………………………………………………………….. 14
2.3.1 The Characteristics of Comic Strips ……………………………………….. 15
2.3.2 Comic Strips as a Teaching Material in English Class ………………….... 18
2.3.3 Comic Strips in Taiwan …………………………………………………….. 19
2.4 Other Studies Relating to the Present Research ……………………………… 19
2.4.1 The Impact of EFL Students’ Vocabulary Breadth of Knowledge on Literal Reading Comprehension:
Chen (2011) …………………………………… 20
2.4.2 The Effect of Story Grammar Instruction on EFL Students’ Comprehension of Narrative Text:
Amer (1992) …………………………. 21
2.4.3 Effects of Comic Strips on L2 Learners’ Reading Comprehension: Liu (2004)…………………………………………… 22
2.5 Summary …………………………………………………………………………... …23

Chapter III. Methodology ………………………………………………………………... 25
3.1 Hypotheses …………………………………………………………………………. 25
3.2 Research Design …………………………………………………………………… 26
3.3 Participants ………………………………………………………………………….. 26
3.4 Instruments ………………………………………………………………………….. 28
3.4.1 The Placement Test …………………………………………………………. 28
3.4.2 Texts Only …………………………………………………………………… 29
3.4.3 Comic Strips ………………………………………………………………… 30
3.4.4 Reading Comprehension Tests …………………………………………….. 31
3.4.5 Questionnaires ………………………………………………………………. 31
3.5 Procedure …………………………………………………………………………... 32
3.6 Data Analysis ……………………………………………………………………….. 32
3.7 The Pilot Study ……………………………………………………………………... 33

Chapter VI. Results and Discussion ……………………………………………………. 36
4.1 The Analysis of Variance among English Reading Proficiency, Reading Materials, Difficulty Levels,
and Reading Comprehension …………………… 36
4.1.1 The Interaction of English Reading Proficiency, Reading Materials, and Difficulty Levels
with Reading Comprehension ………………………... 37
4.1.2 The Simple Interaction Effects of English Reading Proficiency, Reading Materials, and
Difficulty Levels on Reading Comprehension …………. 38
4.1.3 The Simple Simple Main Effects of English Reading Proficiency, Reading Materials, and
Difficulty Levels on Reading Comprehension ………….. 40
4.2 Correlation between Reading Anxiety and Reading Comprehension ………… 49
4.3 Conclusion …………………………………………………………………………. 51

Chapter V. Conclusions ………………………………………………………………….. 52
5.1 General Discussion ………………………………………………………………...52
5.2 Limitations of the Study ……………………………………………………… 54
5.3 Pedagogical Implications ………………………………………………………….54
5.4 Suggestions for Further Study …………………………………………………….55

References ………………………………………………………………………………… 57
Appendix A The Young King (Text Only) ……………………………………………… 65
Appendix B Hiding in Plain Sight: Animal Camouflage (Text Only) ………………... 67
Appendix C The Young King (Comic Strips) ……………………………………............... 69
Appendix D Hiding in Plain Sight: Animal Camouflage (Comic Strips) ……………. 74
Appendix E The Young King (Reading Comprehension Test) ……………………….. 78
Appendix F Hiding in Plain Sight: Animal Camouflage (Reading Comprehension Test)……………………………………………………… 82
Appendix G Questionnaire One …………………………………………………….. 86
Appendix H Questionnaire Two ………………………………………………………… 88

List of Figures

Figure 2.1 Twilight Illustrated by Young Kim (2010) ………………………………… 16
Figure 2.2 Helmet Illustrated by Fabio Visntin (2003, p. 17) ………………………. 17

List of Tables

Table 2.1 The Constituents of Thematic Roles ………………………………………. 10
Table 3.1 Reading Proficiency Distribution of the Participants ……………………… 27
Table 3.2 Text Only and Comic Strips with Difficulty Levels ……………………….. 28
Table 3.3 Flesch’s Reading Ease Scale ……………………………………………......... 29
Table 3.4 Results of Three-way ANOVA Repeated Measures of the Pilot Study …... 34
Table 4.1 Results of Three-way ANOVA Repeated Measures ……………………… 37
Table 4.2 Results of Simple Interaction Effects …………………………………….. 38
Table 4.3 Mean and Standard Deviation of Reading Materials with Difficulty Levels in the Individual
Reading Proficiency ………………………………………. 41
Table 4.4 Summary and Posterior Comparison of Reading Proficiency and Reading Materials in the Easy
Level ………………………………………………….. 41
Table 4.5 Summary and Posterior Comparison of Reading Proficiency and Reading Materials in the Difficult
Level …………………………………………....... 42
Table 4.6 Summary and Posterior Comparison of Reading Proficiency and Difficulty Levels in the Text Only
Group …………………………………………… 44
Table 4.7 Summary and Posterior Comparison of Reading Proficiency and Difficulty Levels in the Comic
Strips Group …………………………………………… 45
Table 4.8 Summary and Posterior Comparison of Reading Materials and Difficulty Levels in the High
Reading Proficiency …………………………………….. 47
Table 4.9 Summary and Posterior Comparison of Reading Materials and Difficulty Levels in the Low Reading
Proficiency …………………………………….. 47
Table 4.10 Correlation between Reading Anxiety and Text Only ……………………. 49
Table 4.11 Correlation between Reading Anxiety and Comic Strips ………………..... 50

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