臺灣博碩士論文加值系統

本研究的目的是在探索閱讀策略教學對台灣國中學生在基測與英語閱讀測驗的影響情況。探討閱讀策略教學是否能有效的幫助國中學生學習英語，並且深入了解實施閱讀策略教學後學生的反應與改變。調查對象是兩班國中三年級的學生，此兩班受測的學生因為採取分組教學，故一班為高學習成就的學生另一班為低學習成就的學生。此兩個班級在16週的課程中，同時進行相同的閱讀策略教學，並用問卷調查、閱讀策略使用的前測與後測及基測試題的前後測，來了解學生在實施閱讀策略教學的前後差異。並且輔以課堂觀察與學生訪談，以求在過程中可以隨時了解學生的需求與困難。承上所述，資料收集的方法包括了：問卷調查、訪談、課室觀察、紙筆方式的閱讀測驗。利用Excel與Stata將資料利用平均值與百分比和t-test的方式，來比較實施策略教學前後的差異；同時透過課室觀察的紀錄，也印證學生學習狀況的改變。主要是希望透過質化與量化的方法並用，以增進研究結果的信度與效度。
本研究的主要發現如下：
(一) 閱讀策略教學使得學生不再害怕閱讀，並且對閱讀有較高的成就感與興趣。
(二) 閱讀策略教學提昇了低學習成就學生的學習動機。
(三) 學生願意將這些策略運用在日後的閱讀活動中。
(四) 閱讀策略教學有助於學生理解文章內容。
(五) 閱讀策略教學幫助學生在面對基測的題目時，較有信心。
本研究建議閱讀策略教學應該融入平日的課堂教學中，學生除了可以提升
自己的自信、增加學習英語的興趣並且可以利用策略進而使他們的學習更有成效。在研究的最後也建議未來的研究方向。

The purpose of the study is to investigate the influence on the reading strategy instruction which is conducted to the EFL junior high school students in Taiwan. The study is designed to research whether the strategic instruction is a good direction to help EFL junior high school students in their English learning and explore the students’ responses and change after the instruction. There are two classes of ninth graders which are divided into high achievement and low achievement in study instructed to learn the reading strategies for one semester.
Data were collected from questionnaires, interviews, classroom observations and the Basic Competence Test (BCT). The interview and classroom observation could present the need and change of the students. The pre-test and post-test questionnaires and pre and post BCT tests could show the learning situation of the students. Excel and Stata were adopted in this study to calculate the data and analyze the frequency distributions of the reading skills that have been used in the reading process. The students’ questionnaires were also analyzed with the statistical analysis to show the percentages, mean and t-test. Besides, the teacher’s observations were categorized through content analysis. By the finding from the multiple resources of data could cross check with one another and increase their validity and reliability; that is both the qualitative and quantitative methods were employed to collect data to increase the validity and reliability and the results of the study.
The major findings of the study were as follows: (1) The reading strategy instruction help students become more strategic and active in learning English and reading; (2) Students think prediction and guessing the unknown words and sentences are useful strategies for them; (3) The reading strategies can facilitate students’ reading proficiency; (4) Students were willing to use these instructed reading strategies during their reading because they found that these strategies can help them to comprehend the article more easily; (5) They discovered that strategies helped them read better because strategies made them comprehend the content of the article easily and effectively; (6) The students really increased their consciousness of strategy use, (7) The reading strategies instruction has changed students in some ways: the students have more positive attitude toward English learning, they have more confidence of learning English, they have more successful experiences in learning English, they have higher motivation on learning English than before, they can apply the reading strategies when they met different problems, they think they could be a good reader and they start to enjoy learning English.
The study suggests that reading strategy instruction could be conducted in the EFL classroom because it is not only good for high level achievement students but also for low level achievement students. It can help the students to motivate their English learning and change their attitude toward English. Finally, suggestions for future studies were also recommended.

Table of Contents
CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purpose of the Study 6
1.3 Research Questions 7
1.4 Significance of the Study 8
1.5 Definitions of the Terms 9
1.6 Organization of the Thesis 12
1.7 Expectations of the Study 13
CHAPTER TWO LITERATURE REVIEW 14
2.1 Concept of Reading 14
2.1.1 Schema Theory 16
2.1.2 Models of Reading Process 18
2.1.2.1 The Bottom-up Model 19
2.1.2.2 The Top-down Model 20
2.1.2.3 The Interactive Model 21
2.2 Reading Strategies 24
2.2.1 The Definitions of Skills and Strategies. 25
2.2.2 The Role of Reading Strategies 26
2.2.3 Categories of Reading Strategies 27
2.2.4 Categories of Reading Skills 29
2.3 Effective Reading Strategy Instruction 32
2.4 Overview of the Basic Competence Test 34
2.5 Reading Comprehension Tests 36
2.5.1 The Viewpoints of Reading Comprehension Tests 36
2.5.2 Main Types of Reading Comprehension Questions 37
2.5.3 Main Reading Strategies Used in Reading Comprehension Tests 38
2.5.3.1 Identifying Topics and Main Ideas 38
2.5.3.2 Finding Specific Details 39
2.5.3.3 Making Inferences 40
2.5.3.4 Guessing the Meanings of Unknown Words 40
2.5.3.5 Using Non-Verbal Information 41
CHAPTER THREE METHODOLOGY 42
3.1 Subjects 42
3.2 Data Collection 45
3.2.1 The Formation of Pre-test and Post-test 46
3.2.2 Questionnaires 48
3.2.3 Classroom Observations 49
3.3 Schedules for Data Collection 50
3.4 Teaching Materials 52
3.5 Instructional Procedures 53
3.5.1 Teaching Skimming 55
3.5.2 Teaching Scanning. 55
3.5.3 Teaching Guessing the Meanings of Unfamiliar Words 56
3.5.4 Teaching Predicting 57
3.5.5 Teaching Summarizing 58
3.5.6 Teaching Making Use of Non-text Information. 59
3.6 Data Analysis 59
CHAPTER FOUR RESULTS AND DISSUSSIONS 61
4.1 The English Learning Experiences of the Students. 61
4.1.1 The Background of the Students. 61
4.1.2 Students’ Attitude toward Reading and the Use of Reading Skills 65
4.2 The Reading Concepts of the Students 71
4.3 The Pre-survey and Post-survey on the Usage on the Reading Strategies 76
4.4 The Reading Strategies Survey 87
4.5 The Results of the Pre-test (Appendix A) and Post-test (Appendix B) of the Reading Comprehension Test 91
4.6 The Observation of the Classroom 93
4.6.1 The Change of the Students’ Attitude toward Reading 94
4.6.2 The Problems Which Students Met during the Reading Process 95
4.6.3 The Useful Strategies for the Students 96
4.6.4 The Effect of the Reading Strategy Instruction 97
CHAPTER FIVE CONCLUSION AND IMPLICATIONS 99
5.1 Conclusion 99
5.2 Limitations of the Study 105
5.3 Pedagogical Implications 107
5.4 Suggestion for Further Study 108
REFERENCES 110
Appendix A 139
Appendix B 144
Appendix C 149
Appendix D 151
Appendix E 153
Appendix F 154
Appendix G 156
Appendix H 157
Appendix I 158

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