臺灣博碩士論文加值系統

本研究是探討一些高中畢業生閱讀英文說明文以擷取文章要義的行為。主要目的在於
了解這些學生理解以及回億文章要義的過程，並且提出一套『閱讀英文說明文以擷取
文章要義』的教學方案，作為『大一英文』課程的部份教學內容。
八位大一新生在進入清華大學就讀的最初兩週，參與了這項『出聲思考』以及『回憶
要義』的實驗。實驗後的資料分別以(1)八位受試者全體趨勢，以及(2)『均數上讀者
』和『均數下讀者』兩組的比較，來分析受試者在『理解句意的困難』『理解策略的
使用』『修辭結構的把握』以及『寫摘要的技巧』等四方面的實際表現。
實驗結果顯示，整體地說，這八位受試者在理解句意時，對於理解某些類型的字詞有
困難，使用策略理解文意的頻率不高，不能充分利用修辭結構去體會作者推演文義的
過程，寫摘要的技巧也不夠成熟。進一步比較『均數上讀者』以及『均數下讀者』的
表現，則發現『均數上讀者』使用較多『尋找文意關係』的策略，使用較成熟的寫摘
要技巧，較能體會作者使用的修辭結構。同時，一般說來『均數上讀者』的理解句意
能力也較強。但是，這種差異不像前三項那麼顯著。
本研究並針對學生需要，以上述發現為基礎，加上其他研究者在理解文意、回憶文意
、記摘要、以及閱讀教學方面的發現，提出一套）『閱讀英文說明文以擷取文章要義
』的教學方案。這套方案以『教學觀』『教學設計』以及『教學程序』為架構，首先
確定『閱讀英文說明文以擷取文章要義』的教學目標、教學重點、以及閱讀教師的主
要工作，最後則提出各種具體可行的『閱讀前』『閱讀中』以及『閱讀後』教學活動
。

Cover
TABLE OF CONTENTS
ABSTRACT
ACKNOWLEDGEMENTS
LIST OF TABLES
CHAPTER 1 INTRODUCTION
1.1 Background
1.2 Objectives of the study
1.3 General Framework of the Study
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Research on Reading as an Interactive Process
2.2 Studies on Comprehension Strategies with Think alouds
2.3 Studies on Recall of Information
2.4 Research on Summary Production Skills
2.5 Reading Comprehension and Second Language Proficiency
2.6 Summary
CHAPTER 3 RESEARCH METHOD
3.1 Overall Design
3.2 Subjects
3.3 Materials
3.4 Tasks and Procedure (Data Collection)
3.4.1 Consciousness-raising of the concept of "strategy"
3.4.2 Pilot studies
3.4.3 The main study
3.5 Data Analysis
3.5.1 Transcription and coding of the data
3.5.2 Description of students'' translation
3.5.3 Classification of the comprehension strategies
3.5.3.1 local-meaning-getting strategies
3.5.3.2 global-meaning-getting strategies
3.5.3.3 monitoring/regulatory strategies
3.5.4 Classification of strategies in recall summaries
3.5.4.1 reproduction
3.5.4.2 combination
3.5.4.3 invention
3.5.5 Scoring and analysis of the written summaries
CHAPTER 4 RESULTS AND DISCUSSION
4.1 General Description of Each Subject''s Reading Process
4.1.1 Viola
4.1.2 Gillian
4.1.3 Joan
4.1.4 Martha
4.1.5 Ruth
4.1.6 Ann
4.1.7 Mary
4.1.8 Betty
4.2 Description and Analysis of Think-aloud Protocols
4.2.1 Strategy use in comprehension
4.2.1.1 local-meaning-getting strategies
4.2.1.2 global-meaning-getting strategies
4.2.1.3 monitoring/regulating strategies
4.2.2 Performance in decoding of each sentence
4.2.2.1 word level
4.2.2.2 phrase level
4.2.2.3 sentence level
4.3 Description and Analysis of Summary Recalls
4.3.1 Summarizing skills in summary recalls
4.3.1.1 reproduction
4.3.1.2 combination
4.3.1.3 invention
4.3.2 Content of the summary recall
4.4 Relationship between Comprehension Processing and Retention
4.4.1 Two types of readers : moderately-successful and unsuccessful readers
4.4.2 Summary production and summarizing strategies
4.4.3 Comparison of the identification of important information and summary scores
4.4.4 Summary performance and comprehension strategies
4.4.5 Summary score and decoding proficiency
4.5 Summary
CHAPTER 5 A SUGGESTED PROGRAM FOR INSTRUCTION
5.1 Approach
5.2 Design
5.2.1 Objectives
5.2.2 The syllabus (I): content
5.2.2.1 mastering the organizational patterns of written English
5.2.2.2 enriching comprehension strategies
5.2.2.3 improving summary-production skills
5.2.2.4 enlarging vocabulary
5.2.3 The syllabus (II): overall program
5.2.4 Task of the reading teacher
5.3 Procedure
5.3.1 Pre-reading activities
5.3.1.1 assessment of students'' schemata
5.3.1.2 teaching rhetorical patterns
5.3.1.3 presenting knowledge of strategy use
5.3.1.4 providing summary-production skills
5.3.1.5 teaching linguistic knowledge
5.3.1.6 supplying background knowledge
5.3.2 During-reading activities
5.3.2.1 checking comprehension
5.3.2.2 enhancing strategy use
5.3.2.3 group discussion on the identification of important information
5.3.3 Post-reading activities
5.3.3.1 summary writing and pruning
5.3.3.2 organizing words in groups
5.4 Summary
CHAPTER 6 SUMMARY AND IMPLICATIONS
6.1 Summary of This Study
6.1.1 Study purposes and research questions
6.1.2 Procedures of the experiment
6.1.3 Results of the experiment
6.1.4 Suggested instruction program for exposition reading
6.2 Implications of this Study
6.2.1 Implications for reading assessment
6.2.2 Implications for computer-aided reading learning
6.2.3 Implications for material arrangement
6.2.4 Implications for further study
REFERENCES
APPENDICES
A. Material for the Main Study
B. Material for the First Pilot Study
C. Material for the Second Pilot Study
D. Summary Recall Form
E. Comprehension Questions
F. An Example of the Think-aloud Protocol
G. Idea Units and Levels of Importance